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Lesson Title: Todays Number

Curriculum Area: Math

Gartman

Date: November 4th, 2014

Estimated Time: 45 minutes

Standards Connection:

AL 1st Math: 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, e.g., by using objects, drawings, and

equations with a symbol for the unknown number to represent the problem.

Learning Objective(s): After students connect written numbers and standard notation (>,

<, +, -, =) to the quantities and actions they represent and generate equivalent expressions

for a number, they will find at least three ways to make the number nine on a

worksheet.

Learning Objective(s) stated in kid-friendly language: Today, boys and girls, we

are going to be learning about a certain number and think of everything we know about

this number: whether it is bigger or smaller than other numbers, etc.

Evaluation of Learning Objective(s): Students will use what they know about standard

notation (>, <, +, -, =) on a worksheet to show as many ways as they can to make the

number nine. Students must show at least three ways to be considered proficient.

Engagement: The teacher will have the students meet on the carpet after centers. To

engage students and get them ready for todays lesson, the class will be playing Quick

Images using dot cards. The students have played this game before with their teacher,

Ms. Gartman, and the math coach, Ms. Puchta. With Quick Images, a spread of dots

arranged in different ways is shown on a big card. The teacher will flash the dot card at

the students for a few seconds. The students will look and think to themselves about how

many dots they think are on the cards. The dots are arranged so the students should be

able to pick out familiar patterns or groupings rather than counting each individual dot.

All students have different mental strategies for manipulating these numbers. It is

important that students know that not everyone thinks the same, which is perfectly fine.

Alright friends, lets find our special spots on the carpet at get ready for math. I am so

excited to be teaching your math lesson to you today! Guess what we are going to do to

start off. Any guesses? Quick images with our dot cards! Everyone get ready to look very

carefully, because you are only going to have a few seconds to look at the image before I

hide it. When you think you know how many dots are on the card, put your thumb up like

this against your chest. Remember to place your fist quietly. We dont want to be gorillas.

I will call on someone once I see enough hands here and let me know how many dots you

think are on the card. After the teacher sees enough students with their fists on their

chests, she will ask different students how many dots they saw, and how they saw the

dots arranged. Okay, M! I like the way you are sitting quietlythank you! How many dots

did you see on the card? Great job! Can you use your words and tell me how you saw the

dots arranged? Great job! Thats how I saw it, too. Use your hand signals if you saw the

dots arranged the same way as M. Did anyone else see it a different way? Great job!

That way works, too! There are plenty of ways you can see the dots. Not everyone has to

see the set of dots the same way. Ask a few more students how they saw the dots

arranged. If a student saw the wrong number of dots on the card, show the card again and

explain a correct way to see the dots. Ask questions to see if students agree, disagree,

understand after seeing a new way, etc. If the students do not come up with all obvious

ways to see the arranged dots, show them more ways. Great job, boys and girls. You are

getting so good at this game!

Learning Design:

I.

Teaching:

The teacher will start out the days math lesson, Todays Number by playing Guess My

Number. The teacher will write out the numbers 1 through 20 on a piece of chart paper.

The teacher will be thinking of the number nine, and instruct the students that they

should guess what number I am thinking of after I give them some hints. Okay, Im

thinking of a number between one and twenty. Im going to give you some clues and I

want you to see if you can guess what my number is. My number is greater than six (the

teacher will circle the number six) and smaller than sixteen (the teacher will circle the

number sixteen). Does anyone know what greater than means? Good job! It means

bigger than! It is between these two numbers. It is greater than six and less than sixteen.

The teacher will write Todays Number, >6, <16 on the chart paper. The teacher will

instruct the students to ask questions to narrow the set of possible numbers to eventually

guess nine. The teacher will continue recording > and < on the chart. The teacher will

ask questions to keep the class going. What do we know now? Good, it is less than ___

and greater than six. Good job, class! Todays number is nine. We can show the number

nine with numbers, like this (write 9 on the chart), words (nine), and pictures or objects

(tally marks and blocks). We are going to be thinking about the number nine today. What

do you know about the number nine? Does anyone have a brother or sister who is nine?

If we have ten fingers, how many do we need to take away to have nine? The teacher will

hand out a stack of twelve cubes to every student. Alright, Im going to pass out 12 cubes

to each of you. Weve been thinking about different ways and combinations to make

numbers. The teacher will hold up six cubes. I have six cubes here. How many more

would I need to make nine? You can use your cubes to help you. Good job! Whats

another way to make nine? Show me with your cubes different combinations to make

nine? Could we also have three and six? Does that also make nine? Yes! Its just the

opposite of six and three. Can anyone show me on their fingers how to make nine? Good!

We can also write an equation to make nine. The teacher will continue to hear other

suggestions on how to make nine, by writing equations, showing cubes, fingers, etc. If

students do not suggest it, ask them how they can use numbers and symbols to show that

two and seven make nine. How can we use symbols and numbers to show that two and

seven make nine? Can we use a plus or equal sign? Can we use more than two numbers

to make nine? What if we started with a three and another three. What other number

would we need to make nine? Use your cubes to help you think of a way to make nine

with more than two numbers. If students do not suggest a method that uses subtraction,

introduce the idea and record it as well. Im thinking of another way. We are trying to

make nine. I have ten cubes here in my hand. How could I make nine? You can use your

cubes or turn to your neighbor to figure it out. Great job! Yes! We would take away one!

The teacher will write the subtraction equation as well on the board.

II.

Okay boys and girls, now we are going to practice during math workshop. You will be

completing a worksheet for practice. The teacher will hold up the worksheet. Students

will practice writing numbers and counting on from a number other than one. They will

fill in missing numbers on a number line. This is the Student Activity Workbook page 31.

For this worksheet, Counting on a Number Line, you will start with whatever number

is circled and count on until you get to the next number. You will not be starting with

one! Fill in the missing numbers on the number line. There is an example at the top if you

need help. If you need more help, let me know.

III.

Assessment

The students will use what they know about standard notation (>, <, +, -, =) on a

worksheet to show as many ways as they can to make the number nine. Students must

show at least three ways to be considered proficient. The students will complete Student

Activity Book page 32. Okay, now for your Math Workshop, I am going to pass around a

worksheet where you will list as many ways you can to make Todays Number, nine. Try

and use your signs like plus, minus, and equals! If you are going to draw, remember to

use math art, not Ms. Northcutt art. Try and show me at least three ways to make nine.

IV.

Closure:

Alright, lets all meet back on the carpet to discuss what we learned today. Who can tell

me what we learned today? Who can tell me some different ways they made the number

nine on their worksheet today. Did anyone use more than two numbers? What symbols

did we use when writing our equations? Did anyone flip flop their numbers in their

equation to have an equal equation? Like four plus five is the same as five plus four, isnt

it? Did anyone use subtraction? Who wants to come help me write down this way? I am

so proud of all of you.

Investigation Unit 3 Teacher Planner: Working with Addition and Subtraction

o Section 3.2 Todays Number

Investigations Student Activity Book

o Pages 31 and 32

Quick Images dot cards

Chart paper

Markers

Connecting cubes

Differentiation Strategies (including plans for individual learners):

H- Students can complete their story problems from pages 27-30. Encourage these

students to think of more subtraction problems.

L- Students can draw the connecting cubes. Help them represent their work with cubes or

pictures.

Data Analysis:

Overall, most of the students really grasped the concept of Todays Number. On the

making nine assessment worksheet, all of the students except for an English Language

Learner made nine at least four ways. As I was walking around (I could not collect the

data because my teacher needed it), I was very impressed with the different ways they

were making nine. The students were introduced to subtraction only a few weeks prior,

and many of them used it to make nine. They did not just flip flop equations with the

same numbers, either. Most of them thought of four completely different ways to make

nine. Out of sixteen students, I would say only two of them were in the red, three in the

yellow, and the remainder in the green. I was very impressed with the data from this

assessment.

Reflection:

Overall, the lesson went pretty well. They completely understood the topic, but my

biggest problem was classroom management. The students were really excited that I was

teaching them their math lesson. Ms. Gartman, my cooperating teacher, watched and

gave me feedback on this lesson. She gave me some helpful tips regarding behavior and

classroom management. The biggest problem I had was having them stop talking when I

was ready to begin talking again. She suggested I use more signals, such as finger on

nose, or give me 5 to get the students quiet and ready to listen. I asked high-level

thinking questions, and even got them thinking about subtraction.

Samford University

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