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K.NS.3: Find the number that The student will be able to The teacher will Commented [3]: Great ideas!
is one more than or one less determine the number that reference the rubric
than any whole number up to is one more than a below to assess the
20. particular number by students knowledge
recalling previously of the topic. Also, a
learned knowledge during kahoot will be used
the introductory video. as a lesson ending
The student will be able to for the teacher to
determine the number that have further
is one more than a understanding of
particular number by the students
selecting the correct knowledge and
number of spaces for the capabilities.
Bee-Bot to move
The student will be able to
determine the number that
is one more than a
particular number by self-
assessing their
understanding in the
Kahoot game.
K-2.CD.1 Use standard input The student will be able to The teacher will
and output devices to operate the Bee-Bot by pressing reference rubric
operate computers and other the buttons to tell it where to go. below to assess the
technologies students knowledge
on the topic.
The video above is an interactive song that would be shown to the students as an
introduction to one more than a particular number. At this point, students should be able to
count to 20 without any assistance, therefore this activity is asking them to look back at their
prior knowledge and use it in assisting them with this new topic. Also, since this video is
repetitious in its pattern, and has the students sing along to the video, it will be effective in
getting them engaged. Lastly, the video shows the actual addition of how to get one more than
a particular number besides counting (ex. 4 ice cream scoops+1 ice cream scoop=5 ice cream
scoops), which will be effective in the students learning in the future when they begin simple
addition. Essentially, this video is assisting the students in progressing through their learning of
math.
After the students have watched the video, the teacher would introduce bee-bot to the
class. He/she would pass out an instruction sheet regarding how bee-bot works (worksheet is
listed in artifacts) and give a small introduction on what bee-bot can do. After the teacher feels
the students have a strong understanding of how bee-bot works, he/she would ask the students
questions such as, If I want to make the bee bot move five steps, what do I need to do? and
What if I want the bee-bot to turn left after moving five steps? and demonstrate accordingly.
Introduction video: https://www.youtube.com/watch?v=F8NwPqVGE-Y
Lesson Main: Commented [5]: Excellent idea of integration
computational thinking into math.
To start, the teacher will divide the students into small groups of three. They will then be
assigned to make an obstacle course atop a poster board with tape. We decided to have the
students use tape because if they make a mistake it is easily fixable without ruining the poster
board or having to start over. The students will also be asked to indicate a start and end point
of the course. This is so that they will have to navigate the bee-bot from the same spot before
each turn. Once the students have finished the course, the teacher will go around tapping
flowers with numbers on them inside each group's course. The flowers should be in an area of
the course that the Bee-Bot will be able to reach. The teacher will project a number on the
whiteboard/chalkboard and ask the students to navigate the Bee-Bot to the corresponding
flower as a practice round. Once the students get an understanding of the activity, the teacher
will start with the main task of this lesson. The teacher will put another number on the board and
ask the students to find the flower with the corresponding number one more than the number on
the board. Once a group of students get to the correct flower, the teacher will ask the group to
show the class what code they entered to get the Bee-Bot there. The teacher will repeat these
steps until the entire class is able to reach the right number in one code with the Bee-Bot.
Bee-Bot Activity video: https://youtu.be/RVAtONV9Lac
Bee-Bot Activity Powerpoint: https://docs.google.com/presentation/d/e/2PACX-
1vTowkArJpPoXa8rv6GIFhyqnayCb6UYxA4rTUPHlPq90yduzdMdG6V4-
mMQQdGbFGHV1iiWtBloP8g0/pub?start=false&loop=false&delayms=3000
Lesson Ending:
After the students have finished the Bee-Bot activity they will play in a Kahoot game to test if
they retained the information from this lesson and are able to apply it. This Kahoot game will
contain questions asking students what number is one more than a certain number from 1-20.
The students will use a class set of iPads to play the Kahoot game. This game acts as a final
practice with the math concept.
Kahoot: https://play.kahoot.it/#/k/779d2af5-5c66-4387-ac64-d5f03367529c
Assessment Rubric:
http://www.rcampus.com/rubricshowc.cfm?code=MX94CX8&sp=yes
This rubric is geared more for the teacher to reference as he/she would assess the students
while they conduct the bee-bot activity. This rubric would also be a useful resource to show a
parent if they are concerned about how their child did on this particular activity. This rubric
should also be summarized to the students in a simpler way when they are given their grade
(either a 1- poor, 2- good, 3- great) so it is clear to them why they received the grade they did.
Resources / Artifacts:
Introduction video: https://www.youtube.com/watch?v=F8NwPqVGE-Y
Differentiation:
Anticipated Difficulties:
This lesson can be difficult for students who struggle with numbers and basic addition
and/or subtraction. This lesson focuses on students practicing their numbers and giving basic
instructions (e.g., go left once, go forward twice). The students will be working on this activity in
groups, so there are many opportunities for them to work together and help each other if one is
struggling. The teacher will be available as well to help those students who are having difficulty
with the activity.