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LESSON PLAN FIRST GRADE Name: Stephanie Lackner Subject: Math, Unit 2 Topic 15, Addition of three addends. How much time do you expect the lesson to take? 90 minutes, 30 minutes for peer feedback Learning Goal(s) TSWBAT demonstrate knowledge of addition, accessing prior knowledge of addition strategies, and applying strategies to solve three addend addition problems. TSWBAT use drawing tool to draw a picture detailing students addition of three addends. TSWBAT use VoiceThread to verbally illustrate steps taken, strategies used, and understanding of how to compute the sum of three addends. TSWBAT use VoiceThread to view peer exploration of finding a sum for addition sentences with three addends. TSWBAT use VoiceThread to give peer feedback. Standards PA Standard for Mathematics 2.2.1.B: Demonstrate strategies for addition and subtraction in order to solve single- and double-digit addition and subtraction problems. PA Standard for Mathematics 2.4.1.A: Draw conclusions and describe thought process (es) (e.g., think aloud) related to problem solving situations. PA Standard for Mathematics 2.5.1.A: Solve the problem and check if answer makes sense. Explain how problem is solved in grade appropriate contexts. PA Standard for Mathematics 2.5.1.B: Use appropriate mathematical vocabulary when explaining how to solve a problem. PA Standard for Mathematics 2.8.1.B: Use concrete objects and trial and error to solve number sentences. Materials/Resources/Tools Computers with Internet access, TuxPaint, and VoiceThread accounts. Grouping Full-class instruction, individual activity, small group peer assessment Lesson Opening Introduction/Launch Involve students in a discussion that reviews the variety of addition strategies they have learned through the unit of addition. Begin with Think-Pair-Share, and in sharing, look for strategies including, but not limited to using pictures, stories, counters/unifix cubes, ten-frames, counting up, and number lines. Remind the students that they can use the things they learned to solve other problems. Remind them of examples from previous addition lessons. Explain to the students that they will be doing a math blog and what that means. They will be using a math blog to solve a new addition problem, one they have not yet learned. Explain clearly that I am not looking for the right answer, but I am instead trying to see if they can take what they already do know and come up with possible ways to solve the problem. They will draw a picture to help solve the problem and explain their thinking or the steps they took to get to the answer. This is how it becomes a blog. They complete the problem and explain their thinking and actions. Further explain they will be using the computers and the Internet to complete this blog and share it with their classmates. Then they will work in groups and review each others blogs to see how they solved the problem. In the final activity, students will share with classmates in their group, what they thought about their blogs.

Model a completed VoiceThread using a 2-addend addition sentence. (Using a 2-addend addition sentence is necessary because the learning objective of this assignment is for the students to grapple with a 3-addend addition sentences, applying their prior knowledge and understanding of addition before teacher-led instruction occurs.) VoiceThread for 8+6=14 is http://voicethread.com/share/2556921/ During the Lesson Teaching/Learning Students will use TuxPaint, a free, downloadable drawing tool for Pre-K to 6 students, to create a picture story for the 3-addend addition sentence provided to the students. (TuxPaint is available to anyone with a computer with an Internet connection, thus parents can download it on home computers as well.) The students will use the shapes, text, and lines provided to write the addition sentence provided and add and manipulate pictures depicting a solution to the addition problem. Once the students have figured how to solve the problem and have their completed TuxPaint story, with teacher assistance, they will upload it to VoiceThread. Recording in VoiceThread, they will explain, using their own words, what steps they took to solve the problem. The students will be assigned to groups where they will view each others VoiceThread problem stories/solutions and they will give feedback on what they liked about the solution and if they believe the student solved the problem correctly and how they know. Monitoring Student responses during think-pair-share activity. Students work on computers. Discussion during the activity and group work. End of the Lesson Closing/Closure Students will complete 5-10 problems of 3-addend addition problems at http://www.ixl.com/math/grade- 1/adding-three-numbers. Assessment Student understanding of 3-addend addition problems as demonstrated in their completed VoiceThread project and work on IXL.com math. Student feedback on classmate projects.

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Three addend addition

Teacher Name: Mrs. Lackner

Student Name:

________________________________________

CATEGORY Addition story pictures

1 star
I didn't put pictures in for all of my numbers and my pictures were not the same type of item that could be grouped together. I did not solve the problem.

2 stars
I put pictures in for some numbers in my story, or they were not all the same type of items.

3 stars
I put pictures for all the numbers in my story. My pictures were all the same type too.

Addition story solution

I found a sum, but it was not correct.

I found the correct sum!

Addition story explanation

I did not explain how I solved the addition problem.

Either my explanation could have been more clear, or my details could have been better, or I missed explaining some of the steps. classmate 1 better, more detailed information about if I thought he/she got the problem correct and what I liked or might have changed in his/her story.

I gave a clear explanation of how I solved the problem and told everyone exactly what steps I did and why I did them. I gave classmate 1 complete information about what I thought of his/her problem presentation. I told them what I liked and what I might change and if I thought he/she got the answer correct. I gave classmate 2 complete information about what I thought of his/her problem presentation. I told them what I liked and what I might change and if I thought he/she got the answer correct.

Classmate 1 sharing I did not give classmate 1 I could have given

any information about if I thought he/she got the problem correct and what I liked or might have changed in his/her story.

Classmate 2 sharing I did not give classmate 2 I could have given

good information about if I thought he/she got the problem correct and what I liked or might have changed in his/her story.

classmate 2 better, more detailed information about if I thought he/she got the problem correct and what I liked or might have changed in his/her story.

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