Math Lesson 6.8 (First Grade)

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1 Desktop View Math Lesson 6.8 (First Grade) Author: Jenna Emadzadeh Date created: 11/11/ :35 PM PST ; Date modified: 11/12/2013 6:29 AM PST Basic Information 90 Minute Math Lesson Assignment: "Lesson Plan Using Teacher Edition and Rationale for 'Teacher Thinking'" Summary Teacher will provide an intro to the lesson and students will complete the Mental Math Relexes and Math Message. Teacher will discuss strategies for Addition Facts Practice and explain instructions for each Center Activity. Students will rotate in Centers and complete page 124 and 125 in their Student Math Journals, as well as play the game Tric Trac. The teacher will review what was learned in the lesson and answer any questions students may still have. Students will complete an Exit Slip. Grade/Level Grade 1 Time Frame Subject(s) 90 Minute Math Lesson Mathematics Everyday Mathematics 6.8 Topic(s) Addition Facts Practice (with "What's My Rule?") LEARNING OBJECTIVE: To provide an extension for the "What's My Rule?" routine which includes finding missing input numbers. Intro, Warm up, Math Message, Discussion/Lesson, Review/Practice (30 Mintues) Notes Centers (45 Minutes) Instructions/Transitions (5 Minutes) Wrap Up, Review, Questions, Exit Slip (10 Minutes) Standards and Key Concepts Standards CA California Common Core State Standards (2012) Subject: Mathematics Grade: Grade 1 Domain: Operations and Algebraic Thinking 1.OA Area: Add and subtract within 20. Standard: 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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, =??. Students should be able to count forward and backward by 1s. Students should be able to use rounding skills to figure out which number is closer to a given number. Understandings Students should be able to understand how to use the Function Machine and find missing input and output numbers as well as the Rule in "What's My Rule?" problems. Students should be able to understand strategies used for finding missing input/output numbers and rules: looking for a pattern, using a number grid, guess and check. Page 1 of 6

2 Students should be able to understand and play Tric Trac and complete pages 124 and 125. Students will be able to work independently, in pairs, and in their table and center groups. Essential Questions How did you know what the missing number was? How did you know how to round the number? How did you know which number it was closer to? Who remembers what a Function Machine is? How do we know what goes in and out? How do we figure out what the Rule is? How did you figure out the rule? What did you do to find the missing input numbers? Discuss the missing numbers and describe how you found the missing input numbers. Who can explain what strategy X used? Please explain how he/she found this missing number. Did anyone else do it differently? (Share if so) What type of mathematical reasoning are you using to solve these problems? Fist to Five? (Check for Understanding) What did you learn today? What is still difficult for you? Ability to count forward and backward by 1s and ability to use rounding skills. Knowledge and Skills Ability to find missing input and output numbers in "What's My Rule?" problems. Ability to apply strategies learned to complete Student Math Journal Pages , and with the Tric Trac game. Ability to work individually, with a partner, and in a group cooperatively. Performance Tasks and Assessment Students will complete Mental Math Reflexes/Warm Up Students will complete Math Message. Students will participate in classroom discussions about the Function Machine and in how to find missing input and output numbers and rules. Students will reflect on strategies and learn about how to solve "What's My Rule?" problems. Performance Task Students will complete Math Student Journal Pages 124 and 125. Students will play Tric Trac. Students who finish early will have the choice of completing a problem provided on the board and/or to do an enrichment activity (Math Masters page 184) Students will reflect on what they have learned and what is still difficult for them. Students will work independently, in partner pairs, and cooperatively in table and center groups. Students will complete an Exit Slip pertaining to the lesson. Performance Prompt Assessment/Rubrics Teacher will look at student white board/slate answers to check for understanding and ability to count forward and backward by 1s and ability to use rounding skills. The teacher will do a Fist to Five check for understanding throughout the lesson to check student understanding of the material. Teacher will look at white board responses (i.e. Math Message and giving students a Star or Check), roam the classroom during individual and partner work, listen to student responses during classroom discussions, and review student work (notebook responses, exit slip) to gauge student understanding of finding the missing input and output numbers in the "What's My Rule?" problems. Teacher will walk around classroom during Centers time to gauge student understanding of the content and with the Student Math Journal Pages The teacher will also review the work in these pages to check for student understanding/ability to solve the Page 2 of 6

3 problems. Teacher will monitor students and their work during individual class work time, when working with a partner, and when working in a group cooperatively. The teacher will roam the classroom throughout the lesson as well as during Centers Time. *Monitor classroom and student understanding, observe student work and discussions, ask questions to determine understanding. Learning Experiences and Resources 1. Teacher will introduce the Lesson: Addition Facts Practice (Connect to "What's My Rule" and review prior knowledge) 2. Review Learning Objective for the Lesson: "To provide an extension for the "What's My Rule?" routine which includes finding missing input numbers." Post the Lesson's Learning Objective as well as CCSS for the lesson for students to visually see and orally hear. Tell students that the Signal Word for the day is "Tric Trac." 3. Preview Lesson for Students tell them what we will be doing today and have agenda written on board. 4. Mental Math and Reflexes (Warm Up): Have students use individual student white boards to answer questions (rounding skills practice). Project questions on the board (using document camera) so students can visually see problems, orally state questions so students can hear the problems, and have students write their answers for each problem on their individual white board (slate) one question/answer at a time. Tell students: We are now going to do our Mental Math Warm Up. Please get out your white board and marker. Question 1: Is 80 closer to 10 or 20? (Provide wait time and state: "Show" for students to flip their white boards and show their answers. Look around classroom at each student's answer to informally assess understanding. Ask class to state the answer all together. Make sure students know and understand the correct answer). Question 2: Is 44 closer to 40 or 50? (Provide wait time and state: "Show" for students to flip their white boards and show their answers. Look around classroom at each student's answer to informally assess understanding. Ask class to state the answer all together. Make sure students know and understand the correct answer). Question 3: Is 126 closer to 120 or 130? (Provide wait time and state: "Show" for students to flip their white boards and show their answers. Look around classroom at each student's answer to informally assess understanding. Ask class to state the answer all together. Make sure students know and understand the correct answer). *If there was a common mistake made, address it. *Walk around classroom during this time to check student understanding and to keep students on task. 5. Ask students: How did you know how to round the number? How did you know which number it was closer to? 6. Instruct students to clean white boards and put away their white boards and markers. TRANSITION: Tric Trac (Say Signal Word) 7. Instruct students to take out their Math Notebooks for the Math Message (when teacher says Signal Word). 8. Math Message: Project the Math Message Problem and Function Machine onto the board using a computer (EDM web site) and the document camera. Tell students: Today we will learn how to figure out missing input numbers using a Function Machine and the "What's My Rule" routine. Use the document camera to project the Function Machine onto the white board. (In: 1, 2, 3, 4, 7, 10 and Out: 3, 4, 5, 6, 9, 12) Draw a Rule Box on the board with a "?" 9. Review what a Function Machine is. Ask students: Who remembers what a Function Machine is? How do we know what goes in and out? How do we figure out what the Rule is? *Model using the Function Machine for the class. *Show students how finding the rule for the in/out box is like finding the unknown that makes number sentences true. Have student help fill out the missing numbers in the sentence and keep up the examples for students to reference during lesson. 1 + = 3 // 2 + = 4 // 3 + = 5 // 4 + = 6 // 7 + = 9 // 10 + = Instruct students to record the Function Machine into their Math Notebooks and to find the rule. 11. Give students time to create the Function Machine and appropriate time to solve the Math Message and find the rule. Page 3 of 6

4 TRANSITION: Tric Trac (Say Signal Word) 12. Instruct students to turn to their elbow partner and discuss 1. Their answer/the Rule they found, and 2. How they figured out the rule. Tell students that Partner 1 of each partner pair will share their Rule and strategies to the class. Walk around during this time to check for student understanding and make sure partners are on task. 13. Have Partner 1 of each pair share their answer and rule. (If student provides an incorrect rule, test it on the Input Chart projected onto the board to show why it doesn't work so that "incorrect answers can be an opportunity for you to 'think out loud' to model how to approach these problems.") 14. Fill in the correct rule for the Math Message (Rule= +2) and discuss the rule that fits the table. (Use a variety of language: "add 2," "count up by 2," and "2 more.") *Have Function Machine projected onto white board and fill in using a white board marker. 15. Extend the table: write a new input number in the "in" column and ask children to write the output number on their white boards/slates. Repeat this with several input numbers: 5, 9, 12, 20, 33, 45, etc. Have students write each output number/answer on their white board one problem at a time and record it on their own chart in their notebooks. Walk around classroom to check for understanding. As students share their "output" answers, record them onto the existed chart projected onto the wall. If students share an incorrect answer, write it down and check it as a class to show how it doesn't work. Ask student to find/show correct output. Model thinking out loud. *TRANSITION: Tric Trac (Say Signal Word) Instruct students to erase their white boards. 16. Check for student understanding and ask for a "Fist to 5": Fist (0) they don't understand at all and need more support to (5) I totally get this! 17. Review the "What's My Rule?" Routine. 18. Instruction/Lesson: Talk about the Function Machine and How to Find the Rule. Model strategies and have students share what they do to find the missing number/rule. Discuss with children: Before you find the missing "in" number, look for a pattern in the table. Are the "out" numbers larger or smaller than the "in" numbers? Discuss using a number grid: For example, with the rule "Add 2" and the output number is 12, count back 2 on the number grid from 12. You land on 10. Check the answer by adding 2 back. Discuss and remind students to "Guess and Check:" test sample inputs until you find one that is correct/works. Sequence of Activities 19. Ask students to talk with their table group about the strategies and pick their favorite. Have students share their strategies/the one their group chose. TRANSITION: Tric Trac (Say Signal Word) 20. Use the projected In/Out boxes and Rule box on the board to give a new problem. Write the rule: "Add 1" to the rule box and and write new numbers in the in/out boxes, leaving some blank on each side. (In: 1, 4, Blank, Blank, 27, Blank. Out: Blank, Blank, 7, 10, Blank, 39). Remind students that this table is different from the last one because some of the input numbers are missing. Do this first problem as a class. Ask students to name the missing numbers and provide them orally. Remind students to check their answers (Check that an input number is correct by applying the rule to the input number, the result should be the output number). Ask: What did you do to find the missing input numbers? *Discuss input and output numbers and strategies used. *Erase the input/output numbers and rule. 21. Change the rule to "Add 3." Fill in the following numbers in the Outbox column: 5, 6, 9, 3, 12, 10. Ask students to individually record the In/Out box chart onto their white boards and find the Missing Inbox numbers using the rule (add 3). Give appropriate time for the students to fill in the chart. Walk around classroom to check for understanding, monitor student work, and answer any questions. 22. Instruct students to share and check their answers with their seat partner and discuss the missing numbers and describe what they did to find the missing input numbers. Inform pairs that Partner 2 will be sharing this time. 23. Have Partner 2 share with the class how they found the missing numbers and what they did. As Partner 2s from each pair go around classroom to share their strategies, have each one also share their input answer (one at a time). Ex 1st Partner 2: Shares input answer for the output "5" and the strategy they used. 2nd Partner 2: Shares input answer for the output "6" and the strategy they used, etc. Record input answers into chart as students share their answers. Teacher will give ipad (connected to computer and projecter with Doceri) to each partner sharing their answer using Educreations (white board like application) so that students can visually show the entire class their answer their work/answer will project onto the board as they write. Page 4 of 6

5 *Teacher will: Create a Chart (using large flip chart paper) to record student strategies for finding the correct answer. Keep this up as a resource for students. 24. Review the strategies used and recorded on the flip chart. Add any more strategies if some are missing. 25. Instruct students to take out their Student Notebooks. Have students do one more problem individually. (All inputs missing, Rule: Subtract 6, Output: 2, 8, 11, 20, 33). Give appropriate wait time for students to complete chart. (Ask: Show me using your fingers how many more minutes you need 1 5). Walk around room and give students who found the correct answers a star and students who seem to be struggling with the activity a check in their notebooks. 26. Ask students to share their inputs and strategy for finding the input. Ask: Did anyone else do it differently? Have students share their inputs and additional strategies and record them onto the chard. Record correct inputs onto the Function Machine projected onto the board and review any incorrect answers by working out the problem together using one of the methods: looking for a pattern, using a number grid, guess and check, etc. 27. Check for student understanding and ask for a "Fist to 5": Fist (0) they don't understand at all and need more support to (5) I totally get this! 28. Centers Time: (15 minute rotations) TRANSITION= Chime transition for Center Time. Group 1: Student Page 124 in Student Math Journals (Back Table) Group 2: Math Boxes Page 125 in Student Math Journals (Group Table Desks) Group 3: GAME Tric Trac (Math Masters p. 360) (Back Carpet Area) Have students write a number sentence in their notebook to show the sum and the numbers they covered. **Agenda and activities to be completed and location for each group/center will be posted on board. *Have students look at page 124 and 125 and read directions out loud. Answer any questions students may have and make sure they understand what they need to do to complete each page. *Explain and give directions for Tric Trac. Model Game and provide materials at back carpet (Directions, Math Masters p. 360, Game Mats, Dice, Pennies) *Early Finishers Activity: (Post on Wall) How do you compare numbers on a graph? (Write and draw your answer) and/or the "Filling In Frames and Rules" 6.8 Enrichment Activity (Math Masters, p. 184). Copies of these pages will be provided in the front of the classroom for students to access if they finish early. *Students who had a check in their notebooks will start at the back table with the teacher working on Student Page 124 and getting extra support. The remaining students will count off 1 2 and 1s will start with the Math Boxes page 125 and 2s will start with the Game Tric Trac. There will be an aide and/or volunteers and extra helpers for the other two centers. 29. Begin Center 1 (15 minute rotation) Teacher at back table with Group 1 working on Page 124, providing extra support (Begin by reviewing the Function Machine and strategies). Also roam around classroom and check in with groups to make sure they are on task and understand the directions. (*Aide or extra helper in the room will be walking around checking in with their center, answering any questions, and making sure students are on task. Aides will also review correct answers with students once they have completed the page and will monitor students while playing the game). Provide 2 minute warnings for students before Transition Chime. Between Transitions check in with students about their understanding and how their center went (understanding, noise level, etc.) 30. TRANSITION Chime. Check in with students and have them rotate to Center 2 (15 minute rotation). 31. TRANSITION Chime. Check in with students and have them rotate to Center 3 (Last 15 minute rotation). 32. TRANSITION Chime. Have students clean up materials and return to their seats. 33. Discuss each Center. (Review answers, questions, game reflection discuss patterns) Group 1 Activity: Review rules/input and output and any problems students struggled with on page 124. If time, have students share the Function Machine and Rule they came up with. Group 2 Activity: Review any problems students may have struggled with on page 125 Missing numbers, patterns, subtraction practice. Group 3 Activity: Discuss the game Tric Trac. Discuss any patterns students noticed while playing the game, what strategies they used, Page 5 of 6

6 etc). 34. Review what we learned today: objective, challenges, questions, etc. Ask Students: What did you learn today? What is still difficult for you? 35. Provide students with an Exit Slip: Rounding Skill question, Filling in the unknown in a number sentence question, Function Machine Questions (two), and a final "Fist to Five" to check for understanding (Students fill in 0 5 stars to measure their understanding). Students turn in Exit Slip at end of lesson. Teacher will use this to gauge student understanding and to see which students need more instruction and which students need more of a challenge. Orally state and post the learning objective and CCSS for students to see and hear (Visual and Auditory learners) Review Language "Add 2" "Count up by 2" "2 More" (to help ELLs and students struggling with math concepts understand the mathematical language) Modeling how to use the Function Machine and reviewing instructions for each Center Activity Differentiated Instruction Centers offers time for students to work collaboratively in groups and the game offers an opportunity for interactive and intensive practice. Have students focus on certain problems for pages instead of having them complete all questions (i.e. start with Even number problems only first, then do odds if time). Have students who struggled with the Math Message/Function Machine (Students who got a check on their slates) start Centers at the back table to review material and have extra support with page 124 with the Teacher (This way, struggling students can get extra support in the beginning and use it for the rest of the Centers). Activities for Early Finishers: Math Problem on Board, Enrichment Activity (p. 184) Be mindful of all IEPs in the classroom and specific needs of diverse learners, ELLs, etc. Resources Materials and resources: Individual Student Whiteboards (24) and Whiteboard Pens Document Camera and Computer Classroom ipad with Doceri and Educreations Printed Learning Objectives and CCSS to Post Everyday Mathematics Student Math Journals Student math notebooks Enrichment sheets Tric Trac Materials: Game Board, Pennies, Dice Page 6 of 6