Ashley Toth, November 28, 201: Lesson Plan Three Grade/Subject: One/ Math Unit: Part-Part-Whole Addition General Learning Outcomes: Students will develop number sense Specific Learning Outcomes: Students will identify and record addition names for numbers using a plus (+) sign ‘Students will: 1. recognize, at a glance, and name familiar arrangements of | to 10 objects or dots 2. demonstrate an understanding of addition by using familiar and mathematical language to describe additive actions 3. demonstrate an understanding of addition by modeling addition using a variety of conerete and visual representations and recording the process symbolicall Observations: Key Questions: How well are students picking up the new | How many people represent __’s (on the board) information — do I need to change my family. approach? How do you know this? Which activities really help the students | How many stories can we tell about the number understand the concepts? an? Have students show me how they would | How did we find this out? create a number story using students that |_| How could we move them around to create the same created. ending but change the story? Have students write out the number story 1 | How did you represent the number _? created with the students — see how well they understand Written/Performance Assessment Performance when the students are demonstrators. Resource #1: Education Alberta Mathematics Program of Studies Resource #2: Nelson Math Focus 1: Chapter 3 *Smartboard *small white board and markers/eraser *plus sign *lily pad story mats *math racks *frog cut outs Hook/Attention Grabber: Who likes to tell stories? Who likes to hear stories? Well today we will be making all kinds of stories....number stories! Assessment of Prior Knowledge: Students are familiar with number stories as we have talked about them before so they may need a reminder but have worked with number stories previously. I will 1Lo = 40 = {.__ Ashley Toth, November 28, 20 ask if anyone remembers what they are or what they look like. I can show them on the board to reiterate it for them before we move on as they will be a part of our lesson today. Expectations for Learning and Behaviour: Students will work cooperatively when on the carpet. Students are to put their hands up when wanting to answer a question. If not then I will not choose them to answer a question and if it keeps up then I will not let them participate in any activities they may wish to be a part of (ie on the carpet). Advance Organizer/Agenda: being able to create number stories helps them to do math problems on worksheets and learn to subitize more quickly/efficiently. Transition to Body: Ask students to pull out their math racks. They will be able to follow along with the first lesson with their math racks if they would like. If I see them playing with the math racks and not attention I will ask them to put them away Learning Activity #1: Addition Stories. | will begin by asking each of the students to think about how many people are in their family. I will ask them after to show how many people are in their family on their math racks. Then I will get them to share with the people at their table how many people are in their families. Then I will get attention up front and ask two to three people how many are in their families. I will draw each family — most likely in stick figure form on the board — and beside it I will put the students” last name and explain that___ many people represent the ___ family. I will introduce the word represent in this fashion. I will then explain to the students what represent means (to stand for) ie.___ Many people stand for or represent __’s family. I can use parent(s) + children = total, just like 1+1 represents 2. Explain that represents is another word for equals. I will show them this by going through a few more families and putting number stories underneath. Assessment: more formative by asking students to recall how many people represent __’s (on the board) family. How do you know this? Differentiation: | may also ask students how many people represent their families to make sure that they understand, Learning Activity #2: Students as demonstrators. | will use the students to demonstrate the different ways we can represent the same addition outcome. I will ask the students to move to the carpet, but they must do so hopping like a frog. Then they are to sit on the carpet and face the away from calendar/news because there is more space towards the desks to do this activity rather than me and other students trampling all over each other. This transition allows the students a moment to get some energy out of their systems and to keep them from sitting the whole lesson. Once situated I will call up a few students and get them to help me represent number stories. I will bring in a big + sign that I can stick in between them to help them recognize what the number stories would look like on paper. For example I will bring up 4 students I will have them all stand together and hold up the plus sign and then have no one on the other side and ask how many 4 plus 0 is. Then I will move one onto the other side of the plus sign and as how much 3 plus 1 is, and so ‘on to show them how there are many number stories that end in 4. I will try to go through all the number stories until 5. I will make sure that each student gets a chance to come up and be a part of the experiment. To help those students who may have a hard time seeing the connection using people I can grab the small white board and write the number story out for them as the number story is being told through students standing. I can even write out a number story and ask a few students to act it out for me. This will help me see if they can work cooperatively to answer the question and how well they understand the material to complete the number story. Assessments: This carpet activity allows me to see how students are able to comprehend the idea that many number stories can equal the same. And having them act out activities I create helps them do the math for themselves in a fun way and I can see for myself how they solve the problem. Iwill also get all the ESL students up at the same time to do an equation so that I can see how well they are grasping the material because they are the ones that struggle the most. If Ineed to do aAshley Toth, November 28, 2012 ‘couple, and make them easier, for this group I will. Differentiation: I can get one student to place the other students in the number story that I wrote on my white board. This is another way I can assess ESL/struggling students, I can also place the students myself and have students write it on my whiteboard, If all students want to participate I can get them a piece of paper, they can grab their pencils and they can write out the number story they see in front of them that I created with some students. Learning Activity #3: Lily pads and Frogs. Afier playing the game the students will return to their desks and pull out their frog cut outs while I hand out lily pad story mats. I will ask students to pick out a certain number such as four frogs and put them in front of them, not on the mat. Then I will ask them to put the 4 frogs any way they want on their lily pads. Afier I will ask a few students how they cach put their frogs on their lily pads and write down the ways in a number story on the smartboard. Once I get a bunch of different answers and write them on the board I will ask the students if they can see how there are many different number stories that they created that all have a four ending. I will continually change up the number of frogs and ask different students what number stories they created. Assessments: I can assess how much information the students understood by how many different number stories there are. If they are all the same number such as 4 and 0 = 4 then perhaps the students do not understand. Assessment will be about how many different stories I get from the students. Iwill check to see what the ESL students come up with especially to make sure they understand. Differentiation: If the students begin to get the concept too easily, depending on the time, I will maybe try looking at the 6 family and the 7. Or I can get them to work on their math booklets and worksheets. ‘onsolidation/Assessment of Learning: Let them know that there can be different ways in which we can make a number story that ends in the same number and that learning this information can help us subitize when we do any worksheets. Feedback From Students: Ask the students if getting up and acting out the number stories helped them learn? Or did they learn more from the lily pad number stories that we shared on the board? I will ask the students: think about how we played the game on the carpet and how we used the lily pads to make number stories. Think for a minute about which one you thought helped you learn better. Then I will ask them to put their hand up if the carpet game helped them. And then put up your hand if the lily pad game helped more. This way I can gauge which way most students felt they learned best. Giving them a few seconds to think it over allows them to decide and then share their answer. Feedback To Students: Will be based on how they were able to use the information that was taught to them and how much they absorbed. Transition To Next Lesson: Let them know that next time we will start looking at learning numbers from 6 to 10! | Goals for this lesson: a 1. Use a louder, more commanding voice. No more trying to be their friend, I have established a relationship with these students and now I need to focus on classroom management. 2. Be much more enthusiastic — when necessary — in giving praise for right answers and in trying to excite and entertain students to keep motivated. 3. Do not give them a choice — it takes your power away! Tell students what they will be doing, if they complain they can sit in the better choice chair and not participate at all, The only choices they get are to participate or sit out in a time out fashion.