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EDUC 523

Lesson Plan

Lesson Plan Details

Part 1

Resources:

Scott Foresman/Addison Wesley: Mathematics, Teacher

Edition and student workbooks

Math manipulatives: unifix cubes, counting bears

Addition and subtraction flashcards

Fact practice worksheets

Benchmark 5.2 Operations on Numbers

Computation Whole numbers- Use concrete objects to

model the addition of two or three addends and

subtraction of whole numbers related to sums less than

20 and write the corresponding number sentence.

facts (to 9+9) and the corresponding subtraction facts

Benchmark 5.3 Numerical Operations and Estimation

Problem Solving- Apply strategies including counting on,

counting back, and doubling for addition facts to at least

10.

Students will be able to use a strategy to figure out

addition or subtraction facts with sums up to 20.

Part 2

Expected prior Knowledge

-Students know, and can write, numbers 1-100.

-Students know the addition (+), subtraction (-), and equals (=)

symbols.

-Students have used math manipulatives to represent addition

and subtraction problems.

-Students are familiar with addition and subtraction problems

written vertically and horizontally.

Procedures/Management

For this unit, my regular management system is in place, which

applies to the whole group, small groups, and students working

one-on-one.

Classroom Expectations:

Respect others

Keep hands and feet to yourself

Be kind and encouraging

Listen to teachers, adults, and other students

Classroom Management:

If a child is not abiding by the classroom expectations, I will

talk to him/her.

1st time: Warning

2nd time: Time out/move away from group

3rd time: Miss 5 minutes of recess/snack time

4th time: Phone call home.

5th time: See principal.

Each student has a magnet with his or her name on it, and it

begins in the smile () zone. If I have to speak to him or her,

it moves through numbers 1-5 accordingly.

Technology links

Single digit adding practice:

-http://www.math-play.com/soccer-math-adding-one-digitnumbers/adding-one-digit-numbers.html

-http://www.softschools.com/math/games/fishing_add.jsp

- http://www.mathblaster.com/parents/math-games/1st-grademath-games

problems and strategies using several different websites.

These are available to use both at school at home (link sent to

parents via email) to reinforce learning addition facts.

difficulties on these websites that can challenge them at their

own level.

Elements of Universal Design for Learning

Principle 1: Representation-Presenting information by modeling using manipulatives to

represent numbers in addition and subtraction sentences.

Provide written numbers to accompany the number sentence.

-Model and think aloud as I decide upon a strategy to use to

solve a problem.

-Show a PowerPoint presentation that demonstrates varying

number sentences for which different strategies can be used.

Principle 2: Action and Expression

-Use the physical action of moving around manipulatives to

solve addition and subtraction problems.

-Allow students to write story problems to go along with the

addition and subtraction sentences to connect the problem to

the real world.

Principle 3: Engagement

-Use the computer practice games to help keep track of how

students are doing. This allows them to go against

themselves and work to get a better score.

-For certain students, provide goals and progress monitoring so

that students can be motivated to memorize the math facts.

Students who need a challenge or motivation can keep track of

this as they improve quickly.

Day 1 Plans

Practicing Adding with Concrete Objects

Anticipatory Set

I will tell some addition stories, and ask students if they can tell stories

like mine. Ill explain that Im going to ask out stories like that. Were

going to count them up together.

Modeling/Direct Instruction/ Teacher Input

-Sit in a circle around the rug

-Have counting bears in front of me only

-Today we will practicing joining together two sets of bears. When we

join two sets together, this is called adding.

-Begin by putting two small groups of bears in front of me. Count each

group and then count the total. Repeat several times, then record as I

make groups. We have two bears in this group and three bears in that

group. That looks like this: 2+3=5.

-Hold up a flashcard that already has an addition problem (without the

answer) and make piles of bears accordingly. Repeat. Ask students to

instruct me on how to solve the problem.

-Have stories to go with each flashcard. (I had 4 cookies, then I had

one more. How many did I have?)

Guided Practice/ Student Active Participation

-Bears are passed out to each child in the circle.

-Allow students one minute to make joining/adding stories and show

them with bears with the person next to them.

-Call for attention of the whole group. As a group, choose an addition

sentence and show it. Students can show the answer with their

fingers.

-Allow students to come up with the stories and have all students show

the stories with their bears.

-Verbally affirm students around the circle as they show the correct

addition sentence with their bears. When students make a mistake,

tell them to check it again or fix it up. If this is repeated, move and sit

next to the student so he/she can be monitored more closely.

number sentence.

Assessment/ Identifying Student Success

Checklist for addition with concrete objects.

-Student correctly makes two piles with accurate number of bears to

reflect the addition sentence.

-Student can join the two piles together and count up the correct

number of bears.

-Student can accurately show that number on their fingers to reflect

what theyve counted.

-Student can complete said tasks independently, without looking at

peers for help.

-Student can complete said tasks without asking the teacher multiple

questions.

(Checklist is completed during the guided practice.)

Reflection/ Plans for Students with diverse needs who need

more instruction

Students who struggle with this lesson will most likely have trouble

moving on to adding without using concrete objects for counting. They

will need additional practice. If bears arent a good illustration, we

could try different colors of unifix cubes, where they could see the

actual joining of two groups that would be signified by two colors.

They can use these to count.

Day 2 Plans

Counting on or back, starting with the greater number

Anticipatory Set

Given a pair of numbers, students will call out the greater number.

This will be done many times, all with various pairs of numbers, ten or

less.

Modeling/Direct Instruction/ Teacher Input

-Have several addition and subtraction problems written on the board.

-For each problem, identify the greater number and circle it.

-Discuss that the addition sign means going up, so you have to count

on for the second number. The subtraction sign means going down, do

you have to count back for the following number.

-Draw the number of dots that goes with the second number, under

that number. For example, if the smaller number is 3, you draw 3 dots

under the three. These dots are used to count on or back.

-Start with the greater number. Then count on or back (depending on

the sign, to determine the correct answer).

Guided Practice/ Student Active Participation

-Students will have the opportunity to come to the board to explain the

process and solve an addition or subtraction problem.

-Pairs of students will be given a worksheet to solve the problems

together. They are reminded to circle the larger number, pay attention

to the sign, and count the dots under the smaller number, either

counting forwards or backwards.

Assessment/ Identifying Student Success

Checklist for counting on or back

-Students accurately circle the greater number.

-Students know what (+) and (-) mean and use the signs to count on or

back, accordingly.

-Students draw the correct number of dots under the smaller number

and use those dots to count on or back.

-Students write the answer after the (=).

Reflection/ Plans for Students with diverse needs who need

more instruction

I will meet with struggling students in a small group. We will still

practice finding the greater number and circling it. If needed, we can

count out unifix cubes for each number, and choose the longer tower

as the greater number. Then, starting with that number, we will count

on or back with the smaller tower.

Day 3 Plans

Use a number line to count on or back

Anticipatory Set

-Ask students what a number line is

-Draw a giant number line on the floor (concrete), or outside on the

pavement.

-Make spaces about one step apart so that students can walk up and

down it

-Demonstrate how to walk up (counting on) and down (counting back)

Modeling/Direct Instruction/ Teacher Input

-Review counting on and back from day 2. Discuss using the number

line to count on and back.

-Identify the greater number, and step on that number.

-Walk the amount of steps that is equal to the smaller number.

-The number landed on is the answer to the problem

-Students will each have their own addition or subtraction problem to

model on the walkable number line. The class will help them count

on or back to figure out the answer to their problem.

-I will model how to use a number line on paper, counting on or back

-Students will complete a worksheet to practice counting on and back

on a number line

Assessment/ Identifying Student Success

Checklist for Counting On and Back on a Number Line

-Student starts with the greater number.

-Student moves the correct way on the number line for addition and

subtraction.

-Student associates the number they end on as being the answer to

the problem.

Reflection/ Plans for Students with diverse needs who need

more instruction

Students who struggle with the number line concept or worksheet, will

go back to the walking number line. They will practice addition and

subtraction isolated so they understand that addition is going up and

subtraction is going back.

Day 4 Plans

Learning Doubles for Addition

Anticipatory Set

-Teach the doubles rap

Doubles. Doubles. We can add doubles! Its no trouble for me to add

doubles. 1+1 is 2. 2+2=4. 3+3=6. 4+4=8. 5+5=10. Doubles. Doubles.

We can add doubles. Its no trouble for me to add doubles.

Modeling/Direct Instruction/ Teacher Input

-Write out the doubles

-Have students look for patterns (skip counting by 2s)

-Teach that learning doubles can help us with addition AND subtraction

-Repeat the doubles rap

-Model making flashcards for doubles

-Model practicing flashcards with a friend

-Students will create their own flashcards for adding doubles

-Students will practice quizzing a partner with flashcards

Assessment/ Identifying Student Success

-Students will accurately create their own set of doubles flashcards.

-Students will complete a doubles fact practice worksheet, with

repetition so that it helps them to memorize these facts.

Reflection/ Plans for Students with diverse needs who need

more instruction

Students who need more help will begin by reviewing the pattern of

doubles going up by 2. Well talk about how if youre doubling 4, you

can count by 2s to 4 (on fingers) and find the double. Students will

have extra practice with flashcards.

Day 5 Plans

Learning Doubles Plus 1 for Addition

Anticipatory Set

-Review the doubles rap

-Ask a couple doubles facts to review

-Write a double+1 on the board (ex. 3+4)

-Ask if its a double

-Draw a number line and show that 3 and 4 are NEXT to each other on

a number line

-We know that 3+3 is a double and it equals 6. Show that since 4 is 1

more than 3, we just need to add one more.

Modeling/Direct Instruction/ Teacher Input

-Write several doubles problems on the board with space between

them.

-Have students solve the double facts.

-After 4+4, write 4+5. After 2+2, write 2+3.

-Ask students if they see the pattern.

-Have them give examples of doubles and the corresponding doubles

+1 facts.

-Act out several double problems with students so children can clearly

see the other 1 being added on.

-Have 4 boys and 4 girls stand in front of the room. Have students

count or say the answer. Now have one more girl join the other girls.

If we already had 8, we know one more is 8. 4+5=9. Repeat several

times to illustrate different facts.

Assessment/ Identifying Student Success

-Students will complete a worksheet that pairs doubles with doubles

+1 facts. One half will be with the corresponding facts next to one

another; the other half is the facts mixed up. A number line is at the

top for reference (Are the number next to each other? Yes- this must

be a doubles +1 problem.)

Reflection/ Plans for Students with diverse needs who need

more instruction

Students who have trouble with this concept will first practice doubles

once again. This will be done with concrete objects to ensure there is

knowledge of what the numbers represent. Then, still with concrete

objects, doubles +1 facts can be added in to see the patterns.

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