Nathanson Sara Nathanson Winter 2014 INSTRUCTIONAL PLANNING TEMPLATE

Mathematics Instructional Cycle 1

Overview and Context Your name(s): Grade level and school: Title of lesson/activity: Teaching date(s) and time(s): Estimated time for lesson/activity: Overview of lesson: Sara Nathanson 1st grade, Bach Elementary School in Ann Arbor 5.10 Facts Using Doubles Tuesday January 14, 2013 at 2:10 pm 35 minutes This lesson will provide opportunities for children to explore and practice doubles-plus-1 and doubles-plus-2 facts, as well as review strategies for solving other addition facts. Children identify and practice strategies that use doubles facts. They also practice adding three or more addends and discussing the strategies they use. Students will continue to build upon their mental math abilities. This lesson is near the end of the chapter on place value, number stories, and basic facts. Students have been working on addition facts, but this lesson is about using strategies for addition that use doubles facts. This lesson sets up students to increase their addition fact knowledge and continue onto other basic operation strategies in subsequent lessons. Everyday Mathematics Teachers Lesson Guide Learning Goals Learning Goals Students will be able to Develop and practice strategies for addition that use doubles facts. Connection to Standards N.FL.01.16 Compute sums and differences through 30 using number facts and strategies, but no formal algorithm. Connection to Activities Students will be working on doubles fact strategies in this lesson to solve addition problems. They will practice using doubles to add, build upon the addition strategies they know to learn this new one. The activities involve both developing and practicing strategies for addition that use doubles facts. Students will be engaging in a discussion about the doubles facts they know, and working to figure out how to use doubles facts to solve other facts. In the corresponding Math Journal pages, students will be asked to utilize a variety of addition fact strategies to solve problems.

Context of lesson:

Sources:

Students will be able to Use a variety of addition fact strategies for solving multiaddend addition problems.

OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. N.ME.01.08 List number facts (partners inside of numbers) for 2 through 10.

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Nathanson Attending to the Learners Anticipating student ideas:

Making the content accessible to all students:

Students will be familiar with working with me on math lessons, and they are used to working on addition. Students will likely be utilizing their knowledge about counting up to master this strategy. Students will likely be excited to share their ideas about this, especially with regards to the addition facts they already know. I anticipate that most students will be able to successfully conquer the tasks described in the lesson. There are a wide variety of learners in my classroom, and it is a priority for me to make the content accessible to all students. I will utilize visual representations as much as possible. Many students in my classroom benefit from hearing things more than once, so I will make an effort to repeat the important things and provide them with a lasting representation. As the students work on the pages in their math journals, I will work with the students that need extra help. If several students are getting stuck on a particular problem, I may bring the whole class together to discuss it. This will help ensure that the content is accessible to all students.

Assessments Type of Assessment Oral checks for understanding Learning-Goals Connection During the lesson, I will ask a plethora of questions and request responses from the students. I will utilize their oral responses to gauge their understanding of the material. I will alter my teaching, if necessary, if there seems to be something that the students need more or less focus on. These oral checks for understanding will be happening throughout the lesson and enable me to change my lesson in the moment, as necessary. The lesson concludes with students work in their math journal. I will ask that the students raise their hands when they finish working so a teacher can check their work. Students will need to complete these pages correctly before moving onto the next activity. This check will help ensure that students understood the lesson and see how comfortable they are feeling with the material. The students will be completing an end-of-discussion check independently at the end of the lesson. This will enable me to assess how the students understood the material in the lesson, specifically how to create doubles-plus1 and doubles-plus-2 facts. Instructional Sequence Materials: Large white board for myself and students to use Student journal pages

Math journal pages

End of discussion check

Time 4 minutes

Steps Describing What the Teacher and Students Will Do Ask children to name the doubles facts they know. List doubles facts in a column on one side of the board until you have listed all of the facts from 1+1=2 through 10+10=20.

Notes and Reminders (including management considerations) Make sure students are sitting in their spots on the rug.

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Leave enough space between each doubles fact to write an additional fact later in the activity. Ask what all doubles facts have in common. Tell them that today they will learn how to use doubles facts to solve other facts. Hi first graders! Welcome back from specials. I wanted to talk with you today about some important math problems. I want us to start by thinking about the doubles facts we know. Who will raise their hand and tell us a doubles fact that they know? If kids dont get it A doubles fact that I know is that 3+3=6. Once we have all of the doubles 1+1 through 10+10 What do all doubles facts have in common? Both addends are the same The sums are all even Today we are going to learn how to use doubles facts to solve other facts. Without erasing the doubles facts listed on the board, focus childrens attention on 5+5=10. Use one color or type of counters to show two columns of 5 counters each. Represent this on the board with a drawing labeled 5+5=10. I want us to think about this math problem right now. Circle 5+5. I am going to use one color of circles to show two columns of five counters each. I am going to show you what this looks like on the board.

Dont begin until students are ready to listen. Ask a variety of students to share. Be very clear and explicit about what a doubles fact is!

10 minutes

I will demonstrate this on the board. Make sure to use different colored markers on the white board to illustrate this. Write all facts in black.

Have children add one counter of a different color or type to the top of one column. Represent this on the board by drawing a counter of a different color on top of the right column. Now, Im going to put a counter that is a different color to the top of one of your columns. I am going to show you what this looks like on the board. How is this like 5+5=10? How is it different from 5+5? It still has two sets of 5 counters, but it has one extra counter in one of the columns. Below the drawing, write the number 5+6=10. Is this number model true or false? False. Erase the 10.
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How could you use doubles to solve the problem? You could add 5+5=10 and then add one more to make 11. Write 11 to the right of the equals sign. Is this number model true or false? True. This is called a doubles-plus-1 fact. Repeat this activity with several other doubles-plus-1 facts. 2+2=4, so 2+3=5 6+6=12, so 6+7=13 9+9=18, so 9+10=19 Then ask children to look at the list of doubles facts on the board and name some doubles-plus-1 facts that could be solved using the doubles facts. Lets look at our list of doubles facts on the board and name some doubles-plus-1 facts that could be solved using our doubles facts. Insert these doubles-plus-1 facts next to the doubles facts in your list of facts. Point to various facts and ask how children could use doubles facts to find the sums. Were going to write these doubles-plus-1 facts next to the doubles facts. How can we use doubles facts to find the sums? Once children seem to grasp the strategy, ask them to describe the strategy. For example, for the fact 3+4, children might say: You know that 3+3=6. Since 4 is one more than 3, then 3+4 is one more than 3+3. So to solve 4+4, you can think of how 3+3=6, and 6+1=7, so 3+4=7. Begin again with the doubles fact 5+5=10 written on the board and represented by two columns of 5 counters of the same color or type. Have children make two columns of 5 counters. Have children add two counters of a different color or type to one column. Draw two different counters at the top of one of your columns. Change the number model to 5+7=10. We are going to go back to this doubles fact, 5+5=10. I want us to make our representation again of two columns of five counters that are the same color. Now, I want us to add two counters of a different color to one of your columns. I am going to show how this will look on the board. I am also going to change our number sentence to read this. 5+7=10 Is this number model true or false? False. Erase the 10. How can we use the doubles fact 5+5=10 to solve this problem? Since 5+5=10 and there are two extra counters, add 2 to 10. Since 10+2=12, then 5+7=12. This is called a doubles-plus-2 fact. Write 12 to the right of the equals sign. Is this number model true or false? True.
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6 minutes

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Can anyone think of another doubles fact that can be used to solve this problem? This will likely be a difficult question for children to answer. Guide children by moving one of the counters from the taller column to the shorter column. Can anyone think of another doubles fact that can be used to solve this problem? Children should now be able to see that 5+7 = 6+6 = 12. Have children use counters to practice using both methods to solve a variety of doubles-plus-2 facts. I am going to pass out a worksheet for you to do. When you are done, you are going to work on page 98 in your math journal. I expect that you will be working quietly. I am going to dismiss you by table to go back to your seats and start this work. Problems 1-3, children solve problems using doubles-plus-1 Problems 5-7, use doubles-plus-2 Problems 4 and 8 will illustrate what strategies children are using most comfortably.

10 minutes

Monitor students as they work. Dont offer help during end of discussion check. For math journal pages, sit by students that appear to be struggling and work them through the different strategies. Tell students that when they are finished, they should continue to work quietly on finishing their number scroll or make-up work.

Reflection on Planning Learning goal for self: I want to begin my work on better probing students thinking. If I call on a student during the discussion at the beginning of the lesson, I want to try and continue with that student. I hope to work on my abilities to extract students thinking. To teach this lesson, I reviewed the lesson plan provided for teachers. I worked closely with my mentor teacher and field instructor before teaching the lesson. I spent time rehearsing the language I wanted to use with the students in the lesson, and I documented that language
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Preparing to teach this lesson:

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by highlighting it in yellow directly on the lesson plan. I thought about my students needs throughout the entire lesson planning process.

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