Match ‘Em Up!

Concept Attainment Model/Behaviorist (P. 115)

Mathematics Grade 1

1. MATERIALS/PREPLANNING
Materials
• 1 deck of cards for every 4 students
• Individual white boards and dry erase makers Vocabulary- Add, subtract, sum, difference, equal to

2. OBJECTIVE
Students will be able to create number sentences to meet a targeted number between 0 and 20.
Cognitive Taxonomy level 3 (Application), DOK Level 3- Strategic thinking
Common Core State Standards:

• 1.0A.8- Determine the unknown whole number in an addition or subtraction question relating 3 whole numbers
3. ASSESSMENT Perfect Assessment Tool Rationale:
• Informal Assessment using white boards  This assessment tool supports behavioral learning
• Students will use a whiteboard to record the number because writing down correct equations on the sentences they create
with the cards. The teacher will whiteboard is a form of positive reinforcement. Students
walk around the classroom and check the work of are competing against their peers, so getting right students.
answers will motivate them to find more.

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

• 1. The central focus of this lesson is for students to become fluent with making number sentences. The use of cards allows
them to use different combinations and become more proficient.

• 2. This lesson will benefit students by teaching them to use math facts quickly. Developing these fundamental skills will help
them when moving on to bigger numbers in later grades.
1. MOTIVATION FOR LEARNING
• The Behavioral model focus on extrinsic motivation via operant conditioning. Students are rewarded for finding correct
number sentences by being able to write them down on the whiteboard. The more they write down, the better their chances
of winning the game.
• I will support motivation to learn by allowing winning students to “clip up” on the behavioral chart. This leads to bigger
rewards such as candy and small toys.  This lesson will promote a growth mindset because students will have plenty of
chances to find correct number sentences. As they find more correct answers, their confidence will grow and the game will
become increasingly fun.
2. PRE-LESSON - Just before teaching the new lesson do the following:
• “Students, before beginning our new lesson we will do a warm-up activity reviewing how to create number sentences. We
are doing this so you can remember the thinking strategies we have learned on how to add and subtract numbers quickly.
This will be a fun activity because we will be using number cards and playing in groups.”
• Students will complete a page of math facts that we have used previously. They will be timed for 2 minutes as a way to help
them become quicker at completing them.

6. LESSON BODY: Provide text page #_____ for your lesson. Follow the exact steps provided in the text for the
lesson you are teaching. Clarity is the key.

3. Students Students gather into groups of 4.

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4. An array of cards (twelve to twenty in total) is placed face down and one card, called the target card, is put face up.

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5. The students take turns flipping over two cards, one at a time. If the sum or difference of the values on the two cards
equals the value on the target card, the student who exposed those cards should say a number sentence to express the
relationship.
6. If they are correct, the three cards are removed and replaced so there is again a full array. If a student does not combine
the values of flipped cards to make the value on the target card, then it is the next student's turn.
7. For each correct number sentence that is correct, students will write them down on their whiteboard as a way of
keeping score.

8. In the no-memory-needed version of the game, all chosen cards are left face up (after an unsuccessful turn) and may be
used to make matches. In the light-memory version, cards are left face up until there is a match, after which all are put
face down. In the memory version, cards are put face down after an unsuccessful turn before the next player's turn.
7. ASSIGNMENT
 This assignment is effective because it allows students to become proficient at skills they have already learned. This gam
will be conducted towards the end of the unit in order for students to build automaticity.
 The behaviorist theory states that the brain learns as a result of positive reinforcement. This theory does not study how
brain works because the focus is on observable behavior. In this case, the observable behavior is students writing down
number sentences on the whiteboard after identifying them on the cards.

8.