Lesson Plan Template LESSON TITLE: 3.

4 – Take Apart Numbers from 8 or Less – Oct 15, Mon SUBJECT AREA: Math

TIME ALLOCATION: 35 minutes GRADE LEVEL: First Grade, age level six to eight years old  Given a numerical value, the first grade students will be able to physically represent the individual numbers using the unifex cubes.  Given a OBJECTIVES (with active verbs):   Given a worksheet, the first grade students will circle the addition sentences in each row that use the same addends.

Given a worksheet, the first grade students will color in the unifix cubes to match the numeration addition sentence. 1.OA.B.3 Apply properties of operations as strategies to add and subtract. Common Core Standards: 1.OA.C.6 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Big Idea(s): 

Grouping of Students & Rationale:

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Materials:

Identify Academic & Related Content Language:

Prior Knowledge Needed:

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Student Profile (special characteristics) 

SmartBoard Math Workbook Pencil Unifex cubes Zero Take Away Less Than Minus (symbol) Difference Pattern Speak clearly and understandably. Understanding of various numbers and what they represent. Use active listening skills, such as making eye contact or asking questions. Use prior knowledge to make predictions. Follow multiple-step directions Students are very energetic and love to use the SmartBoard for lessons.

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Very intelligent and love to get actively engaged in lessons. Students understand that everyone makes mistakes, and tend to move on quickly when a mistake occurs. State questions/definitions in a number of different ways. Allow extended wait time when I ask a question and expect a response. If the student does not respond correctly to a question asked, I will allow them with other opportunities to get the question right.

Instructional Model & Rational(s): PROCEDURE AND ACTIVITIES (Name teaching strategy for each activity (cooperative learning, presentation teaching, guided inquiry, etc.) PRE-ACTIVITY (advance organizer):  Students will review subtraction concepts, including whole, part difference. During this time they will also review their “math subtraction warrior chant” and will review what they do in subtraction (take it away, x it out). Transition: Students will be asked to get out their unifex cubes. ACTIVITY  The students will be instructed to create one unit of 7 using their unifex cubes. Once students have created the unit, the whole class will be instructed to take away 0 cubes away from the unit. One volunteer will be called upon and asked to designate the answer. As this is occurring, the SmartBoard will display the amount of cubes the students have and a vertical subtraction sentence will be written next to it. Next, students will be told to take one unifex cube off. Students will be asked to now count the amount of unifex cubes within the unit and again a vertical subtraction sentence will be written next to it. This will occur until there are no more cubes in the original unit. As this is occurring, students will ask if they notice a pattern being represented. Transition: Students will take apart their unifex cubes and will be instructed to create a unit that has 7. POST ACTIVITY:  Students will be shown a slide that has a unit of 7 unifex cubes in a list. Each unifex cube has a pattern of x’s on it, with a subtraction sentence located to the right. Students will be instructed to look at each unit and fill in the correct part and difference of the model in the corresponding sentence. During this time, students will be reinforced that patterns can help to show all the numbers which are used to subtract from a whole. Transition: Students will be instructed to get their math textbook out and turn to page 59. Closure: Students will work on page 59 as a whole and then will practice independently with page 60. TIME

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ASSESSMENT [Name of Assessment Tool & Description; Identify as Authentic or Traditional/Summative or Formative:

The assessment that will be used in this lesson is an authentic assessment, which will be found on both of the worksheets.

REFLECTION: - This was a fun activity! The previous days lesson showed that some kids had difficulty fully understanding the concept of subtracting 0 and all, and thus I wanted to create a fun enrichment lesson which would allow them to practice taking away 0 and all in more than one method. Conducting this lesson definitely showed that I have great difficulty in trying to keep the lesson simple. I tend to add more verbal explanations that make not only the students, but also myself confused.