KATY BRYAN MATH LESSON PLAN TITLE Matching Math CONTENT AREAS What areas of mathematics does this lesson cover addition whole number representations GRADE LEVEL 2nd grade MATERIALS NEEDED note cards markers KEY CONCEPTS adding whole numbers to total one hundred cooperative work EALR S and GLE S Make the connections clear and specific EALR 1 The student understands and applies the concepts and procedures of mathematics COMPONENT 1 1 Understand and apply concepts and procedures from number sense 1 1 6 Use computational procedures for addition and subtraction of whole numbers to 18 Learning Goals What do you expect students to learn and be able to do from this lesson Following a lesson on counting by five s and ten s for addition students will be able to use computational procedures for addition PROCEDURES Label each step in the process Activating Prior Knowledge Disequilibration Elaboration Crystallization Introduction Preassessment Do some activity to see what your students know Students should practice counting to five s with a partner One partner will start with the number 5 then the other partner will say 10 and so on to 100 The exercise should be repeated with the other partner starting Activating prior knowledge Students should brainstorm things they would purchase if they had 100 All ideas should be recorded on the board As items are put on the board the students should make an estimation of how much they think the item would cost ex A wagon 30 After many ideas are on the board as students to write in their math journal and answer the following questions If you were on your way to the check out line but didn t want to add up every item in your cart what are some ways you could get an idea of how much your bill would be Disequilibration Activity Imagine that you were writing this for a substitute to teach Be detailed and specific Include specific questions you will ask students and some of the answers you would expect from them Include some other teacher talk Students will be assigned 3 items to make tags for using the notecards Example if I am creating a notecard for a wagon I will write wagon and or draw a wagon and the price the class agreed on After students have finished their card they will have several opportunities to fill their cart Students will have three minutes to exchange and swap their cards to get items they wish to purchase Their purchase must be as close 100 as they can get it They must work with each other to negotiate and add up their estimated totals At the end of the three minutes students should return to their desks and the teacher should ask who as items totaling less than and continue on until the student is found who is closest to 100 Elaboration Closure After exercise students should get with their original partner They should debrief and answer the following questions How did you find how close you were to 100 Did your method change from the first time you did the exercise to the last After students have debriefed their should create a math journal entry that answers the following questions crystallization What math skills did we practice today In what real life scenario would you use the skills we practiced today What is one strength you had in today s exercise What is one thing you would want to get better at POST ASSESSMENT How does your post assessment evaluate progress toward learning goals and EALRs and GLEs The teacher should be doing formative assessment while students are doing the activity to record if students are employing counting by 5 s and 10 s and using whole number addition Teachers should then review the math journals to see if the students are identifying addition as a skill they are practicing and can apply it s use to real life
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