iMovieMathMadness

Author:BlynnWise,JordanPayne,JuliaHammond RevisionDateofLessonPlan:November13,2012 OverallGoalfortheLesson: Studentswillreviewanddiscussadditionandsubtraction. Descriptionofclassroom,gradelevel,andstudents: 20students 1stgrade 6&7yearsold 5slightlyaboveaverageand5slightlybelowaverage 2studentswithIEPs,2studentsinbeginningstagesofIEPdevelopment Thisschoolisinalowincomeareaofasuburbancity. StudentObjectivesforthelesson.

Giventhevideoandclassdiscussiontime,everystudentwillactivelyreviewand participateinthediscussionoftheirlearning.

LengthofLesson: Videotime+5minutediscussion(longerfordiscussionifneeded)

ScheduleofActivities: 1. TeacherswillplaytheiMovie,studentswillwatch(teachersshouldensure studentsremainfocusedontheiMovie) 2. Facilitatediscussiontoreview: a. Whatareaddition/subtractionstrategieswepracticedinthe Kidspirationactivity?(Teacherwillprovideanexample,student volunteerwillshowontheboard) CountingOn Doubles Decomposing b. Whataresomestrategiesweusedtosolvewordproblemsinthe Smartboardactivity?(Teacherwillprovideanexample,student volunteerwillshowontheboard) Writeyournumbers Manipulatives Part,Part,Part,Total c. Whichstrategiesdoyouliketouse?Why?

 PASSContentStandardsAddressed(CopyandPastefrom: http://sde.state.ok.us/Curriculum/PASS/default.html) CCSS.Math.Content.1.OA.A.1Useadditionandsubtractionwithin20tosolveword problemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,taking apart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects, drawings,andequationswithasymbolfortheunknownnumbertorepresentthe problem.1 CCSS.Math.Content.1.OA.C.6Addandsubtractwithin20,demonstratingfluencyfor additionandsubtractionwithin10.Usestrategiessuchascountingon;makingten (e.g.,8+6=8+2+4=10+4=14);decomposinganumberleadingtoaten(e.g.,13 4=1331=101=9);usingtherelationshipbetweenadditionand subtraction(e.g.,knowingthat8+4=12,oneknows128=4);andcreating equivalentbuteasierorknownsums(e.g.,adding6+7bycreatingtheknown equivalent6+6+1=12+1=13). CCSS.Math.Content.1.OA.A.2Solvewordproblemsthatcallforadditionofthree wholenumberswhosesumislessthanorequalto20,e.g.,byusingobjects, drawings,andequationswithasymbolfortheunknownnumbertorepresentthe problem. CCSS.Math.Content.1.NBT.B.2Understandthatthetwodigitsofatwodigitnumber representamountsoftensandones.Understandthefollowingasspecialcases: CCSS.Math.Content.1.NBT.B.2a10canbethoughtofasabundleoftenones calledaten. CCSS.Math.Content.1.NBT.B.2bThenumbersfrom11to19arecomposedofa tenandone,two,three,four,five,six,seven,eight,ornineones. CCSS.Math.Content.1.NBT.B.2cThenumbers10,20,30,40,50,60,70,80,90 refertoone,two,three,four,five,six,seven,eight,orninetens(and0ones). PASSInstructionalTechnologyStandards 2.CommunicationandCollaborationStudentsusedigitalmediaandenvironments tocommunicateandworkcollaboratively,includingatadistance,tosupport individuallearningandcontributetothelearningofothers. a.Interact,collaborate,andpublishwithpeers,experts,orothersemploying avarietyofdigitalenvironmentsandmedia b.Communicateinformationandideaseffectivelytomultiplaudiencesusing avarietyofmediaandformats c.Developculturalunderstandingandglobalawarenessbyengagingwith learnersofothercultures d.Contributetoprojectteamstoproduceoriginalworksorsolveproblems

 Assessments:Howwilltheseactivitiesbeassessed?

MaterialsNeeded: iMovie Spaceforseatingandwatchingthemovie Playerandprojector DryEraseboardandmarkers(orSmartboardandnotebooksoftwarewitha blankpage)

Teacherswillobservestudentparticipationlevelsandengagestudentsthat havenotyetcontributedtothediscussion.Thiswillallowallstudentsto meettheobjectives. Studentsdemonstratetheirunderstandingoftheadditionandsubtraction strategiesbyvolunteeringtoshowthemontheboardandexplain.