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Wilson EDUC 353/318 Name: __Christina Fink, Indeia Scarfone, and Kate Shelly___ Target Grade Level

: ____1st Grade____ Date: _November 6, 2013_______

Curriculum Topic:__Number and Operation in Base 10_

UbD Lesson Plan Template Stage 1: Desired Outcome
Established Goals:  1.NBT.A.1: Count to 120, starting at any number less than 120.  1.NBT.B.2: Understand that the two digits of a two digit number represent amounts of tens and ones.  1.NBT.C.4: Add within 100, including adding a two digit number and a one digit number…  1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10… Understandings: Essential Question(s): Students will understand… 1. Why do we carry a 10 and 100 to the next  That 10 ones go into 1 ten place value?  How to carry a ten and hundred to the next place value 2. How do we add two  How to recognize place values digit and three digit  How to add two and three digit numbers numbers?  How to write and represent a two and three digit 3. Why are place values number important when adding? Students will know….  What place values are  How to add two and three digit numbers  How to manipulate base 10 blocks  What the 100’s, 10’s, and 1’s place are Students will be able to…..  Represent 100’s, 10’s, and 1’s place values  Add two and three digit numbers  Work in pairs and groups on math problems  Solve math problems independently

Stage 2: Assessment Evidence
Performance Tasks:  Informal assessment with participating in class  In pairs representing and adding the numbers on the board to be checked by teacher  Participation in team/group competition  Answer questions correctly during the game Other Evidence:  Help classmates understand the right answer  Homework assignments  Worksheets  “stealing points” during the game

Stage 3: Learning Plan
Learning Activities: Set Induction: The students were previously taught in other lessons what the base 10 blocks are, what they represent, and how to carry 10’s and 1’s to the next place value. In the last lesson the students began learning how to use base 10 blocks to add two digit numbers, and even three digit numbers. The teacher will begin the lesson with the students at their desks and one of the 100’s, 10’s and 1’s base ten blocks in the front of the room. The teacher will ask the class what each base 10 block reminds them of. Answers for each block may vary; some example answers for the 100’s (flat) would be sliced cheese, Lego, bread and so on. For the 10’s (stick) some students might say string cheese, fries, Lego, stick etc… and for the 1’s (block) some students may say cube of cheese, block, Lego, brick etc. Once the students are engaged in thinking about the Base 10 blocks the teacher can move on to asking the worth of each block. The one block is worth 1, the stick is worth 10 and the flat is worth 100. The set induction should take no longer than 10 minutes because it is a review from what they have been learning. Procedure: The teacher will then put a sample problem on the board to solve as a class. An example problem the teacher may use is 16 + 25 =? (41). The teacher will write the problem (without the answer) on the board vertically, and next to each number the teacher will draw each base 10 block representation (ex. For 16 draw 1 stick and 6 ones). Then as

a class count each ones block together and circle 10 ones to carry into the 10’s place value and write the remainder under the equals. Then count the 10’s place as a class counting the extra 10 from the 1’s. The students should visually see the answer in numbers and pictures. Then ask the students to choose partners and one partner will come up and receive a baggy of base 10 blocks. The students will be given a worksheet with 5 two digit addition problems, and 1 three digit addition problem. The teacher will put a copy of the worksheet with the problems on the SMART board. In pairs students will complete the worksheet representing the numbers with their base 10 blocks. They will have 15 minutes to finish as much of the worksheet as they can. In order to move on from the first question the students must show the teacher how they solved the first problem using the base 10 blocks. Once they have demonstrated they can solve the first 2 digit number with the base 10 blocks they can complete the rest of the worksheet together, drawing their base 10 blocks on the worksheet next to the problem. If they finish the first 5 and their answers were checked and are correct they can move on to the three digit addition problem until the time is up. After 15 minutes, the teacher will go over the three digit problem as a class. The teacher will pick a pair who thinks they can come up and demonstrate for the class how to add the number. Once the problem has been solved correctly the teacher will collect the worksheet to be graded with both partners’ names on top. The teacher will then finish the lesson with a 20 minutes game with the students. They will be assigned to three teams and on the SMART board there will be 3, two digit addition problems that the students will solve on the whiteboard/chalkboard, one in blue for the blue team, red for the red team, and green for the green team. The teacher will keep tally marks for each round, 2 points for 1st, 1 point for 2nd, and no points for 3rd. There will be 3 problems set up this way and 3 members from each team will have a turn to solve. The teacher will keep track of which students come in 1st, 2nd, and 3rd. In the second part, three members of each team individually will be asked to represent a 3 digit number created by one of the opposing teams with base 10 blocks. 1 member from each team will go at a time so 3 students are solving a problem at one time. Again the teacher will keep track of who came in 1st, 2nd, and 3rd. Closure: Finally to wrap up the lesson the students will

complete the final part of the competition, the last 2 members will be asked to add a number individually using base 10 blocks to show their addition. Again the teacher will keep track of who came in 1st, 2nd, and 3rd for grading. As a class they will add up the tally marks for each team and the winner will receive +2 points on their next test. Follow-up Activity: For homework students will complete a worksheet of 10 three digit addition problems, students must show their answers using numbers and pictures representing how they added each problem to be collected and graded/gone over in class the next day. Students will also be tested after a few more days of practice on how well they can add two and three digit numbers with numbers and pictures. After showing they have an understanding of addition the teacher will move on to subtraction with base 10 blocks. Differentiated Learning: This lesson is good for visual learners because they can clearly see the problem being solved as pictures on the board and on their worksheets. They can also see the problem visually with the base 10 blocks. Kinesthetic learners will benefit from this lesson because they can engage themselves with the base 10 blocks to work out the problems and are involved in the competition answering questions on the boarding and demonstrating for the class. Auditory learners will hear the teacher saying each number as the teacher adds and reads the problem and answer. For low functioning students they will be on teams with a mixture of medium functioning students and high functioning students to help with their work. Each team will be allowed 2 possible “phone a friend” opportunities, if low functioning students are struggling to solve their problem after one team has solved the problem or if all 3 teams are struggling, they can phone a friend to help solve their problem. High functioning students will be able to work on the three digit problem on the worksheet if they complete their worksheet before other students, and the teacher will select a pair with at least one high functioning student to demonstrate the problem on the board. In part 2 of the competition, if a team cannot represent the given number after the “phone a friend” option or they have no more “phone a friend” opportunities, teams can steal their answer by demonstrating it correctly. This lesson involves visual intelligence with pictures and the base 10 blocks, verbal for when the students demonstrate the problem or answer their question for their team. Logical intelligence will

be a strong part of this lesson due to the mathematics. Interpersonal intelligence will be used when working in partners and helping team members with their problems. Intrapersonal intelligences will be used when solving their problem individually for their team.

Resources
Itemized Attachments: Materials:  Base 10 blocks  SMART board  Worksheet for pairs  Homework sheet  Chalkboard/white board  Questions for competition  Red, blue, and green markers or chalk Citations: