EMT 202 Mathematics Teaching 1

Dr. Çiğdem ALKAŞ ULUSOY 2022-2023 Spring

LESSON PLAN TEMPLATE

GRADE 5th Grade DURATION 40 minutes

LEARNING AREA NUMBERS AND OPERATIONS

SUB-LEARNING AREA NATURAL NUMBERS

M.5.1.2.2. Determines and uses strategies in mental addition and
LEARNING OUTCOME(S)
subtraction with two-digit natural numbers.
MATERIALS Papers , Smart board , Pencil , Computer
• Analytical thinking
• Mental Arithmetic
MATHEMATICAL SKILLS TO • Mathematical Reasoning
DEVELOP • Numeracy Skills
• Data Analysis

PRELIMINARY PREPARATION
What is your aim? What do you want your students to gain after this activity?
It is among our expectations that students will be able to understand the relationships between natural
numbers and solve problems using these relationships, comprehend the places of numbers on the
number line and the distances between them, and establish relationships between numbers. We expect
students to develop their ability to perform addition, subtraction, multiplication and division with
natural numbers. It is important for them to be able to perform these operations using the relations
between numbers and to obtain correct results. We want students to gain the ability to solve real-life
problems using natural numbers. By developing mathematical thinking skills, the ability to analyze the
given information, develop strategies to solve the problem and interpret the results; It is also among our
expectations that they can express natural numbers correctly, use mathematical terms and symbols, and
convey their mathematical thoughts verbally and in writing.
After this activity students will able to ;
1. Adding by separating tens and units
2. Overcounting
3. Breaking down numbers by reference to decimals
4. Starting from easily summed numbers
5. Subtracting tens and units
6. Decreasing numbers by tens

Consider the prior knowledge/possible misconceptions/learning difficulties/needs of students when planning

your activity.
 Prior Knowledge:
•The student knows the basic concepts. (subtraction, minus, decreasing, subtracting, difference, digit,
place value,)
•Relates the concepts of ''ones and tens'' to each other.

 Possible Misconceptions:
•The student may find it difficult to separate the ones and tens level mentally.
EMT 202 Mathematics Teaching 1
Dr. Çiğdem ALKAŞ ULUSOY 2022-2023 Spring

 Learning Difficulties:
 Natural numbers are an abstract concept and may be difficult for some students to understand.
 Students may have difficulties in using signs correctly and applying them in transactions.
 Solving complex problems with natural numbers can be difficult for some students.

 Needs of Students:
• Students' deficiencies in basic operations should be corrected.
• Materials such as calculators should not be used, and the student's brain should be kept alive.

LEARNING ACTIVITY
Introduction:
 How do you plan to motivate your students?
To motivate students, we need to show visuals and problems that will increase their excitement.
Therefore, before the lesson, students are asked to bring items such as columns from magazines and
newspapers about natural numbers.

 How do you ensure that your students understand the task?

Before starting the lecture, what the subject is and its importance are explained, it is associated
with daily life, and the newspaper and magazine research requested from the students before the
lesson increases their learning desire. In the lecturing part, we go step-by-step, teaching students to
follow the steps and firstly teaching basic concepts and skills, and then having them apply these
skills to more complex problems, then we go further when we are sure that students first grasp the
basic skills and have no difficulties. Then we use interactive activities that will enable students to
participate actively. Interactive approaches such as group work, games, problems, mathematical
tasks, and project-based learning help students understand the task while learning natural numbers.
By observing students during group work, we provide continuous feedback and provide the support
they need. We appreciate what students do right and guide them to correct their mistakes. We
provide any additional explanations, examples or repetition they need.

 How do you know that students are aware of your expectations?

The activity that the teacher chooses before the lesson and which we will specify in the future,
makes sure that the students understand what the students need to understand about the subject
by walking around the classroom, answering the questions of the students, and helping them where
they are stuck. We give students the opportunity to evaluate their own learning processes. It shows
them to review their own performance, identify their strengths and weaknesses and think about
what they can do to meet my expectations, set their own learning goals, track their progress, and
understand my expectations. At the end of the lesson, a worksheet is given and the answers are
explained in a discussion and active learning environment with the class.
At the same time, with the video activity at the beginning of the lesson, students are expected to
take notes on the points they consider important.

Progress:
 Write all steps of your activity (Write explanations for teacher role and for students’ role)
•After examining the newspapers and magazines, the teacher writes a problem on the board and asks
the students to solve them in the shortest way without using pen and paper.

Students try to find the shortest solution by discussing with each other in groups.
(Etc. They are asked to find the result of 46 + 21 + 58 + 84 operation.)
EMT 202 Mathematics Teaching 1
Dr. Çiğdem ALKAŞ ULUSOY 2022-2023 Spring

If there are students who find the correct answers, it is discussed how they came to the conclusion of
this process.

If no answer is found, one person from each group is put on the board and they are asked to separate
the tens and the ones. Then they are asked to sum the tens and ones separately, and they are asked to
do this mentally.
o (40 + 6 + 20 + 1 + 50 + 8 + 80 + 4) = (46 + 21 + 58 + 84)
o (40 + 20 + 50) + (6 + 1 + 8 + 4) = 110 + 19
o =129

• We can also examine the increment method by ten in the example of 32 + 23.
o 32 + 23
o = 32 +( 10 + 10 + 3)
o = 55

• In this way, the student sees that there is an easy solution even if the question is complex and they
try to find other alternatives. Also learns overcounting.

• Can learn decreasing numbers by tens in example of 97-23.

o 97 - 23 = 97 - 10 - 10 - 3
o 97 - 10 = 87
o 87 - 10 = 77
o 77 - 3
o = 74

• In another example they can learn to breaking down numbers by reference to decimals
(ex. 46 + 16) and
o 46 + 16
o = 46 + (4 + 12)
o = (46 + 4) + 12
o = 50 + 12
o = 62

• In this example, they can learn to start with easily summed numbers.
o 12+27+38
o = 12 + 38 + 27
o = 50 + 27
o = 77

After the lecture part is over, a short video is opened for the students to collect the subject and
reflected on the screen. Together with the students, the teacher participates in watching the video.
Then he asks if there are any volunteer students who want to stop the examples in the video and guess
the answer. Selecting from volunteer students who raise their hands, and listen to the answers to the
questions, while the teacher analyzes how well the students understand the subject. (Attachment 1)
Then the teacher distributes the predetermined exercise sheet to the students. Gives students 5
minutes of time to review the paper. As a result of this time, the teacher says you can ask the students
questions. The students start working on the questions. The teacher walks between the desks to check
what the students are doing and helps the students who need help. Then, after everyone has finished,
EMT 202 Mathematics Teaching 1
Dr. Çiğdem ALKAŞ ULUSOY 2022-2023 Spring

the teacher answers each question one by one by writing it on the board and explaining it. Allows
students to ask questions if they have any, and answers students' questions. (Attachment2)

 What does the teacher do? What do the students do?

Teacher’s role ; After the teacher completes the lecture, the students watch a video for review and
better understanding of the subject. Analyzes students while watching this video. Because it
measures the knowledge of students by asking questions. Then he continues his analysis about the
students by observing their work by distributing the activity sheet.
Student’s role ; Students listen carefully to their teacher and become active learners who ask a lot
of questions in class. They show individual work on the activity sheet. And during the lesson, they
do not draw their attention from the teacher, at the same time they easily ask the teacher about
the things they do not understand.

 How does the material you use support concept (skill) creation / development?
Students will develop their self-confidence as they will show an individual study. At the same time,
they will get their attention as questions will be asked from the video. Working individually fulfills
their self-confidence.

Assessment & Evaluation:

 How do you assess the knowledge that your students learn from your activity?
During the video, students are analyzed about how well they have mastered the subject by asking
questions. We can understand whether the students understand the worksheet by standing by the
students while they are working, and by examining their methods and solutions while they are
solving.

 Give some question samples or discussion topics that you can ask to your students to evaluate the
process.
We can ask students what benefit it would be if we used the estimation method in addition and
subtraction. And we can ask in which areas or situations it would be useful for us to use this fast
processing method.

ATTACHMENTS
You can share visuals, figures, photographs that are related to your activity.
Attachment 1
https://www.youtube.com/watch?v=-18qLbg1Gmk

Attachment 2
EMT 202 Mathematics Teaching 1
Dr. Çiğdem ALKAŞ ULUSOY 2022-2023 Spring
EMT 202 Mathematics Teaching 1
Dr. Çiğdem ALKAŞ ULUSOY 2022-2023 Spring

REFERENCES

https://www.etkinlikburada.com/etkinlik.php?id=949
https://www.dersimis.com/5-sinif-dogal-sayilar/5-sinif-dogal-sayilar-yaprak-test/1721-5-sinif-toplama-
cikarma-islemlerinin-sonucunu-tahmin-etme-yaprak-test-2.htm
MoNE 5th Grade Math Book
Early Childhood Education Journal, Vol. 35, No. 1, August 2007

PREPARED BY
Pelin Aydın
EMT 202 Mathematics Teaching 1
Dr. Çiğdem ALKAŞ ULUSOY 2022-2023 Spring

Ebrar Ankara