Claudia Fernandez Ortiz LESSON PLAN TEMPLATE TITLE Counting Up and Counting Down CONTENT AREAS What areas of mathematics does this lesson cover Computation GRADE LEVEL 1st KEY CONCEPTS Invented addition with single digits and double digits ROOM ARRANGEMENT Students sit at their tables which six students sit per table MATERIALS NEEDED Chalk Board EALRs and GLEs Make the connections clear and specific EALR 1 The student understands and applies the concepts and procedures of mathematics GLE 1 1 6 Use computational procedures for addition of whole numbers 1 1 7 Apply appropriate strategies and use tools for adding whole numbers Learning Goals Objective What do you expect students to learn and be able to do from this lesson Given teacher directed addition math problems to solve students will apply appropriate strategies to solve equations of whole number addition equations and be able to explain how they got their solution PROCEDURES Label each step in the process Activating Prior Knowledge Disequilibration Elaboration Crystallization Introduction Preassessment Activating Prior Knowledge Do some activity to see what your students know Tie it to EALRs GLEs 6 minutes Step 1 I am going to write an equation on the board and I want you all to take some time to solve them in your head I will ask for students to share after you ve had some to think about it if students choose to use a pencil and paper that is acceptable Write single digit equations on the board such as 6 3 3 8 one at a time 1 minute for each equation Step 2 What are some of the answers you came up with take 3 volunteers and write all their answer on the board As students tell me their answer ask them how they came to that number Ask students if anybody solved it a different way Ask them for their answer and how they solved it Ask if they got the same answer as the first person Ask students if anybody solved it yet a different way Ask them for their answer and how they solved it Compare their answer to the other two and ask them to notice if they are the same or different Take a hand count of students who solved it the way the first person did the second the third or yet a different way Repeat with another single digit equation 5 minutes Repeat step 1 and 2 with a different equation Preassessment Be noticing in students explanation if they added by starting Claudia Fernandez Ortiz with the largest number first Activity Include formative assessments as appropriate 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 Step 3 I am going to write another equation take time to solve it in your head again if students choose to use a pencil and paper that is acceptable Write an equation that has a single digit and a double digit such as 2 10 4 11 1 minute for each equation Step 4 What are some of the answers you came up with take the answer from many volunteers and write all their answer on the board When all students have shared their answer call on a few to explain how they got their answer Ask students if anybody solved it a different way and how they solved it Ask if they got the same answer as the first person Ask students if anybody solved it yet a different way Ask them for their answer and how they solved it Compare their answer to the other two and ask them to notice if they are the same or different Take a hand count of students who solved it the way the first person did the second the third or yet a different way Repeat with another single and double digit equation 5 minutes Repeat step 3 and 4 with a different equation Step 5 Elaboration I am going to give you another equation but this time I am not going to write it on the board I am going to read you a story problem and I want you to think about it in your head if students to choose to use a pencil and paper that is acceptable Story Problem Frances had 11 pet rocks and on a walk she found 6 more to add to her collection How many total pet rocks does Frances have now Repeat story problem if necessary 1 minute After allowing sufficient time take the answer from many volunteers and write all their answer on the board When all students have shared their answer call on a few to explain how they got their answer Ask students if anybody solved it a different way and how they solved it Ask if they got the same answer as the first person Ask students if anybody solved it yet a different way Ask them for their answer and how they solved it Compare their answer to the other two and ask them to notice if they are the same or different Take a hand count of students who solved it the way the first person did the second the third or yet a different way Repeat with another single and double digit equation 5 minutes Read another story problem Felix was on page 13 of his book Then he read 6 more pages What page did he end up on Take the answer from many volunteers and write all their answer on the board When all students have shared Claudia Fernandez Ortiz their answer call on a few to explain how they got their answer Ask students if anybody solved it a different way and how they solved it Ask if they got the same answer as the first person Ask students if anybody solved it yet a different way Ask them for their answer and how they solved it Compare their answer to the other two and ask them to notice if they are the same or different Take a hand count of students who solved it the way the first person did the second the third or yet a different way 5 minutes Formative Assessment Be noticing in students explanations if they added by starting with the largest number first if they counted using a base ten Closure Discussion Crystallization So today we solved several equations We didn t all solve them the same way but we came up with the same answer What do you think about that How do you think that is possible Did you hear of a new way to add numbers together that you didn t know about before Do you think you ll use this method in the future I want you to take out your math journal and write down what you think about these questions And if you have any questions about addition write those down too and I can use them to help me plan tomorrow s lesson allow students to write in journal for 5 minutes Time Chart Time e g 5 min …
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