(Lesson Plan: Part 1)
(Final Version)Participating Students
This will be a small group lesson. I wanted to try to include different students in all of my Term III small group lessons. I did not want to use the same six children because I wanted to select groups based on their perceived strengths and interests as well as give more children an opportunity to engage in creative small-group activities. I created a list of all of the students in our class and I removed the students who did not return their waivers. I made a column for each lesson that I planned to carry out and I tried to place different students in each column. (Students' Prior Math Work) |
Exit slip from student showing an understanding of addition and subtraction patterns
I have been doing individual conferences with students during our math block for weeks now. Over this period of time, I have been able to gauge students comfort with math as well as where they generally fall on a spectrum of understanding mathematical concepts. During one lesson, I created an informal exit slip piece of paper that showed me how comfortable students were with coming up with addition equations from one number. The students were given a number, 7, and asked to write as many different combinations of numbers that they could to create the number 7. They were also challenged to write the equations. The students that I selected for this lesson understood how to go from a number to creating equations that equaled that number. One of the students went as far as listing subtraction equations before we introduced subtraction! (He went all the way up to 20-13=7.) I also looked at the word problems in each students' book to see how they solve them, if they appear to have trouble solving them, or if they appear to understand how to solve word problems.
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Goals and Objectives
· Introduce subtraction word problems with different unknowns.
· Students will identify the unknowns from the word problem.
· Students will construct their own subtraction word problems, trying to create one word problem for each type of unknowns.
· Students will independently solve peer-created end unknown and change unknown subtraction word problems.
· Introduce subtraction word problems with different unknowns.
· Students will identify the unknowns from the word problem.
· Students will construct their own subtraction word problems, trying to create one word problem for each type of unknowns.
· Students will independently solve peer-created end unknown and change unknown subtraction word problems.
Standards
First Grade Common Core State Standards:
CCSS.MATH.CONTENT.1.OA.A.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.1
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Mathematical Practices:
1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution.
2. Reason abstractly and quantitatively.
…the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
3. Construct viable arguments and critique the reasoning of others.
They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.
6. Attend to precision.
In the elementary grades, students give carefully formulated explanations to each other.
First Grade Common Core State Standards:
CCSS.MATH.CONTENT.1.OA.A.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.1
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Mathematical Practices:
1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution.
2. Reason abstractly and quantitatively.
…the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
3. Construct viable arguments and critique the reasoning of others.
They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.
6. Attend to precision.
In the elementary grades, students give carefully formulated explanations to each other.
Comments on First Draft of Lesson Plan from Janine:
**Note: I did not see the comments on the side or the comments in the text prior to my meeting with Janine or revising my lesson. I was unable to see them in the attachment that was visible in my email inbox. It was not until I finally downloaded the attachment weeks after enacting my revised lesson that I saw the other comments.**
**Note: I did not see the comments on the side or the comments in the text prior to my meeting with Janine or revising my lesson. I was unable to see them in the attachment that was visible in my email inbox. It was not until I finally downloaded the attachment weeks after enacting my revised lesson that I saw the other comments.**
Revised Draft of Lesson Plan: