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Design for Learning

Instructor: Ellen DeWitt

Lesson Title: Todays Number
Curriculum Area: Math

Grade Level/Cooperating Teacher: 1st/Ms.

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
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:
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.

Opportunity for Practice:

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.


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.
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.

Materials and Resources:

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
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
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

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
Design for Learning