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# Lesson Plan Format

## 2. Goal(s) of the Lesson:

• Students will use addition and subtraction methods.
• Students will understand the concept of parts of a whole.
• Students will form different patterns by using the materials given.
• Students will work successfully in a group setting.
• Students will expand on their problem solving abilities.

## 3. Relationship of the Lesson to the Curriculum Framework:

In the Michigan Curriculum Framework, Strand One involves the concepts of patterns,
relationships and functions. We will focus on Content Standard One, which states “students
recognize similarities and generalize patterns, use patterns to create models and make prediction,
describe the nature of patterns and relationships, and construct representations of mathematical
relationships. Specifically we will elaborate on the Elementary Standard 2, which states
“students will represent and record patterns and relationships in a variety of ways, including
tables, charts and pictures.”

## 4. Introduction to the Lesson/Rationale for the Lesson:

1. Show the students a picture of a tricycle, asking “What is this?” After they respond,
discuss how they know it is a tricycle.
2. Show the students a picture of a bicycle, asking “What is this?” After they respond, ask
“How is this different than a tricycle?” and discuss.
3. Explain to the students that we will be pretending to work in a factory. Ask them, “What
is a factory?” Listen to students answers and discuss, clarifying any misconceptions. Tell
the students, “In this particular factory, we are building both bicycles and tricycles. We
can’t have any left over wheels.”
4. Introduce the objects that will be representing the wheels of the bicycles and tricycles, 20
counters.
5. Explain to the students that we have to make as many combinations of bicycles and
tricycles as possible, without having any left over wheels.

6. Unit Overview:
This unit is about creating combinations of twos and threes that together equal 20.
The students will be working together in a small group to create these different
combinations. The students will use discussion in order to help each other figure
out the various solutions to the problem. Through this activity students will learn
that there isn’t just one right answer.
Lesson Plan
Time Teacher Moves: (Steps, Learning Expected Student Suggested Teacher
Activities, Teacher's Questions) Reactions Response (Points to
highlight, support to
offer, etc.)
Posing Problem ("Before")

## 1. Show the students a picture • Students will • Expand and

of a tricycle, asking “What is respond to the clarify
this?” After they respond, questions about student’s
discuss how they know it is a bicycles and responses and
tricycle. tricycles by using definitions.
2. Show the students a picture their prior • Give positive
of a bicycle, asking “What is knowledge and feedback to
this?” After they respond, ask experience. everyone who
~10 “How is this different than a • Most students responds.
minutes tricycle?” and discuss. will be able to • Teacher will
3. Explain to the students that identify the include all
we will be pretending to difference students.
work in a factory. Ask them, between the • Teacher will
“What is a factory?” Listen to bikes and trikes be sure
students answers and discuss, are in the number everyone
clarifying any of wheels. understands
misconceptions. Tell the • Students will and can see
students, “In this particular have various the counters
factory, we are building both opinions on what from their
bicycles and tricycles. We a factory is. area on the
can’t have any left over
• Students will carpet.
wheels.”
show enthusiasm
4. Introduce the objects that will
in doing a hands-
be representing the wheels of
on mathematical
the bicycles and tricycles, 20
activity.
counters.
5. Explain to the students that
we have to make as many
combinations of bicycles and
tricycles as possible, without
having any left over wheels.
Solving Problem ("During")

## 1. Students count the • Students will be • Teachers will

number of “wheels” able to count the guide student’s
in a choral fashion. wheels 1-20. thinking
2. Teachers scaffold the • Students will be process.
students through the involved in the • Teachers will
process of creating combination create a
the first combination, making process. comfortable
~15 in order to ensure • Students will risk-taking
minutes understanding. learn from their environment,
3. Ask the students if classmate’s ideas. and praise those
they have any ideas taking
• Most students
for creating intellectual
will come up
bikes/trikes risks.
with one
combinations. • Teachers will
combination.
4. Visually represent treat right and
each student’s • Some students
will be unsure in wrong answers
combination with the in the same
counters. their thinking.
manner (writing
5. Teachers use 12 both right and
“wheels,” and create .
3 bikes and 2 on the chart),
tricycles. There will
• Teachers will
be 8 remaining
involve all
“wheels,” of the 20
students.
students for • Teachers will
suggestions on how to point to specific
use the remaining “wheels,” in
“wheels.” order to make
6. Repeat Step 3, certain
recording each idea combinations
on a large chart. clearer.
7. After students have
found all four
possible
combinations, stop
activity. (Depending
on student’s
involvement).
Comparing and Discussing ("After")
• Students will • Teachers will
1. Teacher will review each analyze each assist students
combination on the chart. different in their
2. We will ask students how they combination. critical
got to each answer. • Students will learn thinking
work?” and allow all students processes used by • Teachers will
to respond. their classmates. allow each
~5-10 4. If any combinations don’t • Students will student to
minutes work, we will ask, “Why identify the right express
doesn’t this work?” and allow and wrong her/his
all students to respond. combinations, and opinions on
know the reasoning each
behind it. combination.
• Students will • Teacher will
respect each others scaffold
ideas. students in
order for
them to
recognize the
various
combinations.

7. Materials Needed:
We need pictures of both bicycles and tricycles to introduce the activity. We will need 20
counters that we will be using as the “wheels” of the bikes and trikes. We will also need a large
piece of paper which we will be using as our “data chart” for the wheel combinations, as well as
a marker.