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1 Addition/Subtraction Lesson Plan Kira Disse Teaching of Mathematics Dr. Stohr-Hunt

Disse 2 Apples on Top Introduction Lesson topic: Adding and subtracting numbers up to ten Length of lesson: 30 minutes SOL K.6 The student will model adding and subtracting whole numbers up to 10 concrete objects

Cognitive Objectives Students will: Use dice and manipulatives to add and subtract numbers up to 10 Form addition and subtraction problems (using numbers rolled) and record answers

Materials and Advanced Preparation Ten Apples Up on Top Pictures of students faces 25 cut outs of apples 2 dice for each pair of students Dry erase markers Dry erase boards

Teaching and Learning Sequence Introduction/Anticipatory Set Tell students that we are going to be continuing our apple harvest week today in our math time. Ask students if we needed to count out apples for our pie earlier, to make sure it was just right? (Yes, we did) Tell students that counting is important at home too, when we cook or bake. Read Ten Apples Up on Top After reading for fun, ask the class what was the highest number of apples that they had on their heads Do you think you could carry that many? Explain that we are going to use addition and subtraction in a game to see who can carry the most apples on their head. Whoever gathers 25 apples first is the winner Lesson Development

Disse 3 Pull out a large picture of yourself, along with 25 cut outs of apples Roll a big die so that they can see the number of dots clearly. Call on a student to tell the class which number you rolled. Model how to record information on the dry erase board. Roll the other die and call on another student to read you the number. Ask the class what symbol I need to put in between the two numbers if I want to combine/add them. After the information is recorded, show the class how to add the two numbers using the apples. Once counted out, place that many apples above the picture of your head. Model how to record your final answer. Call students up individually to get their picture, bag of apple cut-outs, and die, and direct them to a spot to work Once they are ready with their partner, they may begin. With a partner, they will each take turns: o Rolling both die and reading the number of dots o Record the numbers on their paper, writing out an addition equation o Add the numbers together, and record the answer o Count out that many apples and then line them up above the picture of their head After both students have had a turn, they will do the same process with subtraction. Closure Commend students for their hard work. Ask students to share the biggest number they got, as well as the smallest number. Ask students if they saw any patterns (ie, what kind of numbers did the winning student get for addition? What about subtraction?) Which activity took longer to get apples (addition or subtraction)?

Assessment Formative The teacher will observe students during the group work and ask questions about how they got their answers, and why certain kids have more apples than others. Teacher will also ask students why they chose certain numbers to be the minuend and others the subtrahend, when subtracting. The teacher will also look to see who is using the apples to help with addition and subtraction, who is computing mentally, who is lining up unifix cubes to help, counting on fingers, using tally marks, etc. Attention will also be directed at which students recognize numbers by quickly glancing at the die and who takes their time to count each dot. The teacher will take notes about each students strengths and weaknesses, while moving throughout the room.

Disse 4 Summative After observing each students ability level with the assignment, and practicing addition/subtraction with unifix cubes, the teacher will place students in groups with peers of the same level. The teacher will call groups (of 3 or 4 students) over to the student/teacher worktable to participate in a similar assignment. Two students will roll a die and all students will record these numbers on a dry erase board, forming an addition problem (the teacher will ask if the order of numbers matters). Then they will count out that many cubes and write down their answer. The teacher will ask students how they got their answer (some may have counted on, and others instant recognition, while some may have arranged cubes in a familiar pattern). The teacher will ask why the answer is a bigger number. The teacher will go on to do the same project with subtraction (asking questions of why numbers are getting smaller, and how students found their answers).

References Dr. Suess. (1961). Ten Apples Up on Top. New York: Random House. Commonwealth of Virginia Department of Education. (2009). Mathematics Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Appended Materials Curriculum Framework K.6 SOL K.6 The student will model adding and subtracting whole numbers up to 10 concrete objects

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Instructional Content

Addition is the process of combining or joining sets Subtraction can be viewed as a taking away or separating process or as comparing to find the difference between two sets. Counting on from the larger set to determine the sum of the combined sets is a strategy for finding a sum. Counting backward from the larger set to determine the difference between two sets is a strategy for subtraction. Number relationships, including the following, help students develop strategies for adding and subtracting. o Instant recognition of the amount in a set of objects that are arranged in a familiar pattern such as the dots on number cubes o One more than, one less than, two more than, two less than.
Major Instructional Strategies Instructional Modifications to CHALLENGE Students

Instructional Modifications to ASSIST Students

Provide student with a chart that shows both numbers and their correlating dots. Provide a sheet with some fact families listed Have student use a hand-made die with only a few numbers on it (with both dots and numerals represented). Have them roll just one number, and provide a worksheet that already has part of the equation written. This way, the student only has one blank to fill in for a missing number. Provide one-on-one assistance in modeling the use of apples in adding.

Teacher reads counting book The teacher counts with students Teacher explains exercise and model Students will roll die and add numbers together Record numbers and answer Students will then add that many apples on top of their pictures Repeat activity with subtraction.

Have them add and subtract 2-digit numbers Have students work without unifix cubes

Disse 6 I pledge that I have neither given, nor received unauthorized assistance during the completion of this assignment. Kira Disse