Math11/2/16teachersaddition

Author:KelceyScannell
Datecreated:11/02/20165:40PMEDTDatemodified:11/04/20162:06AMEDT

VITALINFORMATION
TotalNumberofStudents

Therearetwentyfourstudents.

Area(s)StudentsLiveIn

Thestudentsliveintheneighborhoodofasmallcity.

Free/ReducedLunch

Thereareeightstudentswhoreceivefree/reducedlunch.

EthnicityofStudents

ThereisoneAsianstudent,fourteenwhitestudents,andnineLatinostudents.

EnglishLanguageLearners

ThereareeightEnglishLanguageLearners.Fiveofthestudentsareatanintermediatelevel,whilethreeofthestudents
areatanearlyintermediatereadinglevelontheCELDT.

StudentswithSpecialNeeds

Therearetwostudentswithspecialneeds.

Subject(s)

Mathematics

TopicorUnitofStudy

Thestudentsarepracticingadditionandsubtraction.Thestudentsareworkingthroughunderstandingwhenthe
functionismissingoroneofthenumbersofanequationismissing,likeinthefunctionmachines.

Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Thebigideaisthatstudentsneedtoknowwhentherearemissingnumbersinfunctionshowtodealwiththatandhow
tofindthosenumbersorhowtofindthefunctionwhentheyknowallofthenumbersbecausethiswillbeatopicthey
willneedtoknowforwordproblemsaswellasinthefutureforalgebra.Theactivitiesthatcamebeforethislessonwas
alotoftimewithfunctionmachinesandunderstandingoutputandinput,aswellaspracticingadditionandsubtraction
quiteabit.Aftertheseactivitieswillcomemorefunctionmachineswithmoredifficultfunctions,aswellasword
problems.

LearningOutcome(s)

1.Thestudentswillusefunctionmachinesindifferentwaystoeitherfindmissingnumbersorthemissingfunction.
2.Thestudentswillworkinpartnerstocompletedifferentfunctionmachines.
3.Thestudentswillcreatetheirownfunctionmachines.
4.Thestudentswillwritetheirnumbersclearly.
5.Thestudentswillworkquietly.
6.Thestudentswillpracticetheirunderstandingofadditionandsubtractionwithboththefunctionmachinesaswellas
thegameTricTrac.
7.ThestudentswillstrategizeinthegameTricTractoeitheraddthenumberstheyroleorkeepthemseparatetowin
byachievingthelowestnumbersuncovered.

Summary

Standards

Thestudentswillworkinpairstocompleteafunctionmachine,whichwewilldiscussasaclass.Theywillworkaloneto
finishanother,whichwewillalsodiscuss.Thewillworkalonetomaketheirownunfinishedfunctionmachineandswap
withapartner.Theywillfinishtheirpartnersfunctionmachine.TheywillthenfindanotherpartnertoplaythegameTric
Trac.Iwillthenwrapupthelesson.

CACaliforniaCommonCoreStateStandards(2012)
Subject:Mathematics
Grade:Grade1
Domain:OperationsandAlgebraicThinking1.OA
Area:Representandsolveproblemsinvolvingadditionandsubtraction.
Standard:
1.Useadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituationsofaddingto,takingfrom,
puttingtogether,takingapart,andcomparing,withunknownsinallpositions,e.g.,byusingobjects,drawings,and
equationswithasymbolfortheunknownnumbertorepresenttheproblem.
Area:Understandandapplypropertiesofoperationsandtherelationshipbetweenadditionandsubtraction.
Standard:
3.Applypropertiesofoperationsasstrategiestoaddandsubtract.3Examples:If8+3=11isknown,then3+8
=11isalsoknown.(Commutativepropertyofaddition.)Toadd2+6+4,thesecondtwonumberscanbeadded
tomakeaten,so2+6+4=2+10=12.(Associativepropertyofaddition.)
Standard:
4.Understandsubtractionasanunknownaddendproblem.Forexample,subtract108byfindingthenumber
thatmakes10whenaddedto8.

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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

IwilluseaformativeassessmentwhenIamprogressmonitoringduringthelessonbywalkingaroundandlookingat
studentwork,aswellaslisteningtothestudentsexplanationswhentheyraisetheirhandsorcomeuptotheboardand
sharetheirideas.Iwillalsoassesswhenthestudentsareplayingthegame.IwilluseasummativeassessmentwhenI
collectthefinishedfunctionsheetstheydidinpairs.Iwanttoseetheindividualsunderstandingofmakingtheirown
incompletefunctionmachines,aswelltoseehowstudentswereabletofinishtheirpeersfunctionsheets.Iwanttosee
theirunderstandingofusingfunctionstofindallofthenumbersneededandiftheyarecomprehendingthat.
1.Iwillwalkaroundwhilethestudentsareworkingtoassesstheirunderstandingofthefunctionmachines,aswellas
assesswhensomeofthestudentssharewiththeclass.Iwillalsocollecttheirfinishedfunctionmachinestocheckthe
studentsoverallunderstandingoffunctionmachines.
2.Iwillwalkaroundtoseehowwellthestudentsareworkingtogethertocompletefunctionmachinesanddiscusstheir
reasoning.
3.Iwillassessthestudentsfinishedfunctionmachinestoseeiftheyunderstoodhowtomakeonefortheirpartneras
wellashowtocompletetheirpartnerstoseeifwewillbeabletomoveontoharderfunctionmachines.
4.Iwillwalkaroundandobservehowcleartheirlettersareaswellascheckwhenthestudentsturnintheirfunction
machines.
5.Iwillwalkaroundandobservehowwellthestudentsareworkingquietly.
6.Iwillobservetheirunderstandingbyobservinghowtheyworkwiththefunctionmachinesaswellaswhiletheyplay
TricTrac.IwillaskquestionsasIwalkaround.
7.Iwillwalkaroundandwatchtoseehowthestudentsareunderstandingthetechniquestheycanusetowinthe
gameTricTrac.

Comments

MATERIALSANDRESOURCES
InstructionalMaterials
(Handouts,etc.)

Iwillneedsmallwhiteboardsandwhiteboardpensforeachstudent.Iwillneedplainpaperandpencilsforeach
student.IwillneedaTricTracboardforeachstudentaswellassixpenniesforeachstudentandadieforeachstudent
becauseeachpairneedstwotoplaythegame.

Comments

IMPLEMENTATION
SequenceofActivities

1.(Hook)Iwillwelcomethestudentsintotheclassroomandaskthemtositintheirseatssowecanbeginsomefun
mathactivities.(2minutestogetseated)
2.IwillshowthestudentsthatIhavewrittenamathmessageontheboard.Thereisafunctionmachineontheboard,
withacompletedinandoutcolumn,butamissingfunction.Iwillaskthemtoturnandtalkwithapartneraboutwhat
theythinkthefunctioncouldbe.AstheytalkwiththeirpartnerIwillwalkaroundandpassoutasmallwhiteboardto
eachstudent,andacupofwhiteboardpensontothetable(Thestudentswillhavepreknowledgetonottakeoutapen
untilItellthemto).(3minutesforthestudentstoshareandformetopassoutthewhiteboards.
3.Iwillaskthestudentstostopspeakingwiththeirpartnerandifsomeonewouldliketosharewhattheirpartner
thoughtthefunctionwouldbe.IwillhaveafewstudentsexplainwhattheythoughtthefunctionwaswhileIwritetheir
ideasontheboard.Ifstudentsshareanincorrectanswerwewillworkthroughthatrulebypluggingitintoeachinput
numbertoseeifwegetthesameoutputnumberforeachthatwearesupposedto.(5minutes)
4.(Transition)Iwillwriteanotherfunctionmachineontheboardandtellthestudentsthattheycanworkontheirwhite
boardsquietlytofindthefunction.(5minutes)Iwillprogressmonitorduringthistimebywalkingthroughtheclassroom
andlookingattheanswersthestudentshavecomeupwith.
5.Iwillaskthestudentstoraisetheirhandsandcomeuptotheprojectorandsharethefunctionsthattheyfound.Iwill
havethreeorfourstudentsshare(IwillchoosestudentswhoIsawcomeupwithdifferentfunctionsasIwalkedaround
theroomsothattherecanbeadiscussionwiththeclassaboutdifferentfunctionsandhowtheyaffectinputand
output).Iwillhelpthestudentstoexplaintheirreasoningandtalkthroughtheproblemwiththerestoftheclass.Ifa
studentsharesanincorrectrulewewillusetheirruletochecktheinputandoutputofeachnumberandtalkthroughthe
possibilitiesofitbeinganotherrule.(10minutes)
6.AftersomeofthestudentsshareIwillputaninputandoutputboxontheboardthathasmissingnumbersineach

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column,buthastherulealreadygiven.Iwillaskthestudentstoworkquietlyontheirwhiteboardtoreplicatethe
functionmachineandfillinthemissingnumbers.(5minutes)
7.Iwillaskthestudentstoraisetheirhandstogivemeoneofthemissingnumbersonthefunctionmachineandexplain
tomehowtheyfoundthenumbers.(5minutes)
8.Iwillaskthestudentstomakeafunctionmachineontheirboardscompletewithallofthenumbersandtherulethat
theyhavedecidedupon.(8minutes)
9.Iwillaskthestudentstoerasesomeofthenumbersineachoftheircolumnssothatthereisamissingnumberin
eithertheinputoroutputcolumnforeachnumberrow.(2minutes)Astheyworkondeconstructingtheirfunction
machinesIwillpassoutablanksheetofpapertoeachstudent.
10.(Transition)Iwilltellthestudentsthattheyneedtotaketheirpartiallyfilledinfunctionmachineandreplicateit
ontothewhitepieceofpaperIhavejustpassedout.Iwillaskthemtoputtheirnameonitandgetupandwalkaround
andfindapartnerfromanothertableandtradefunctiontablestofinisheachothersfunctionmachine.Iwillaskthat
oncetheyfindapartnerandtradefunctionsheetsthattheyputtheirnameontheotherfunctionmachinetheywillbe
finishingbecauseIwillbecollectingthefinishedfunctionmachines.Iwilltellthestudentsnottogiveawaytheirfunction
ortheanswers,buttotalkabouthowtheyfinishedthefunctionmachinewiththeirpartneroncetheyfinish,ortohelp
theirpartnerthroughdiscussioniftheirpartnerisstuck.(3minuteforinstructions)
11.(progressmonitor)Iwillletthestudentsfindonepartner,tradesheets,andfinisheachothersincompletefunction
boardsasIwalkaroundtheclassroom.(15minutes)
12.(Transition)Iwillgetthestudentsattention,andaskthemtositbackattheirseatswhilethepaperpasserouters
collectthefinishedfunctionmachines.(2minutes)
13.IwillshowtheTricTracboardontheprojectorandexplaintheinstructionstothestudents.Thestudentswillgetin
pairs,eachwillreceiveagameboardandsixpenniesandthepairwillhavetwodice.Thestudentswilltaketurnsrolling
thedice.Aftertheyrollthedicetheycaneitheraddthedicetogetherandputonepennyontheanswer,orusethetwo
differentnumbersandputpenniesoneach.Thestudentswillswitchoffuntiltheyarebothoutofpennies.Thestudents
willthenaddupthenumbersontheirboardsthatarenotcovered,theonewiththelowesttotalnumberwillwin.The
studentswillbepracticingstrategyaswellasaddition.Ihavechangedtheinstructionsabitfromtheteachersguide
becausetheyareconfusingbyonlygivingthestudentssixpennieseach.Iwillaskmypaperpasseroutertopassout
theboardstoeachstudent,andmymaterialsmanagertopassoutadietoeachstudentwhileIpassoutsixpenniesto
eachstudents.Iwillaskthatthestudentspairwithadifferentstudentthanbeforeandfindaproductiveplaceinthe
roomforthemtoplay.(5minutesformetoexplain,getoutthematerialsandhavethemeachfindapartner)
14.IwillhavethemplaythegameasIwalkaroundtheroomandprogressmonitorhowthegameisgoing.(15minutes)
15.(transition)(collectingmaterials)Iwillhavethestudentsstoptheirgame,putthematerialsonthebacktableandsit
backattheirseats.(2minutes)
16.(Closure)Iwillaskthestudentstogivemeathumbsupordowniftheyfeltconfidentfillingoutthefunction
machines.Iwillaskthemtogivemeathumbsupordowniftheythinktheylearnedsomething.Iwillaskthemtogive
meathumbsupordowniftheywouldliketoplaythatgameagain.Iwilltellthemthatthefunctionmachinesare
somethingthatwewillbeworkingwithalotbecauseinlifesometimeswejustknowthefunctionandnotallthe
numbersforsomethingorviceversaandweneedtofindouttherestforourselvessopracticingisimportant.Iwillbe
excusingthemtobreak.(3minutes)
GroupingStrategies

Iwillusepairingsduringpartofthebeginningofthelessonwiththefirstincompletefunctionmachine.Iwilluse
independentworkontheotherfunctionmachine.ButbetweenbothIwillusewholeclassworktodiscusshowwefound
themissingnumbersorthemissingfunction.Iwilluseindependentworkwhilethestudentscreatetheirownfunction
machines,butfortherestoftheclassIwillusepairedworktocompleteapartnersfunctionmachineandduringTric
Trac.IwillusewholegroupinstructionforanyinstructionsIhaveaswellastowrapupthelesson.

DifferentiatedInstruction

Iwillbeusingalotofpairedwork,especiallythinkpairshareforthewholeclasswhendiscussingthefunctionmachines,
butthistechniquewilldefinitelyhelpmyspecialneedsstudentsaswellasmyELLstudents.IwillpairmyELLstudents
andspecialneedsstudentswithstudentsintheclasswhoareexcellingwiththisinformationtohelpexplaintomy
strugglingstudents.Iwillprovidemystrugglingstudentswithanumberlineduringthefunctionmachine,aswellas
duringthegameTricTracsothattheywillhaveaneasiertimeaddingandsubtractingbyvisuallyseeingthenumbers.I
willgivemyspecialneedsstudentsandELLstudentstheirownfunctionmachineswhileweworkindependentlythat
havemorenumbersfilledin,possiblyonlytwomissing.FormyadvancedlearnersIwillpairthesestudentstogetherand
duringthetimewhentheclassiscompletingfunctionmachinesIhaveprovidedIwillprovidethemwithfunction
machinesthathavemoreadvancedfunctions.WhenmyclassiscreatingtheirownfunctionmachinesIwillspeakwithmy
studentswithspecialneedsormyELLstudentstoseeiftheyfeelcomfortablemakingtheirown,ifnotIwillgivethema
input/outputsheet,withafunctionalreadychosen,andthefirstnumberalreadyfilledintohelpthemtospendtherest
ofthetimefillinginafewmorenumbersfortheirpartners.

Comments

REFLECTIONS
PriortoLesson

IamconcernedthatImayhaveplannedtoomuchforthislesson,butotherthanthatIamexcitedtoseethestudents
workingwithfunctionmachines,especiallytowatchthestudentscreatetheirownfunctionmachinesandsharewitha
partner.Iamlookingforwardtohavingsomeofthestudentscomeupandsharetheirownunderstandingofsomeof
thefunctionmachineswiththeclass.IaminterestedinseeinghowthegameTricTracgoesbecauseIdidnotlikethe
originalgameontheteacherslessonsoIchangeditabittobebetterforthestudents.OverallIthinkthislessonhasa
lottoteachthestudentsanditmaybeoverambitious,butIthinkthestudentswillnotonlyenjoythelesson,butlearn
alot.

PostLesson

Ithinkthelessonwentreallywellanditseemsthatthestudentsdidlearnalot,especiallywhentheyheardtheirpeers
explainsomeofthefunctions.OverallIwouldhavetakenoutoneofthefunctionmachinestheycompletedtohavemore
timeinotherpartsofthelessonsoitwasnotasrushed,butoverallIthinktheylearnedalot.Itwillbesomethingwe
havetorepeatedlygoover,butthisisaveryimportantlessonbecausethestudentsneedtounderstandhowtowork
whentheyhavingmissingnumbersorthemissingfunctionswhenitcomestowordproblems,andeventuallyalgebra.
Thestudentsdefinitelylearnedalot,butIwanttorevisitfunctionmachinesalot.NotsureifIamabigfanofTricTrac
though.IamgladItriedit,butIamnotsureifIwillbeusingitagainornot.

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Comments

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