FirstGradeMathLesson

Author:KendalCarter
Datecreated:11/10/201410:31PMESTDatemodified:11/12/20149:11PMEST

VITALINFORMATION
TotalNumberofStudents

Thisclassroomhastwentytwostudents.

Area(s)StudentsLiveIn

ThesestudentsarefromSanAnselmoandFairfax.

Free/ReducedLunch

Noneofthestudentinthisclassroomareonfree/reducedlunch.

EthnicityofStudents

ThisclassroomaseighteenWhitestudents,threeAsian/PacificIslanders,andoneHispanic/Latinostudent.

EnglishLanguageLearners

ThisclasshasoneearlyadvancedEnglishlanguagelearner.HisnativelanguageisSpanish,butheisunabletoreadin
Spanish.Heisextremelysucessfulduringmathactivities.

StudentswithSpecialNeeds

ThisclassroomhastwostudentsthattheteachersuspectsofADHDandfourstudentswhoareadvancedlearners.

Subject(s)

Mathematics

TopicorUnitofStudy

Thislessonwouldfallundertheunitofoperationsandalgebraicthinking.

Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Thebigideaofthislessonisshowingstudentshowtocountupanddownfromthenumbertwentybyones.Attheend
ofthislesson,studentsshouldbeabledosolveforthesekindofproblemsbylookingataTcharttodeterminewhat
numbersneedtobeplacedinthemissingboxesonthe"in"and"out"sidesaswellasunderstandinghowtofindthe
rule.

LearningOutcome(s)

Inthislesson,wearefocusingonteachingstudentshowtocountupanddownthenumberlinefromthenumberoneto
twentybyusingthenumberone.Attheendofthislesson,allstudentswillbeabletocountfromonetotenbyones,
andtheadvancedstudentswillbeabletocountfromonetotwentybyusingthenumberone.

Summary
Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:Mathematics
Grade:Grade1
Domain:OperationsandAlgebraicThinking1.OA
Area:Addandsubtractwithin20.
Standard:
5.Relatecountingtoadditionandsubtraction(e.g.,bycountingon2toadd2).
Standard:
6.Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.Usestrategiessuchas
countingonmakingten(e.g.,8+6=8+2+4=10+4=14)decomposinganumberleadingtoaten(e.g.,
134=1331=101=9)usingtherelationshipbetweenadditionandsubtraction(e.g.,knowingthat8+
4=12,oneknows128=4)andcreatingequivalentbuteasierorknownsums(e.g.,adding6+7bycreating
theknownequivalent6+6+1=12+1=13).
Area:Workwithadditionandsubtractionequations.
Standard:
8.Determinetheunknownwholenumberinanadditionorsubtractionequationrelatingthreewholenumbers.For
example,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8+?=11,5=
??3,6+6=??.

Comments

ASSESSMENTS
Assessment/Rubrics

Inthislesson,studentswillbeassessedbytheteacherlisteningtothemwhiletheythinkpairshare,byaskingthem
questionsabouttheirunderstandingthroughoutthewholeclasslessonandthegame,byhavingthemcomeuptothe
frontoftheroomandsharetheirproblemssolvingstrategiesinfrontoftheclass,andlastlybycollectingandreviewing
theirexitsheetstocheckforunderstanding.

Comments

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MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Inordertoteachthisactivity,Iwillneedthewhiteboard,expomarkers,mathjournals,thestudent'snametags(which
havenumberlinesonthem),thedocumentcameratoplacetheproblemsthestudentshavecreatedontheboard,a
bell,andanexitslip.

Comments

IMPLEMENTATION
SequenceofActivities

1. Iwillbeginthelessonbywritingthemathmessageontheboard.ForthemathmessageIwillcreateaTchart
withtheinsidelabeled1,2,3,4,and5andtheoutside3,4,5,6,and7.IwillthenwritethequestionWhat
numberdowehavetoaddinto_____togetout_____?Iwillreadoutthequestiontothestudentsandask
themtosilentlythinkofanumberthattheycouldaddtotheinsidetogetthenumberontheoutside.
2. ThestudentswillthenhavefiveminutestocopytheTchartintotheirmathjournalsandthinkaboutwhatnumber
shouldbeadded.IfIseethatstudentsarestrugglingtofindthepattern,Iwillwalkaroundtheroomandquietly
suggestlookingattheirnumberlinessuggesttryingoutdifferentnumbertoseeiftheyfindapatternthatworks.
3. Studentswillthenthinkpairsharewithapartnerattheirtablegroupforthreeminutesaboutwhatnumberneeds
tobeaddedtotheinsidetoequalthenumberacrossfromitontheoutside.Studentswillbeaskedtonotonly
givethenumberbutalsoexplainwhytheyselectedthenumberandhowtheycanprovethattheiransweris
correct.Iwillbewalkingaroundtheclassroomasstudentsaresharingoutintheirpairslisteningfortheir
reasoningbehindtheanswerstheyhaveselected.
4. Onceallofthestudentshavehadachancetosharewiththeirpartners,Iwillaskforthreevolunteers(onesthatI
haveheardeloquentlyexplaintheirreasoningindifferentwaystotheirpartners)tocomeuptothefrontofthe
classroomtosharetheiranswerandreasoning.Thesestudentswillshareoutoneatatimeandinbetweeneach
studentssharing,theirclassmateswillbeabletoaskquestionsforclarificationoranyfollowupquestionsthey
mayhave.Ifafterthefirststudentsharesout,thesecondandthirdstudentsaythattheysolvedtheproblemthe
sameway,Iwillcallonvolunteerswhosolvedtheprobleminadifferentwaytocomesharetheiranswerand
reasoning.Ifthereareotherstrategiesthatthestudentshavenotmentioned,Iwillwritethemontheboardand
explainhowtousethem(forexampleguessandcheck).Thissharingoutshouldtakeaboutsevenminutes.
5. IwillthenaskstudentstogivemearuletousewhilecreatingmynextTchart(forexampleifthestudentssaid
addthree)thenIwouldwritethatundertherulesontheboard.Iwouldthencallonstudentsraisingaquiet
handtogivemetennumbers(onenumberperstudent)andIwouldletthemhavetheirpartner(fromthethink
pairshareactivitydoneearlier)tochooseifthenumbershouldbeontheinoroutsideoftheTchart.AsIam
fillingoutthechartontheboard,Iwillhavestudentscopyitintotheirmathjournals.Thisshouldtakeaboutfive
minutes.
6. Whilethestudentsfinishcopyingdowntheproblemandsolvingit,IwillfilloutasecondTchartontheboardwith
ablankspacebytheruleandthenumbers2,4,6,____,and10ontheinsideofthechartandthenumbers7,9,
____,13,and____ontheoutsideofthechart.Iwillthenwalkaroundtheclassroomtotalktostudentstohear
theirreasoningbehindhowtheygottheiranswers.Forthestudentswhofinishfillingouttheirchartsbeforethe
restoftheclass,IwillaskthemtocreatetheirownTchartsonapieceofscratchpaper.(Thesechartscanbe
quicklyskimmedoverbytheteacherandusedduringtheclassgame)Thestudentswillhavetenminutesforthis
activityinthehopeofhavingeveryonegettocreateatleastoneTchartontheirown.
7. Iwillcallontenstudentswithsilentthumbsupsittingattheirdeskstocomeuptothewhiteboardonebyoneto
fillinoneoftheblankspacesonourTchartandexplaintotheirclassmateshowtheyfoundtheiranswers.Iwill
askthestudentstoshowmeontheirfingeronascaleofonetofive(onerepresentinghelpmeIhavenoidea
what'sgoingonandfiverepresentingIamconfidentinmyabilitytosolvetheseproblems)howcomfortablethey
feelwiththesekindsofproblems.Ifthestudentsaresplitorfeelingunsure,Iwouldhavetheclassworkthe
problemontheboardintheirtablegroupsrotatingfromtabletotablelisteningtowhatstrategiesthestudents
areusingtosolvetheseproblemsandofferingupsuggestionstothestudentsthatarestillstruggling.Ifmostof
theclassisfeelingconfident,Iwillaskthemtosolvetheproblemontheboardusingadifferentstrategywhile
workinginasmallgroupwiththestudentsthatarenotascomfortablewiththeseproblems.Thisshouldtake
abouttenminutes.
8. Oncetheclassisfeelingcomfortablewithsolvingtheseproblems,Iwillhaveonestudentcollectallofthestudent
createdproblemsfromthescratchpaperandbringthemtothefrontoftheclassroom.Iwillthenaskallofthe
studentstolineupacrossthebackoftheroominbackwardsbirthdayorderwithJanuary1statthedoorand
December31stontheothersideoftheroom.Whilethestudentsarefindingtheirplaceinline,Iwillskimoverthe
Tchartsthestudentscreatedanddividethemintoeasy,medium,andhardpiles.Onceeveryoneisinline,Iwill
countoffthestudentsandeitherassignthemtheinortheoutside.Theinsidewillmeetontheleftsideofthe
classroomandtheoutsidewillmeetontherightside.Liningthestudentsupandcountingthemoffwilltake
aboutfiveminutes.
9. Iwillgivethestudentsthreeminutestothinkupteamnamesintheirgroups.Whiletheyarecomingupwith
namesIwillfinishdividingthestudentsTchartsandaddinmyownpremadeTchartsifanyofthethreesections
arelackingproblems.
10. Thestudentswillelectonestudentfromeachgrouptobethescorekeeper,onestudenttobethevoiceofthe
people,andonestudenttoexplainthereasoning.Theseroleswillbepassedontootherstudentsintheirgroups
aftereverythreeproblems.Iwillthenexplainourgametothestudents.Studentswillworkintheirgroupsto
solveTchartproblemsthatIwriteontheboard.Groupscanearnuptothreepointsforeachquestion.The
groupwhoworksmostquietlywithallofitsmemberswillreceiveonepoint,theteamwhoanswersthequestion
firstcorrectlywillearnonepoint,andtheteamwhocorrectlyexplainstheprocessofhowtheyfoundtheir
answerswillreceiveapoint.Byhavingthepointssystemsetupinthiswaystudentsareencouragedtonotjust
shoutouttheanswer(iftheydo,thepointforworkingtogetherquietlywillgototheotherteam)buttoreally
taketheirtimetoworktogether,talkaboutit,andthenfigureouttheirreasoningbeforehavingtherunnercome
uptothefrontoftheroomandringthebell.Ialsofeelthiswillgivestudentsmoreofanincentivetowork
togethercooperativelybecauseeveniftheirteamdoesnotanswerthequestionfirstorgivethereasoningfor
howtheycametotheiranswer,theycanstillearnpointsfortheirteam.Aftertheproblemiswrittenontheboard,
studentswillusetheirwhispervoicestodiscusstheanswerandhowtosolvetheproblem.Oncethewholegroup
feelsconfidentabouttheanswer,therunnerwillcomeuptothefrontoftheclassanddingthebellonce.Both
teamswillfacethefrontoftheroomandthestudentsinchargeofthevoiceofthepeopleandthereasoningfrom
bothteamswillcometothefrontoftheroom.Theteamwho'sgrouprungthebellwillhaveachancetoanswer
thequestionfirst.Iftheiransweriscorrectthenthestudentinchargeofreasoningwillexplainhowtheygotthe
answertotheclass.Iftheyareincorrectoneitherpart,itwillmovetotheothergroupandtheywillhavea
chancetoanswer.Ifbothgroupsareincorrect,thestudentswillallreturntotheirseatsandtryagainuntilone
groupisabletosolvetheproblem.Ifstudentsareworkingthroughthesameproblemformorethanfiveminutes,
thenIwillpausethegame,andexplainhowtodotheproblemontheboard.Thisshouldtaketenminutes.
11. Beforethegameofficiallybegins,Iwillhavethreevolunteerscomeupfromeachteamtoplayapracticeroundto
modelthegameforallofthestudents.Afterstudentshaveseentheirclassmatesplayapracticeround,Iwillask

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ifanyonehasadditionalquestionabouttherulesorhowtoplaythegamebeforebeginning.Playingthepractice
versionandansweringanyadditionalquestionsshouldtakeaboutfiveminutes.
12. Studentswillplaythegamefortwentyminutesalternatingroleseverythreeturns.IfasateacherInoticeanin
balancebetweentheteams,Iwillquietlyaskafewstudentstojumbleupandswitchsides.
13. AfterthegameIwillhavestudentsreturntotheirseatsanddiscussthegamewiththeirtablegroupsforfour
minuteswhileIpassouttheexitsheet.Oncestudentshaveansweredthetwoquestionsontheirexitsheet,
theywillbringthemuptothefrontoftheclassroomandthenlineupatthedoorforbreak.Thisshouldtakemost
studentsaboutthreeminutestocomplete.
GroupingStrategies

Throughoutthisactivity,Iwillutilizewholegroup,teams,tablegroups,pairs,andindependentwork.Iwillleavethe
studentsintheirhomogeneoustablegroupsandwillmixthestudentsupbasedonwhereintheyeartheirbirthdayfalls.
Iwanttokeepthegroupsasevenaspossibleforthisactivity.

DifferentiatedInstruction

Thedifferentiatedinstructioniswrittenintothelesson.Baseduponstudentneed,Iwilleitherworkinsmallgroups
orwiththewholeclassonproblemsandideasthatarestillchallengingtostudents.Ifthestudentsfeelcomfortable
withthecontent,IwillmaketheproblemsmorechallengingtomakesureIammeetingtheirneeds.Studentswillbe
givenafewchancesthroughoutthelessontocheckin,Iwillwalkaroundandlistenintomakesureeveryone
understandsnotonlywhattheansweris,buttheprocessandstrategiestheyusedtofindtheiranswer.Mygoalisfor
allofthestudentsintheclassroomtounderstandthe"in"and"out"Tchartsandcansolvethemusingatleasttwo
differentmethods.

Comments

REFLECTIONS
PriortoLesson
PostLesson
Comments

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