Tarkington School of Excellence Daily Double Plan

Name: Sarah OConnor Subject/Time: Math 1:45-2:30pm Overview CCS/NAME: 1.OA.4 Understand subtraction as an unknown addend problem.; 1.OA.6 Add and subtract within 20 Objective/SWBAT: Students will rename numbers using name collection boxes by writing addition and subtraction number sentences. Vocabulary Words/Key Concepts for Word Wall: name collection boxes, equivalent names, renaming Materials & Technology: ELMO, name collection box, math journals Key Lesson Elements What is the Teacher Doing? Mental Math (3-5 minutes): Guess my number: (ten less than 25, six more than 4) Sequential Gradual Release Model: Ask students my name. Explain that even though to them Im Ms. OConnor, to other people I am Sarah, or a cousin, a daughter, friend, niece, or granddaughter. I have many different names that I could go by. And just like those many names I have, numbers have different names too. These names are called equivalent names, which means they represent the same thing, just like people could call me Sarah or Ms. OConnor. Today in math we are going to find equivalent names for numbers. Numbers have many many equivalent names, and we are going to put as many of them as we can think of into our name collection boxes (show empty name collection box). One way we can do this is through addition problems where the answer is the number we are trying to represent. Use 7 for our name collection box. Model 6+1 as an equivalent name for seven and 5+2 as an additional equivalent name. Explain that these numbers together are the same as the number seven. Prompt students to think of more ways to make seven. When all addition ways are inside the box, prompt students to think outside the box and come up with subtraction problems (should I do subtraction today or save it for tomorrow?) Give students an additional name collection box for the number 9. Prompt students to think of all of the names they can for the number 9. I Do Students are sitting on the carpet at a Level 0, listening. Proximity on the carpet. Narrate students sitting like ready monsters. CFU about what we are doing, process. I Do/ We Do/ You Do We Do What Are the Students Doing? Students use various strategies to guess the number I have written on my whiteboard. Students explain how they figured out my number. Modifications/Accommodations Date: 3.12.13

Turn and talk about the number seven if needed.

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Students are talking to their buddies to come up with other ways to represent the number seven.

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At the ELMO, lead students through the equivalent names of the

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Students complete additional number box for the number 9 by brainstorming with their buddies and sharing as a whole class. If students come up with the same idea, they can make the me too sign to show their thoughts at the same time as their peers. Students open to p. 111 of their Math Journal. As a class,

Tarkington School of Excellence Daily Double Plan

number 11. Circulate and assist struggling students during independent work. Circulate and assist students confused with Base Ten Blocks or Pull a group that did not understand name collection boxes. Closing/Preview for Next Lesson/Homework: Exit Ticket (aligned to lesson objective) or Assessment: You Do students brainstorm equivalent names of the number 11. Students complete p.111 of their Math Journal (green dot math book). If students finish early, they complete the math boxes on p. 112. Students play Place Value Top It (pass out cards, explain that it is the same as regular Top It but with Base Ten cards) with their math buddies for ten minutes. Home Link 6.2 Name collection box for a number 3-9. If small group of students does not understand, pull those students to the carpet and complete an additional math box together as a group. Assist students as needed.

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