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Goals/Objectives:
The goal is for students to understand that there are multiple methods for
achieving a sum less than or equal to twenty. An objective is for students to use tangible
materials as tools for modeling these combinations, and to further develop comfort with
discussing and articulating their mathematical thought processes and comprehension.
-Students will be able to combine dollar amounts, including 10, 5, and 2-5 to sum 20 or
less.
-They will improve their ability to add these quantities
-develop comfort with. . .
Students will be able to combine dollar amounts, including 1-, 5 and 2-5 to sum 20 or
less. They will improve their ability to add these quantities, and will work towards
developing computational fluency by creating numeric combinations.
Standards:
Represent and solve problems involving addition and subtraction
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
Add and subtract within 20.
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows
12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Investigations Curriculum:
Ten and fifteen are landmark numbers
Materials and preparation:
Laminated pictures with prices on the back
Graphic organizers (price sheet and backup sheet)
Construction paper
Bowls
Paper Plates
Glue sticks
Poster/Dry Erase easel
Chart paper
Tape
Pencils
Fake money
Post-it notes
Classroom arrangement and management issues: [make sure you coordinate with
Daylan and Celeste.]
The small room I plan to hold the lesson in has wheelie chairs which could act as
temptations for children to roll around in during the lesson. Also, I have to accommodate
the space for writing since there is no black or white board. I will use chart paper with
tape and/or a poster/dry erase easel that is self-standing.
Another possible issue is managing the quantity and organization of the modeling
tools that I will provide. Each student will have laminated pictures, fake money, and
pizza toppings cut out of construction paper. The pieces could become disorganized, and
it might be problematic to keep track of these items.
Plan:
1. Launch [timing?] (5 minutes)
1. I will explain to students that they each have $20.00 to design a personalized
pizza with whatever toppings they want from the bowls. They will work
independently to select toppings and create their own pizzas. They will each get
a bowl with laminated pictures of toppings, with the price of each one listed on
the back. I will explain that students should keep track of how many of each
topping they use by recording their selections on their price sheets. The price
sheets will include the following toppings along with corresponding prices:
1. Dough $10
2. Sauce $2
3. Cheese $3
4. Pepperoni $4 for 2 servings
5. Mushrooms $1
6. Olives $2
7. Pineapple $3
I will model filling out the price sheet by selecting pictures from the bowl, saying
their prices out loud, and recording the options I choose on the price sheet. I will model
how to record their selections on a price sheet enlarged on chart paper. I will explain that
students have a choice to either spend all of the $20 or build a pizza that costs up to $20.
I will model counting money from my $20 total, and will model a system for keeping
track of my spending. I will label post-it notes as money spent and balance, and will
separate money into two piles as a system for keeping track of what I spent and can spend
on additional toppings. There will also be a section for work space, where I will model
writing the balance after I take each item. I will also say that students can write whatever
they want in that space, such as extra cheese?
2. Work time (15 minutes)
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Comment [JR11]: Not sure what this
means. How do you model a discussion.
Comment [SG12]: I mean that my
explanation of topping combinations will act
as an example for what a discussion might
look like.
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