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UH Email maliesk@hawaii.edu Date 02/17/2015

Semester Spring (2) Year 2015

Level/Subject Mathematics Lesson Duration

Title Counting by Twos

Lesson Overview

In this lesson, students will be given word problems pertaining to counting by two and

asked to solve given an option set of drawing it, acting it out, or building it. Example of a

problem: How many eyes are there in a group of five fish?

The focus of this lesson will be centered on helping the children learn how to count by

two’s through use of word problems and learn how to use their bodies, art, and/or

manipulatives to solve problems and express their mathematical thinking and

processes. They will not be told how to solve, but rather presented with alternative ways

to find out how to solve (problem-based instruction).

Essential Questions

- How does counting by twos make solving mathematical problems/equations

easier?

- How can we use our bodies, art, and/or manipulatives to solve mathematical

problems and show our work?

Content Standard(s)/Benchmark

Represent and solve problems involving addition and subtraction.

1.OA.1

Use addition and subtraction within 20 to solve word problems involving situations of

adding to, taking from, putting together, taking apart, and comparing, with unknowns in

all positions, e.g., by using objects, drawings, and equations with a symbol for the

unknown number to represent the problem.

1.OA.5

Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Koehler 2

Students are familiar with the layout of the lesson- whole group, sharing ideas, then

breaking off into groups (or independently) to solve word problems using the different

media. Students are currently learning about animals during reading block, so their word

problems will include animals in them to continue with that theme.

Children will need to use words to express their ideas on how to solve (and how they

did solve) mathematical problems/equations (what manipulatives did you use? Did you

count by two? Etc.) Teacher will be looking for mathematical vocabulary like addition,

adding, brought together, counted by twos, patterns, doubles, skip counted, etc. Once

they solve each problem, they will need to create word sentences to restate the

question from the problem including the answer within and write a number sentence that

corresponds to their question (i.e. There are 10 eyes in a group of five fish;

2+2+2+2+2=10). Teacher will also incorporate the concept of multiplication, just as an

introduction, as per my mentor teacher’s suggestion (“Another way to write this is 5 x 2

= 10. This is multiplication- a mathematical operation you will use in later grades”).

Before

Class will sit together on the “ABC Rug” as a whole group.

Teacher will play a song about counting by twos (Counting by 2’s By Maria Small,

School Time Bop Vol.1). Teacher will lead class in skip counting on the 100-Chart to

familiarize students with the pattern. Teacher will present a simple word problem and

ask them to solve (How many legs are in a group of 3 birds?). Teacher will ask open-

ended, thought-provoking questions to engage learners in the process of solving

mathematical problems- How did you come up with that? Why do you think that? Is

there another way to solve? Can you show me? How many legs are on one bird? Can

we count by two to solve? Teacher will then present the students with another word

problem, but present them with the option to draw to solve, act out to solve, or build to

solve (How many legs are in a group of 4 cows?). Teacher will ask students how we can

use each tool/media to help us solve the problem. How can you act this out? How can

you draw this? How can you build this? How did you decide what to do? How did you

decide whether your answer was right? Can something you did in this problem help you

to solve other problems? (EMSM p.43).

Koehler 3

During

Students will be separated into heterogeneous groups and given different word

problems. Each group must solve their problem, write a number sentence to represent

their problem, restate their answer in a complete sentence, and may choose one or

more of the three options (draw it (pictures, number line, etc.), act it, build it) to solve

and display their thought processes.

“You guys will each be given a word problem. Your task is to solve it as a group, but you

will each have your own worksheet to fill in. You may solve it however you can, but you

need to show your work. When the timer goes off, each group will share. Each group

needs to have a number sentence that goes with the problem they are given, their

answer restated in a complete sentence, and at least one way to show the class how

you solved it. You can either act it out, using drama like we learned before to show how

you count by twos, draw it, with pictures or a number line to show how you count by

twos, or you can build it using the blocks to show how you count by twos. If your group

comes up with another way to show how to solve and show this, you may as long as

you get my approval first. Who can tell me what we’re doing?”

Groupings:

Group 1 Teyon, Kamalani, Jazzy, TJ

Group 2 Zackary, Brody, Lilinoe, David

Group 3 Hi’e, Rowelyn, Nos, Sadie

Group 4 Luukia, Devon, Tasha, Eddie

Group 5 Noda, Kai, Ale’a, Joshua

Group 6 Sayli, Danika, Jeremiah, Keola

Word Problems:

1. How many eyes are in a group of 5 snakes? 4. How many eyes are in a group of 9 dragons?

2. How many legs are in a group of 3 cows? 5. How many ears are in a group of 7 horses?

3. How many ears are in a group of 8 cats? 6. How many elbows are in a group of 6 kangaroos?

After

Each group will present their word problem, their restate sentence, and the media they

chose to show their processes. After each presentation, the teacher will prompt class

discussion about their methods of solving and compare/contrast their methods to others

previously learned, or presented by another group. How did you decide what to do?

(“We chose to ___, because ___.”) How did you decide whether your answer was right?

(“We checked our work by ___.”) Can something you did in this problem help you to

solve other problems? (“I know that I can count by twos to find answers faster.” “I know

how to act out, build, or draw to solve problems.”) (EMSM p.43).

Koehler 4

Assessment

Formative assessment- Teacher will assess students during the Before phase through

question-asking and listening to see if students can understand what they are being

asked to do (count by twos, use different media to solve- act it, draw it, build it). Teacher

will assess students in the During phase by roaming the room and observing the

students interactions and mathematical discussions, looking/listening for mathematical

thinking and understanding in solving. Does the student understand what to do? Can

the student count by twos? Can the student use their media to help solve? Does the

student understand that they are not just counting animals? Does the student

understand that there are more than one eyes/ears/elbows/legs, etc. on each animal?

Summative assessment- Teacher will assess students during the After phase by

observing and listening to the group presentations. Teacher will be looking/listening for

students’ participation, methods in solving, student’s understanding of counting by twos.

Can the students clearly explain their mathematics? How did they solve? Can they

count by twos? Did they find the value in counting by twos to solve problems?

Proficiency Excellence

reminding to participated, but participated and helped classmates

participate got distracted was engaged to be engaged

frequently

Skill- Counting by Student did not Student tried to Student solved the Student solved

Twos know how to count solve by counting problem using using counting by

by twos; could not by twos, but did so counting by twos twos and helped

solve inaccurately another students to

understand

Group Completion Completed 0-1 of Completed 2 of the Completed all parts Completed all parts

the group tasks group tasks of the group task of the group task

and shared more

than one strategy

for solving

Koehler 5

Name Proble Restate Number Media Used Skill- Other Notes

m Sentence (Acting, Counti

Solve Drawing, ng by

d Building) 2’s

(0-3)

Ex. Group X #1 There are 6 eyes in 2+2+2=6 Drew 3 fish and 2 Mary needed

a group of 3 fish. √ counted the reminding as to

√ eyes by 2’s what counting by

twos meant,

Bobby picked up

right away.

Group 1 #1

Group 2 #2

Group 3 #3

Group 4 #4

Group 5 #5

Group 6 #6

Koehler 6

We have several ELL, Struggling, Accelerated, and 504/IEP students in our class.

Accommodations are listed below.

TYPE OF LEARNER environment, content, process, or performance task) and

describe how you will differentiate.

Options to draw out, act out, or build problems to solve

ELL/MLL

Struggling in heterogeneous groups in During & After phases

Accelerated encouragement

504/IEP Have a break/ take a lap/ come back when you're ready

Paired with accelerated students for aid and encouragement

Others (describe)

Materials (Optional)

- 100-Chart (in classroom)

- Mini White Boards & Dry Erase Pens (in classroom)

- Pen/Pencil

- Problem Sheets (provided)

- Blocks

Koehler 7

group’s worksheet to fill out & turn in):

Group #1

Problem-

How many eyes are in a group of 5 snakes?

Restate-

____________________________________________________

____________________________________________________

____________________________________________________

Number Sentence-

____________________________________________________

Koehler 8

An analysis of what worked, what could be changed, and the next steps for teaching.

evidence to evaluate and change teaching practice to meet students’ varied learning

needs.

the analysis of what students know and are able to do to plan next steps in

instruction.

g and Ethical Practice

What changes would you make to your instruction—for the whole class and/or

for students who need greater support or challenge—to better support student

learning of the central focus (e.g., missed opportunities)?

Based on your reflection and your assessment of student learning, describe the

next steps to support students’ learning related to the central focus and student

learning objectives.

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