Addition Top It

Dylan Delay 1st Grade/Mathematics

Common Core Standards: Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. 1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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 (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Lesson Summary: This lesson is designed to have students practicing addition and subtraction strategies within 20. Each lesson will begin with the use of online app that will act as a pre-assessment to determine progress. On the first day, each student will use xtramath and play addition top it in a group of two to three students. By the second lesson day, students that have displayed adequate progress within xtramath will move onto playing subtraction “top it.” By the third lesson day, it will be the intention of the teacher to have all students paying subtraction „top it.” The lesson intend to focus on math skills such as math fact automaticity, counting on, and commutative property of addition. Estimated Duration: This lesson will take roughly 170-190 minutes. The lesson will be divided into in to five days. Four days will include 10 to 20 minutes of followed by a 20 to 30 minute lesson. One day will include just 10 minutes of Commentary: This lesson approaches mathematics in a fun and hands-on way. Students will be developing strategies for

addition and subtraction math fact automaticity while playing a game. Presenting this lesson as a game and online model will engage the students because they will be learning by doing. Solid math fact knowledge gives students the foundation for developing higher mathematical skills. It is anticipated that all students will move at different paces throughout the lesson, which is a possible challenge. Since addition top it can be played in groups of 2 or 3, it will be assumed that students will always have someone to work with regardless of skill level. However, if the problem arises that one student is far behind or far enough ahead that this lesson become either too challenging or not challenging enough, there will be teacher intervention implemented. Such as, one-on-one teaching, more challenging math worksheets developed, or timed math games.

Instructional Procedures: Day 1: First 20 minutes: Students will be introduced to They will sign in using pin numbers that the teacher provides. Each student will be prompted to take an addition placement quiz. There will be three sections of the quiz. Afterwards, students will enter the “race the teacher” game which will focus on the majority of problems students missed while taking the placement quiz. It is assumed that students will finish their extra math introduction at varying times. 20 minutes: Begin teaching students the game addition top it. Explain that each group of two to three students will receive a deck of cards. Students will deal out the full deck so it is evenly distributed between each player. Each card is valued at their respective amount (2 equals 2, 3 equals 3, etc.), however, all face cards and aces are worth 10. Students will each flip over two cards from their personal deck, the students will add together their two card values and, the highest sum wins that round taking all cards that have been flipped over. They continue this process until each student no longer has a personal deck. The students that won the most rounds, there for possessing the most cards, wins that game. -Some students may finish the xtramath activity quicker than others. The teacher does not have to wait for the entire class to finish to begin teaching addition top it. It can be taught to a few students at a time as they finish their online activity During the lesson, the teacher should make their rounds monitoring the extramath activity and addition top it game. If particular students seem to be struggling, the teacher can play a round with that group until they begin to get a better handle on the game. Day 2: First 10 minutes: Students will log onto xtramath and complete “race the teacher activity.” 20-30 minutes: Prior to this day‟s lesson, the teacher will have logged on to xtramath to check student progress reports. The teacher will review the rules to addition top it with the class. Students can chose their partner or they can be matched up by different or similar skill levels in which the teacher can determine using xtramath. If a group of students have excelled on addition, they can play “subtraction top it.” Subtraction top it differs from addition top it in that after the students will flip over two cards then subtract the lower number from the higher. The student with the smallest value after subtraction takes the cards from that round. The person with the most cards at the end of the game wins. Day 3: 10 minutes: Students will log onto xtramath and complete “race the teacher” activity.

Day 4: First 10 minutes: Students will log onto xtramath and complete “race the teacher” activity. 20-30 minutes: Prior to this day‟s lesson, the teacher will have logged on to xtramath to check student progress reports. The teacher will review the rules for addition top it and subtraction top it with the class. The goal for today‟s lesson is to get all groups of students playing subtraction top it. The teacher must monitor the class and determine which groups are struggling. He/she can step in to aid a particular group with subtraction top it if they are struggling. Day 5: First 10 minutes: Students will log onto xtramath and complete “race the teacher” activity. 20-30 minutes: Review addition and subtraction strategies learned from using xtramath and playing addition and subtraction top it. The lesson will be completed and the teacher will administer the 20 question addition and subtraction quiz.

Pre-Assessment: The pre-assessment tool used will be their results from the first day using Teachers can view student progress reports and determine skills levels based on the student‟s activity according to the app. This will allow teachers to determine the skill set each student possesses and way to approach their individual learning necessities. Students will use xtramath everyday and their corresponding reports are generated daily. The more students use xtramath, the more a teacher will understand their prior knowledge and progress. Scoring Guidelines: There will be no class credit associated with the student reports. Teachers will use the reports as a guide to determine student‟s progress and their ability to meet addition and subtraction standards. It will allow teachers to understand each student‟s level of success and ways they can approach or redesign teaching strategies t meet student needs. Since students will use xtramath daily in the classroom, ongoing informal teacher assessment will constantly be taking place via the app. Post-Assessment: On the 5th day after the lesson is fully completed, and after one 10 session of xtramath, students will take a 20 question quiz that includes addition and subtraction problems within 20. They will have 25 minutes to take the quiz, if math fact automaticity has been achieved, they should have plenty of time to fully complete their quiz with their highest potential. Scoring Guidelines: The quiz will be graded on a percentage scale. The highest possible grade a student can achieve will be a 100%. Each question will be worth 4.5 percentage points and they will receive 10% for writing their

name on the quiz.

Differentiated Instructional Support Xtramath allows students to progress at different paces. This makes it possible for teachers to differentiate instruction accordingly. If a student progress through addition and subtraction xtramath sections successfully and moves onto multiplication or division, it will appear in the teacher‟s xtramath reports that the student is now on high math functions. A teacher can adjust worksheets and “addition top it” rules to cater to the student‟s quicken pace. The teacher can play “multiplication top it” with the accelerated student or that student can work on a work sheet that includes multiplication and division problems. If a student is struggling with addition or subtraction, this will also be reflected in the teacher‟s xtramath reports. The student can continue playing addition top it opposed to moving onto subtraction “top it.” Also, the teacher can create worksheets that include only addition problems for the student to complete for homework. It will be important for the teachers to target the numbers a student is having the most trouble manipulating. For example, if the student is specifically confused with problems in which the sum of the two numbers add to a double digit, the teacher must focus on those problems.

Extension Xtramath can be played at home. The online app prompts the teacher to provide flyers to parents that have step-by-step guidelines to set up their home computers with the app. In addition to ability to play xtramath at home, parents and teacher can visit the ORC website which outlines the common core standards addressed with this lesson. Students will be working under the Operations and Algebraic thinking math common attempting to master skills 1.OA.B.3, 1.OA.B.4, 1.OA.C.5, and 1.OA.C.6.

Homework Options and Home Connections Teacher can provide worksheets with addition and subtraction problems within 20 to complete as homework throughout the week. The teacher can use xtramath as a tool to determine the most missed addition and subtraction questions and develop worksheets that focus on those problem areas. In addition to written homework, students can use extramath at home. If students do not have computer access in the home, they can sign out a deck of cards to bring home and play addition or subtraction top it with a person in the home.

Interdisciplinary Connections This lesson is intended to get students working together and developing social skills through game playing. The lesson with be teaching pro-social values, such as the ability to work with others and respect for others, while developing math fact skills. Since students‟ grade on the post-assessment quiz will be affected by their ability to remember to write their name on the quiz, the lesson will draw upon general academic skills.

Materials and Resources:

For teachers

iPad or computer, email account, computer printer (or paper and pencil), and paper for possible worksheets or quiz.

For students

iPad or computer, deck of cards, and pencil.

Key Vocabulary Addition, subtraction, pin number, login, and addition top it.

Additional Notes It is assumed that iPad are provided by the school and/or classroom computers are available to the students.

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