Big Idea & For students to able to identify what the missing addedend is and when given a table they are able to apply the rule. Essential Questions

Transcription

1 Desktop View What's My Rule Author: Candace Monroe Date created: 04/11/2014 6:52 PM EST ; Date modified: 04/20/2014 4:58 PM EST VITAL INFORMATION Total Number of 24 Total students 12 English Language Learners 6 Moderate math strugglers 6 Severe math stugglers 6 Gifted math students Area(s) Live In live in East Contra Costa County. Mainly Concord and Martinez Free/Reduced Lunch 80% Ethnicity of Hispanic, Black and White English Language Learners 12 English Language Learnes of varying levels with Special Needs 6 studetns with special needs Subject(s) Mathematics Topic or Unit of Study Solving for missing addendeds Grade/Level Grade 1 KEY CONCEPTS & STANDARDS Big Idea & For students to able to identify what the missing addedend is and when given a table they are able to apply the rule. Essential Questions Learning Outcome(s) are able to count forward and backward by 1s They can find the missing input and output number in "What's My Rule" problems. Page 1 of 5

2 Summary will learn to solve number stories involving a missing addend. CA California Common Core State Standards (2012) Subject: Mathematics Grade: Grade 1 Domain: Operations and Algebraic Thinking 1.OA Area: Work with addition and subtraction equations. Standard: 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, =??. Standards Cluster: Represent and solve problems involving addition and subtraction. 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.2 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Cluster: Work with addition and subtraction equations. 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 1, = 2 + 5, = Write and solve number sentences from problem situations that express relationships involving addition and subtraction within 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, =??. ASSESSMENTS Formative: Watch for students who have difficulty finding the input number. Using the extension from the warm up problem assess student's ability to find the rule. Creating What's the Rule Stories Assessment/Rubrics Have at least 5 rows in the in/out frame Have at least 3 missing numbers Include a rule not done as a class (for advanced students) Must include both addition and subtraction Ending Listen who can explain the strategies used to solve a problem they completed during the lesson. Make sure to collect this work. MATERIALS AND RESOURCES Please see the attached handouts for student and teacher resources. The class has 8 student computers to study on or Khan Academy and 10 ipads. Apps Tens Frame Snap Counting Board Page 2 of 5

3 Instructional Materials (Handouts, etc.) Number Pieces Addidoku Motion Math: Hungry Fish Math Games Math vs Zombies Pop Math Brain Quest Translation & dictation apps White Board Elmo Markers Manipulatives IMPLEMENTATION Whole Group Instruction minutes Post the penny problem and then read Nancy has some pennies in her bank. Sam gives her 3 more pennies. Now Nancy has 10 pennies. How many pennies did Nancy begin with? I model my thinking aloud while putting the values into a beginning/change/end diagram. o The problem says that Nancy has some pennies, but it didn't tell me how many, so I don't have a # to put there. I think Im going to draw a pig to represent the bank that Nancy has her pennies in. What happens next? The story says that Sam gives her 3 more pennies. This is what changes is the story so I'll draw 3 circles to show the pennies in the change box. The end of the story has Nancy with 10 pennies. So in the end box Il'l draw 10 circles. Then Ill ask the students to retell the story using the field in diagram. In their table groups I will ask them to come up with strategies to solve the problem and then solve. (have cups & pennies for each table) Call their attention back and have groups share their solution, having students revoice. So what number goes in the empty box? (7) Refer students to the in & out table and rule box written on the board. o Another way that we can show Nancys penny problem is through this table. The number in our change box (3) is the rule for this table. The # in the beginning box (7) goes in the in column and then end # (10) goes in the out column. What if the rule stays the same but the out or end number changes to 11. What would our new in/beginning # be? Allow them to work in groups to solve this new problem, and then share out while explaining their reasoning. Continue in this manner until the chart is filled. The following are rotations Page 3 of 5

4 (The grouping is homogenous and the material for each rotation depends on the groups level) After the rotations I will ask students to pick one of the problems they completed and they will explain that problem to a partner. Sequence of Activities 6 Special Need 6 Struggling Math 6 Average Math 6 Advance Math S Small Group: Guided Reading w/ Teacher Continue representing numbers through varies methods, written, oral, tactile (sand paper), and kinesthetic (hops) With 10 counters & a cup; some counters are hidden, use a story card to dictate how many counters are in the cup, go through as many as needed until the students grasp the concept. Use a number chart and reemphasize counting on. Using manipulatives & number line go through the what's my rule problems from the student work book. Add in subtraction rules if it seems doable. First go over the prev my rule lesson with a table with missing outs just the rule and a fe in the in & out. The include both addit subtraction. Use a number grid to do guess and check Small Group: Peers w/ Assist Teacher Continue working on number recognition and patterns with assistant teacher. Continue working with story problems with missing addends with student resource 2. Continue exploring what's my rule problems making sure to what the explanation of how each rule works with student resource 2 and student page. Complete student page two of their own what charts for group me solve. May start to write their own with the assistant teachers help Learning Center Tic-Tac Sum Math Games Tri- Trac Cross Ou The Game of (any other teacher approved game for their learning level) (any other teacher approved game for their learning level) - (any other teacher approved game for their learning level) (any other teacher app for their learning Independent Work Finish Projects Continue building a number line with pattern blocks ipad apps Continue working on tan-gram pattern activity ipad apps Continue working on tan-gram pattern activity May start your own what's the rule story Finish tan-gram patte Start your own what' story Page 4 of 5

5 Whole Group: There are 6 table groups with four students. 5 of these groups are heterogeneous and have at least one advanced student, an average student, an English learner and a struggling student. The last group has the students who are need more one on one help either linguistically or academically. This is where my bilingual assistant teacher sits during group lessons. Grouping Strategies These heterogeneous groups allows students to be the teachers, students get a chance to explain the material in their own words. This helps the person explaining and the students listening. We have stressed in our classroom community that everyone's ideas are valued and how to effectively work together. Math Groups: Are homogeneous by math ability levels. This makes it easier for me to differentiate the material to meet the students needs. Whole Group: I use manipulatives and visual diagrams to accompany all the material. Written text and diagrams are available to each table in both English and Spanish. Differentiated Instruction Math Groups: The material presented to each small group is based on their academic levels. The amount of scaffolding and my expectations are all dictated by assessment data. REFLECTIONS Prior to Lesson Post Lesson Page 5 of 5