Lesson Plan Guide

Teacher Candidate: Marlee Cordo Grade and Topic: 1st Grade Math Mentor Teacher: Kris King Date: February 3, 2014 Length of Lesson: 1 hour for 3 days a week School: the University of Memphis IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA: This lesson plan is part of a unit plan where students will learn to do simple addition and subtraction equations. They need to know how to add and subtract so that they can learn about money and other things they will encounter in the grades to come. As well as using those two skills they will be able to tell if certain equations and problems are true or false, which is described in the TN state mathematics standards 1.OA.A.1 and 1.OA.D.1. LESSON OBJECTIVE: Content Learning Goals and Objectives 1. Given miniature bears for counting, the student will be able to solve simple addition and subtraction equations and be able to identify if an equation is true or false with 100% accuracy. (Blooms Taxonomy: knowledge, application) 2. Given worksheets that include simple true and false equations, the student will be able to distinguish whether the statements/equations are true or false with 100% accuracy. (Blooms Taxonomy: comprehension) 3. Given a computer and word processing software, the student will be asked to select the correct answers to
certain addition and subtraction equations and make a chart of simple addition and subtraction equations to reference to with 100% accuracy. (Blooms Taxonomy: knowledge) Student Participation The goal of this lesson is to help students to demonstrate and apply their knowledge to show they have a clear understanding of how to add and subtract simple equations, also to be able to determine if certain equations are true or false. Students will get to not only do a hands-on activity, but also use a computer, and do a worksheet to express what they have learned from the class.

STANDARDS ADDRESSED: State/District, Common Core Standards TN Mathematics CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. TN Mathematics CCSS.Math.Content.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
ISTE Standards 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

b. Select and use applications effectively and productively.

MATERIALS: Materials Used 1. Miniature counting bears 2. Addition and Subtraction worksheet 3. Computer 4. Microsoft Word 5. Pencil 6. Notebooks
Technology Integration Students will be using the computer to answer simple equations but also for them to make a chart to help them remember how to do addition and subtraction, including some simple problems. They will be using Microsoft Word to create, format, and type this activity. When students complete the activity, they will then save their work to a shared Dropbox folder for their class. A sample of this product is available below.

BACKGROUND and RATIONALE:

Students will get to express and demonstrate their clear and correct understanding of adding and subtracting simple problems by completing a hands-on activity, worksheet, and by making a chart using a computer. Academic Language is not addressed in IDT 3600. This lesson is a continuation of TN mathematics standard CCSS.Math.Content.1.OA.A. We will be continually referring to the charts that the students create to use and help expand our

knowledge on these general math skills. PROCEDURES AND TIMELINE: Introduction:

Begin by introducing the terms addition and subtraction to the students using either a white board or overhead. Give them reasons behind why we use these two important skills. Show examples of some equations and explain to them how to solve them step by step. Making it easier and more fun by using the counting bears. The next two days, let them work on the worksheet and move on to creating their charts.

Procedures:

Prior to the Computer (20 minutes) Teacher Procedures: 1. After introducing these terms on an overheard or white board, give the reasons behind these two skills. Then go on to show them how to do it with the miniature counting bears, and let them work on their worksheets. Student Procedures: 1. Students then are to use their counting bears and do some equations on their own before getting to their worksheets. 2. When I have gone around the room to see if the students understand the concept, I will distribute the worksheets. At the Computer (45 minutes) Teacher Procedures: 1. Get the students to their computers and have them open up Microsoft Word. 2. Direct the students on how to create a chart and show them an example of one. 3. Monitor and assist as needed from the students.

Student Procedures: 1. Log on to their computers and open up Microsoft Word. 2. Create the size chart they will be making for their activity. 3. Add two-columns, and 10 rows. 4. Put the following column names: Addition and Subtraction. 5. Type out 9 simple addition/subtraction problems with their answers into the correct category. 6. Print a copy. After the Computer (15 minutes) Teacher Procedures: 1. Have the students get in groups of 3 or 4. 2. Let them show each of their group members their charts and explain their problems. 3. Students are to write down examples they find out from their group members to keep and practice. Student Procedures: 1. Get into their mini groups and pass around their charts. 2. Students then discuss their charts to one another. 3. Students write down in their notebooks problems they might want to remember, find useful, or want to learn how to complete. Closure: Students get out of their groups to share, if they would like too, their charts and equations to the whole class. Then at the end of the class, take them up to get assignment submissions, and then give them back during the next class meeting so that they can keep their charts. ASSESSMENT EVIDENCE:
Criteria Charts represent appropriate and correct addition/subtraction problems. Worksheets are turned in on time and correctly done. 1 Very few or none of the equations were correctly answered or listed. 2 Only a few of the examples they chose were complete and correct. 3 Almost all of the equations were correct and written correctly. 4 All of the problems they included were right and shows they understand the concepts of addition/subtraction. Answered the worksheet correctly and understood the meaning and example of how to do addition/subtraction problems. Got up in front of the classroom and explained fully, in detail their chart and knew what they were talking about.

Only a few or none of the answers provided were correct.

The student shows that they understand the concepts but dont fully understand how to do it or correctly answer the problems. The student got up there in front of the classroom, but didnt know what to explain to their classmates.

Students performance of explaining to their classmates about their charts.

Didnt get up there or either poorly explained what they had learned.

Understood the meaning of addition/subtraction but did not know how to determine if a problem was true or false. Student got up in front of the classroom and explained it but not fully and completely. Left certain information out.

MODIFICATIONS: I am aware that modifications will be made for students who did not master the objectives and for those ready for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.

Addition: the process of adding something to something else.

Subtraction: the process of taking one number or amount away from another. 10-6=4 10-0=10 4-1=3 6-2=4 9-8=1 5-3=2 1-0=1 10-10=0 10-2=8

4+6=10 2+7=9 1+1=2 0+0=0 7+1=8 4+5=10 2+2=4 10+10=20 0+1=1