Mackenzie Howie

MC Lesson Plan

A. Standards: 1. Make sense of problems and persevere in solving them.

2. Model with mathematics (Mathematics /Standards for Mathematical
Practice (2010, October). Retrieved from
http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_S
upport/Nevada_Academic_Standards/Math_Documents/nvcassmathstandards1.pdf).
Grade level: 1st (Subject: Math)

Multicultural goal: to create a learning space that promotes respect for

differences.

1. Objectives:
- Observable Objective for standards: students will be able to synthesize
mathematic numerals and simple equations. They will engage with numbers by writing
them and using blocks to get familiar with adding and subtracting. They will learn to try
again when something doesn’t add up and to use friends/schoolmates to model with math.

- Observable objective for multicultural goal: students in this class will be able
to collect information from the cultures that came together to form our current version of
math.

Kinetic learning: students can line up or even stand around the room and assign each
other numbers. They can then “add” each other up by standing together or “subtract”
each other by moving away.

Auditory learning: this would involve the spoken lessons of math starting in a different
time and place and numbers evolving.

Visual learning: students will be encouraged but not required to write numbers and
simple equations on the board and to count out blocks that they can physically hold.

Gardner’s Intelligence exercised: linguistic & spatial/kinetic learning (from musical,

logical-mathematical, interpersonal, intrapersonal, and naturalist intelligences).

B. Materials: www.translate.google.com (using instructor’s phone or computer),

whiteboard (and markers), blocks, paper, pencils.
C. Procedures:
Do First: Ask if any of the students happen to know any numbers, and if so, how
far they can count! Pointing out that we’re everyone is there to learn, so there is no wrong
answer with this. As far up as you can count is the right answer right now. I’d then ask if
anyone would like to practice writing numbers on the board. After anyone interested has
gotten a chance, I’d draw numbers in other languages: Latin numbers, Chinese numbers
(In China, 五 means 5! It’s said like “woo!” One of the earliest languages is Latin, in
Latin, 5 is the letter V!) (www.translate.google.com). We would talk about that and go
into how old math is, like its own language.
Mini-Lesson: Have everyone count to ten, as a class. Ask if anyone knows any
numbers bigger than 10 and ask if they know what comes before or after that number. If
not, we all learn what comes before and after the number. This would focus on the
repetition of 1-10 and how even if you get to a number like 1, 000, 000, 000, the next
number is just one more up (1, 000, 000, 001).
Next, everyone can get up and are randomly assigned numbers between 1 and 3.
You can choose to go stand next to someone and see what your numbers are when you
add them together. And when someone leaves for another group, they have to subtract
that person’s number from the group (groups no larger than 4 or 5 learners). Students
would then get to think of any language they want and any number and we can look them
up online and write them on the board. Whatever number, whatever language, even if it’s
the same in English.
Guided Practice: Handouts would be given out with very simple equations
(http://www.webmathminute.com/) and students can either work on them alone or
together, as long as they’re quiet because some classmates have to have it quiet to learn
math (that point would be stressed). Instructor would walk around classroom checking in
on students, asking if they liked working alone or with other learners. If someone can’t
quite seem to figure an equation out, we can sit and talk it out. Mistakes happen in math,
and answers just need to be checked really carefully. Has the student tried adding
numbers while subtracting (5-2. well, what could 5-3 be? Could they be related?)
Independent Practice: Learners can decide what they liked best about the lesson
of the day and do their favorite part again. Did they like drawing? Or was playing with
blocks a little bit more fun? They can draw on the board and try out other languages,
practicing pronunciation and writing skills.
Exit Slip: We would end the lesson with counting to 10 again and seeing if we
can go higher. Every student should be able to do this by the end of the lesson. I would
put a few equations on the board and ask students to solve them and leave them on their
desks (with names and dates on them). After the class I would then see how everyone did.
4. Resources: www.translate.google.com, www.webmathminute.com
5. Reflection: I look at this lesson plan as a very “first week of school” for first graders
lesson plan. I’m not sure if that was the goal of this assignment, but it felt like since this
is my first lesson plan, it would be for their first day with math. I did this lesson assuming
students coming in had learned numbers in kindergarten, but I’m not sure that’s always
the case either, so this lesson plan might have to vary a little with that. I’m also taking a
risk with being able to get kids excited with numbers in other languages, but I feel like I
could work up enthusiasm about it. Another thing I’m not incredibly sure of is the use of
a teacher’s computer or phone for learning? This is my first EDU class, so I’m not sure if
there are rules regarding that. My hope is that this lesson would get kids excited about a
different aspect of math and make it a little less scary for anyone intimidated by it this
early on. I think I’ve done an ok job, but I’m sure a lot of it could be better with practice
in writing lesson plans.