Date:

October 27, 15

Grade:

First Grade

Title:

Teaching the Touch Point Strategy

Source:

Materials collected from host teacher; she found on

Teacher pay Teacher

Content

CCSS.MATH.CONTENT.1.OA.C.6

Standard(s)

Add and subtract within 20, demonstrating fluency for

addressed:

addition and subtraction within 10. Use strategies such as

(Write out)

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).

Student

Students will be able to add numbers within 20 and solve

objectives:

80% of the addition problems correctly using only the

(Student will be

touch-point strategy.

able to or I can
statement
Materials/
technology/
resources:
Key academic
vocabulary

Packet of numbers 1-9 (including touch points).

Circular objects to place on numbers (M&Ms
and stickers)
Assessment (Worksheet)
Addition/Add, Equal(s), Number, Touch-point

Warmup/Fluency:

1. Have numbers 1-9 (with the touch points)

hung up on the whiteboard.
2. Review each number and ask what looks
different about the numbers.

Identify and explain what standards of mathematical practice will be utilized

in your lesson
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving

them.
Students that are proficient in math are able to identify a problem and entry
points towards the solution. Students in younger grades often use concrete
representations-such as touch points- to solve problems.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
First grade students are at a point in their learning where they are making many
connections between prior knowledge and new content. Students have already
learned mathematical strategies such as number bonds and using a number line.
This lesson is focused on touch points (a tool students can use for addition and
subtraction). Students that are proficient in math have the ability to identify
mathematical strategies and use them in problems. The assessment focuses on
teaching students the ability to appropriately use the touch point strategy.

Learning Connections
Explain how this

This lesson addresses students previous knowledge of the

lesson connects to

addition operation and adding numbers within 20 together,

past concepts/skills

which they have been learning in class for the past few
weeks. Students will be able to use their past knowledge
and skills of addition to learn the touch-point strategy and
be able to apply it to addition problems they are familiar
with.

Explain how this

The students will be addressing the concept of adding

lesson connects to

three numbers together within 20 in the weeks to come

future

after this particular lesson is taught. The students will be

concepts/skills

given a new approach to adding numbers when they learn

and come to understand the touch-points strategy for
addition. Touch-points give students another form of help
they can utilize when it comes to adding three numbers
together.

Teaching the Lesson

Launch

First the teacher will explain what touch points are (a

strategy the children can use for addition and
subtraction). State: As they pointed out in the warm up
numbers normally dont include touch points on them, so
this is a strategy like the number line strategy or the
number bond strategy-it is a way they can use to add or
subtract.
When the numbers are placed on the board the teacher
will go through each number again and count the
touchpoints (modeling the strategy for the students).
While modeling the strategy she will first trace the
number with her finger herself and explain how many
touch points there are and why. After the teacher models,
the students will join in to count the touch points for each
number. The students will have a touchpoints worksheet
(numbers 1-9) that they can use to follow along. At number
6 the teacher will explain how numbers 6-9 have double
touch points in one spot.

Explore

Students will have a touchpoints worksheet (numbers 1-9).

The touch points will be included on each number, the
students will first work together as a table using M&Ms
and placing/counting them on each touchpoint to become
more familiar with the strategy. To ensure that students
understand the technique they will then work
independently and place stickers on each touch point while
counting along.

Summarize

Then students and teacher will come back together as a

whole group and the teacher will model how to use this
strategy when adding numbers. For example, she would
take the number one and the number seven then show how
to use the touch point strategy to add the two numbers
together. She can have the students join in while counting
using their packet or just following along. (Repeat twice
with any two numbers). After that the teacher will call up
two to three student volunteers and have them choose two
numbers - then have the students add the numbers
together using the touchpoint strategy while counting out
loud for the class. The teacher will ask if students have
any questions and address them accordingly.

Closure/Debrief

This lesson will end with students being given a worksheet.

It will include 10 addition questions and 3 bonus addition
questions. The first 10 questions will be adding two
numbers, the bonus questions will be adding three. On
numbers 1-5 of the assessment touchpoints will be on the
numbers for the children to use. Problems 6-10 , touch
points will not be on the numbers; this is when children will
be tested as to if they can use the actual strategy.
Students will be expected to place the touch points on

numbers 6-10 to show that they understand the concept.

The 3 bonus questions are adding three numbers. The first
two questions include touch points on the numbers, the
third one does not. After the students complete numbers
1-5, they will be asked to turn their paper over and lay
their head down. After every student has completed up to
question 5, then the teacher will explain how to do
problems 6-10 (using 6 as the example). When she explains
it all she will do is show how to draw the touch points on
the problem and explain to them that they are expected
to do this for each problem **Make sure not to give the
answer**. After student assessments have been collected
they will each be given an M&M packet to eat.

Differentiations
Content

Students will be learning all of the same content,

considering the lesson is based on a mathematical strategy
the content has to be the same. During the assessment
depending on student comprehension, some students may
be asked to only complete the first five. This is put in
place to not overwhelm the student while learning the
strategy.

Process

The lesson is being taught using multiple learning

strategies such as tactile, visual and auditory. As we have
the students place the object onto the number they are
getting the opportunity to physically and visually interact
with the content. As the teacher explains the process
during the launch portion of the lesson it directly
correlates with the needs of auditory and visual learners.
*Also the interests of all students are addressed with the
usage of candy and stickers.

A few students in the class needs additional support due

to a language receptive disorder. They will receive
instructions when they are given to the whole group,
however when the students split into tables each will be
given one on one instruction to ensure they understand the
strategy and their expectations.
One student in the class sees an occupational therapist for
her fine motor skills. When she places candy or stickers on
her numbers, she will not be expected to place them
perfectly into the circle due to her level of fine motor
skills.
Product

Due to the fact that this lesson is teaching a strategy for

how to add they will not be given a choice on how to
complete the problems. Take in mind this grade is
formative; it is just to help teach them a new strategy.

Learning

The learning environment will be differentiated based on

Environment

the amount of scaffolding given to each student. Some

students will receive more support than others based on
their need.

ELL

N/A

Assessment
Formative

Worksheet containing 10 addition questions and 2 bonus

addition questions. The first 10 questions will be adding
two numbers, the bonus questions will be adding three. On
problems 1-5 of the assessment, touchpoints will be on the
numbers for the children to use. On numbers 6-10, touch

points will not be on the numbers; children will be tested

as to if they can use the actual strategy. Students will be
expected to place the touch points on numbers 6-10 to
show that they understand the concept. The 3 bonus
questions are adding three numbers. The first two
questions include touch points on the numbers, the third
one does not. Children will be able to correctly answer
eighty percent of the questions (8 out of 10 questions);
the three bonus questions are not included in this
measurement.
Summative

Due to the fact that students are being taught an addition

strategy, they will not be summatively assessed on
touchpoints. However, the students will be given an end of
unit summative assessment in the near future on addition
where they will have the opportunity to utilize the touch
point strategy if they choose to do so.