Math Lesson | myteacherpage

Math Lesson Plan

Name: Megan Ross

Date: November 28, 2016

Grade Level: 1st

Subject: Math

Math Practices:

Look for and make use of structure - I can see and understand how numbers and spaces are organized and put together as parts and wholes. Base5, base10, and operations.

Use appropriate tools strategically - I know when to use certain tools to help me explore and deepen my understanding. Diagrams and drawings.

CCSS(s):

1.OA.C.5 – Relate counting to addition and subtraction.

1.OA.C.6 – Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction; and creating equivalent but easier or known sums.

Practices and CCSS(s) Explained:

These practices are appropriate for this lesson because they relate to how basic addition and subtraction problems are organized and solved. Students will already know the basis for addition and subtraction, and this lesson will help them exercise the use of tools to solve problems and deepen their understanding of these two concepts. The CCSS’s this lesson addresses build upon kindergarten standards for understanding operations, and help students utilize different solving techniques, which enhances their understanding of addition and subtraction.

Lesson Title: Addition and Subtraction Diagrams

Central Focus:

The purpose of this lesson is to build upon the student’s previous knowledge of adding and subtracting within 5, and previous knowledge of solving word problems with objects or drawings. The students will learn how to add and subtract within 20 through the use of diagrams, drawing, and counting-on. This lesson will also serve as a valuable base when students go on to add and subtract within 100, and when they begin learning more advanced operations and place value.

Objective(s):

By the end of this lesson students will be able to demonstrate their understanding of addition and subtraction within 10, by using a diagram to count on from or eliminate from a familiar number.
By the end of this lesson students will be able to demonstrate their understanding of addition and subtraction within 20, by using the relationship between addition and subtraction to decipher a diagram and write two like number sentences.

Learning Targets:

I will add and subtract within 10 using diagrams/drawings to count-on.
I will write similar addition and subtraction number sentences, which reflect one diagramed equation.

Prerequisite Understanding:

Students need to have a basic understanding of addition and subtraction, and know how to use tools like diagrams, drawings, and equations, in order to be successful in this lesson.

Prerequisite Standards:

K.OA.A.1 – Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

K.OA.A.5 – Fluently add and subtract within 5.

Lesson Assessment(s):

Summative:

I will pass out a worksheet assessment after the class and I have completed an opening set of practice problems, using abacus bead strings as a tool. The worksheet assessment will have 6 problems: 2 subtraction problems (within 10, diagram provided), 2 addition problems (within 10, partial diagram provided), and 2 addition/subtraction writing problems (two-part answer, within 20, diagram provided). I will collect the worksheets as students finish. Students will be assessed on two criteria: their answer and their use of the diagram. One point will be awarded for correct answers, and one point will be awarded for evidence of them using the diagram provided.

Total points possible:

2 subtraction problems – 2 points each (1 for answer & 1 for diagram) 4 points

2 addition problems – 2 points each (1 for answer & 1 for diagram) 4 points

2 two-part addition/subtraction problems – 3 points each (1 for addition number sentence, 1 for subtraction number sentence, & 1 for diagram) 6 points*

*No points will be awarded for the addition and subtraction number sentences that are not similar (e.g. 13 + 6 = 19, 19 – 8 = 11). Their answers should be alike and reflect the diagram provided (e.g. ***** ***** ***** ° ° °, 15 + 3 = 18 and 18 – 3 = 15 or 18 – 15 = 3).

Formative:

As students are completing their worksheet, I will walk around the room to observe the work of students as they attempt to solve addition and subtraction problems with the aid of diagrams. Below is a list of what I will be looking for while students are solving their problems. If students are struggling to do the following, I will provide individualized assistance and scaffolding to further explain the concepts, what I am looking for, and why.

I will be looking for students to subtract with the aid of a diagram, starting with the familiar number (5) and counting on as they eliminate (e.g. See diagram, below 9 – 8 = ___ and student crosses off 5 solid circles, then counts on as they eliminate 6, 7, 8, leaving 1 empty circle to represent the answer)

I will be looking for students to add by counting on with the aid of a diagram (e.g. 6 + 3 = ___ ****** and student draws three additional empty circles while counting on to reach 9)
I will be looking for students to generate similar addition and subtraction number sentences in response one diagram provided (e.g. ***** ***** ***** ° ° ° is the diagram provided, and student writes 15 + 3 = 18 and 18 – 3 = 15 as the two similar number sentences represented in the diagram)

I will also be passing out an exit-ticket after collecting the worksheets to assess how students are feeling about the lesson. I will provide a ticket with five faces on it (see below) for the students to choose from – faces range from smiling to frowning. This way, students can provide me feedback on how they are feeling without being embarrassed about their peers knowing.

I will ask the following questions:

How do you feel you did on the addition problems?
How do you feel you did on the subtraction problems?
How do you feel you did on the number sentence writing problems?
Do you need more time to work on problems like this?
1. Smiling face for “No, I feel like I understand and I don’t need more time.”
2. Frowning face for “Yes, I don’t feel like I understand and I would like more time.”

I will go through the exit ticket with the class as a whole, reading each question to them and answering any clarification questions they may have.

Modifications & Differentiation:

Emerging:

Emerging students can refer to hint cards that show numbers 1-20, examples of an addition and subtraction number sentence, examples/definitions of common math terms (add, subtract, number sentence, diagram, etc.). They will also receive one-on-one check-ins and additional support with varied explanation of the problems. They may refer to a strategically placed advanced neighbor for guidance. Emerging learners who’s completed worksheet show that they are still struggling with the concepts will be pulled-out for re-explanation and assisted editing of their work.

Advanced Extensions:

Advanced learners can be seated near emerging learners or special needs students to exercise their ability to teach and assist others. I can have an advanced learner worksheet with additional, more challenging problems for students to work on when they finish the standard worksheet early. Advanced learners can also exercise choice time at a variety of math centers when they finish the standard worksheet early.

Special Needs (IEP, 504, ESOL, etc.):

Special needs students will receive one-on-one check-ins and additional support with varied explanation of the problems. Special needs students can receive preferential seating to either assist in a physical restriction, or allow them access to an advanced learner for further guidance (buddy system). They may be allowed unlimited time to complete their worksheet even after other students are finished.

Materials: Projector/camera or whiteboard, example problems, abacus bead strings (1 per student), worksheet, pencil, hint cards (if emerging learners), exit tickets.

Length of Lesson: 30 minutes

Opening/Set (10 minutes):

Procedures/Activities:

Abacus bead strings will be passed out to each student (see below):

I will allow one minute or so for students to play with the strings and get acquainted with how they work.
Either on the class whiteboard or on a piece of paper projected for the whole class to see, I will write the expression 5 + 3 = ___.
Students will use their abacus to solve this problem and then give me a thumbs-up when they have their answer in mind.
One student will be called on to provide their answer, and I will ask the class to raise their hand if they came up with the same answer.
That same student will explain to the class how they used their abacus to solve the problem.
I will proceed to write another expression for the whole class to see: 8 – 5 = ___.
Students will use their abacus again to solve this problem.
Students will recognize that they are manipulating the same numbers used in the previous addition problem.
Again, students will show a thumbs-up when they have their answer, someone will be called on to share their answer and how they used their abacus to solve, and those who used alternative methods of solving will be given the chance to share as well.
Students will observe me using an abacus to recap what we just learned and how the addition and subtraction problems were related.
Students will be allowed to keep their abacuses as a tool for solving future addition and subtraction problems.

Teacher Action/Notes:

The abacus is intended to familiarize the students with the idea of beads (circles) as tools for adding and subtracting. Since they will be using the circle diagrams (as shown above) to solve their worksheet later.
Before presenting the first practice problem, I will verbally state the student learning targets so students know what they are expected to learn by completing this lesson.
I will be looking for students to recognize 5 as a familiar number using either all the white beads or all the red beads on one side of the string, and then one at a time count-on 3 more until they reach 8 (conceptual understanding).
Allow every student the chance to put his or her thumb up before continuing.
I will ask the students if anyone came up with a different answer or used their abacus in a different way to solve – this will provide alternatives.
This subtraction problem allows students a chance to see a relationship between the previous addition problem (mathematical reasoning).
I will walk around the room at this time to observe how students are using their abacus (procedural fluency), and to see whether they are making any connections to the addition problem.
I will announce to the class that I noticed a similarity between the addition and subtraction problems, and ask for a show of hands who made the same connection.
I don’t anticipate too much struggle during this opening activity, but I will use the show of hands to determine who grasped the connection between 5+3=8 and 8-5=3 (math reasoning).

Exercise – Worksheet (15 minutes):

Procedures/Activities:

Every student will receive the 6 problem worksheet (mentioned above in assessments).
Students will follow along as I project a copy of their worksheet on the board and move down the page while reading through the directions for each problem.
Students can use their abacus as an additional tool to check their work, but are expected to use the diagrams on their worksheet for solving each problem.
Students will work through the problems at their own speed, with the expectation that they will all do their best work and utilize the diagrams provided to solve each problem (conceptual understanding and procedural fluency).
Students can talk to neighbors and ask questions while they are working. They are encouraged to share their advice and procedures with others who ask for assistance.
When finished, students will turn their sheets into me and exercise choice time at any one of our classroom math centers until every student is done.

Teacher Action/Notes:

I will allow time for everyone to name and date their worksheets before continuing.
I will not show students how to solve the problems, but simply want them to understand the directions – in case they cannot read them on their own.
The abacus is a good tool for emerging leaners who may need additional help.
I will be looking for students to demonstrate their conceptual understanding through their use of diagrams on each problem to count-on and/or eliminate circles to reach their answers.
I will be walking around the room as students work, meeting with emerging learners and special needs students who need modification or differentiation as mentioned above.
Recommend similar level students to join math centers together.

Closure – Exit Tickets (5 minutes):

Procedures/Activities:

Students will return to their seats for a quick recap of what they just learned in this lesson.
During the first 3 minutes of closure, students will be given the opportunity to share their mathematical reasoning: What they found most difficult, different ways they solved their problems, and how they used the diagrams and abacus to do so.
The last 2 minutes of closure will be for students to complete their exit ticket (as mentioned above) – Students will answer while following along as I read each question aloud.
Students will turn exit tickets in.

Teacher Action/Notes:

Explain that students should now know their learning targets: How to add and subtract within 10 using diagrams to count-on, and how to write similar addition and subtraction number sentences, based on a single diagram.
I will call on as many students as time allows and point out the main diagram-solving strategies students shared.
I will be walking around to pass out exit tickets while calling on students to share.
I will collect exit tickets

Post Lesson Self-Reflection:

As mentioned previously, I will use student feedback (hand signals, verbal contributions, etc.), formative assessment, and summative assessment to determine which students need more time to work on these concepts. Which steps of the lesson seemed to be most effective in reaching the objectives? Which steps did students struggle with or need the most assistance/scaffolding on? Did my emerging, advanced, and special needs learners grasp the concepts, and what means of modification or differentiation seemed to help them the most? How could I have differentiated differently for those who are still struggling?

Hello, I'm

Mrs. Seashore!

Math Lesson Plan