Technology Based Basic Addition Lesson Plan
Teacher: Ms. Rockhill Subject: Mathematics Grade Level: 1st
Lesson Topic: Understanding basic addition Time Required: 1 week
Sunshine State Standard / Big Idea:
Big Idea 1: Develop understandings of addition and subtraction strategies for basic addition facts and related subtraction facts.
Benchmarks:
MA.1.A.1.1: Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and missing addend." (moderate)
MA.1.A.1.4: Use counting strategies, number patterns, and models as a means for solving basic addition and subtraction fact problems. (high)
Access Points:
Independent: moderate
MA.1.A.1.In.a: Identify the meaning of addition as adding to and subtraction as taking away from.
MA.1.A.1.In.b: Use counting and one-to-one correspondence as strategies to solve addition facts with sums to 10 and related subtraction facts represented by numerals with sets of objects and pictures.
Supportive: moderate
MA.1.A.1.Su.a: Demonstrate understanding of the meaning of joining (putting together) and separating (taking apart) sets of objects
MA.1.A.1.Su.b: Use one-to-one correspondence as a strategy for solving simple number stories involving joining (putting together) and separating (taking apart) with sets of objects to 5.
Participant: moderate
MA.1.A.1.Pa.a: Recognize when an object or person is added to (addition) or is taken away from (subtraction) a situation.
MA.1.A.1.Pa.b: Solve problems involving small quantities of objects or actions using language, such as enough, too much, or more.
Instructional Analysis - Prior Knowledge
Declarative Knowledge - Students should already know that…
1. Numbers represent the amount of items one has
2. Numbers are in a specific order
3. Numbers can be grouped or put into sets
Students should already know how to…
1. Count up to 10 (or higher) in consecutive order and count backwards
2. Write out and distinguish numbers in the right order
3. Group items together
Prior Knowledge Assessment Plan
In order to get a clear understanding of my student’s prior knowledge, I will start off by having a quick review of counting numbers. I will use materials such as a SMART board connecting my computer, online interactive counting games, group worksheets, timers, and lined paper and markers. The first activity will consist of a pair of students standing in front of the SMART board (an interactive touch board connected to a working computer with internet connection) helping each other with a counting game on the screen by touching the board with a pointer, placing the number in the correct spot. After this interactive activity, students will than sit down at their individual desks with a piece of paper and their favorite colored marker to begin a writing assessment. Each student will be told to write as many numbers as they can in consecutive order for a time limit of 1 minute. This assessment will help me determine which students are ready to begin the addition and subtraction lessons and which students will need extra help. Finally, students will be asked to pair off into groups of four to complete four different grouping worksheets, helping each other out along the way if needed.
Instructional Analysis – Declarative Knowledge
In this lesson, students will learn that….
1. Addition is the stepping stool to subtraction
2. Rules stay consistent when it comes to addition and subtraction
3. + means “add”, = means equals
Instructional Analysis – Procedural Knowledge
In this lesson, students will learn how to….
1. Master adding one digit numbers
2. Use different strategies (patterns, counters, memorization poem, etc. ) to help understand the concepts of addition
3. Form number combinations
Interdisciplinary connections:
Reading (Literature): Fish Eyes: A Book You Can Count On by Lois Ehlert, Pigs Plus: Learning Addition by Paul Buringham, Two of Everything: A Chinese Folktale by Lily T. Hong, The Napping House by Audrey Wood, Domino Addition by Lynette Long
English & Art: Learning to write out word problem along with writing daily journal entries (addition stories with pictures to illustrate, etc.)
Science: Using your senses to add. Ex., Touch: blind fold a student and have them reach in a bucket and pull out 5 Lego’s, than have that student separate the Lego’s (still blind folded) into two sets. Finally relieve the student of the blind fold so that student can form an addition and subtraction equation for the sets he or she made.
Geography: Identify and count how many Southern, Northeastern, Midwestern, Western states and add them in pairs.
Common Misunderstandings or Misconceptions:
1) Misconception: subtraction is merely about “taking away”. In actuality: it is a strategy to find the difference between numbers.
2) Misconception: Flipping the numbers (as acceptable in addition) is allowed in subtraction as well. In actuality: the exact placement of the number is essential in subtraction because a flip can cause error. (ex: 9-3=6 whereas 3-9=-6)
3) Misunderstanding: between “one more” and “one less” than a given number.
4) Misconception: can only begin counting at one. In actuality: you begin counting at zero
Plan to address these:
Strategies for correcting these misconceptions and misunderstandings link to visual and kinesthetic learning. Children remember more if they are involved in the action of a lesson. Some of these strategies include: placing a large track of numbers on the floor to have each child walk on the numbers to solve an equation (ex: “the equation is 9-4. Starting at zero count out loud as you make your way to the number nine. Now that you have reached number nine walk back four numbers and tell me what number you land on. That is your answer!”), constant replication of the rules, board games that consist of counting (Chutes and Ladders or Snakes and Ladders)
Learning Objectives:
Knowledge – Students will write out a list of numbers, ranging from one to five, making addition combinations for each number in that sequence. (ex. 1+1=2, 1+2=3, 1+3=4, 1+4=5, 1+5=6, 2+1=3, etc.) (also sometimes known as an addition family tree)
Comprehension – Students will than discuss with their fellow classmates how they came up with their answers and the pattern in which they distinguished during this activity.
Application – Next to each equation on the addition combination chart, each student will illustrate the equation drawing something of their own particular interest. (Ex. teddy bears, lollipops, cars, etc.)
Analysis - Students will play addition bowling in teams of three; one person being the bowler, one student identifying how many pins were knocked down, and one writing the equations on the board. The point of this activity is to analyze all the possible ways the number ten can be separated into addition equations.
Synthesis – Each student will imagine and plan a party for a special event. Throughout this activity each student will create an invitation list of people they predict will attend (no more than 10), count the amount of people who actually attended, and find the missing number of people by formulating an equation. (ex. 10 people were predicted to show, 7 actually attended the party, how many did not make it? 7+_ = 10? The answer would be 3. They would find the answer by adding as many numbers to 7 to give a sum of 10: “7 in my head, 8, 9, and 10!!”
Evaluation – At the end of the lesson, given many different strategies, each student will determine which strategies worked best for them and discuss to the class why they found those strategies helpful.
Learner Analysis:
- Age Range & Gender – My students’ ages range between six to seven years old, both male and female.
- Race – I have a very diverse classroom setting.My students’ ethnic backgrounds consist of Hispanic, African America, Caucasian and Asian.
- Socio-economic background – Due to the diversity in my classroom students come from all different socio-economic households resulting in some with free or reduced lunch.
- Learning Style Preferences – All students’ preferences vary when it comes to learning styles, but the majority of students’ prefer hands on learning (kinesthetic).
- Disabilities & Exceptionalities – One female student in my class has a mild degree of Autism and four other students (3 male and 1 female) have learning disabilities.
- Motivation – The students with learning disabilities have less motivation than the rest of the classroom population due to the fact that these students get frustrated when they are having difficulty performing a task.
- Cognitive Skills (concrete, abstract, etc.) - Students at this age are just beginning to get an abstract sense of thinking.
Assessment Plan
Formative:
1. Providing students with worksheets based on addition lets me know which problems students are having difficulty on so I can work one on one with these students to master their weaknesses
2. While students work independently with different tools around the room, I can walk around observing each student while taking notes and help students who are struggling the most
3. Each portion of the WebQuest will be monitored and graded for 10% of their overall grade in the class
Summative:
1. Mid chapter quiz (to understand how much of a grasp my students are getting on these concepts through my teaching strategies, this will distinguish weather I need to modify my management by trying different techniques or continue on the same path)
2. End of chapter test (tests the students basic knowledge of addition)
3. End of the unit test to distinguish which students need extra before getting into the depth of the next unit
Instructional Strategies:
- KWHL chart
- PowerPoint
- SMART board interactive software
- Discussion time
- Hands-on activities
- Addition rhymes
- Acting out equations
- Group work with WebQuest
- Blog about what the student learned and helpful strategies they were taught
How will you introduce the lesson?
After getting a clear understanding of where my student’s stand, through assessing their prior knowledge, I will begin teaching my lesson on addition. To introduce this lesson I will start off by having discussion time. We will creating a KWHL chart on poster board as a class, while students’ collaborate ideas aloud to complete only the Know (K) and the Want to Learn (W) portions at this time, saving the How to Find Out (H) and Learn (L) portions for the end of the lesson. This procedure is helping the students work together in order to find out what the lesson is all about with knowledge they already know and goals they want to reach. I will post the KWHL chart in the front of the room next to the dry erase board so we can continue to refer back to this chart as the lesson progresses.
Next, I will direct the children around the classroom to make them aware of all the helpful tools that will help them along the way throughout this lesson. These tools consist of: a number line posted on the wall above the dry erase board, the SMART board, math literacy books in the book shelf, math related free time board games, computers (for references, games, blogging, and WebQuest activities) the line of numbers on the floor continuing around the perimeter of the room, and the Math Station which contains; paper, pencils, and manipulates (counters, blocks, Legos, teddy bears, etc.).
Finally to complete the introduction, I will give the students an overview of the week ahead of them. This overview will describe the activities, homework assignments, quiz & test dates, blog, and WebQuest instructions they will have to work on as the week’s progress. During the WebQuest instructions, I will assign partners to whom each student will work together on this project with. In order to determine which students will be working with whom, I will divide the number of students in the class into two, write two sets of each number on pieces of paper, fold them, and place them into a basket. After each student grabs a number, they will find their partner who has the same number as them.
Ex. “There are twenty two students in this class. Divided into two, this creates eleven groups. I will place twenty two pieces of folded paper into this basket with numbers written on each one. Two sets of numbers ranging from 1-11 will be enough for twenty two students.” I place these numbers in the basket and begin handing out numbers. I than ask the class, “Does everyone have a number? Great! Now open up the folded paper and locate your fellow classmate who holds the same number as you do. That student will be your partner for this WebQuest.”
How will you teach concepts during the lesson?
In order to teach concepts of addition, I start off by taking a short amount of time (10-15 minutes) to briefly present a PowerPoint to my students consisting of terms, examples, and signs essential to get a clear understanding of the
lesson. While working our way through the terms on the PowerPoint I will be posting the (already made and laminated) term cards on the board next to their matching definition cards.
After the PowerPoint, to get the students involved in learning, students will make their way over to the carpet next to the number line on the floor. One at a time, I will call a student up to the dry erase board, where I will be standing, to tell me his or her two favorite numbers in between 0 and 10, which I will than write on the board in an addition equation next to their name. After the equation is written on the board, with a missing sum, I will instruct that student to make his way over to the number 0 on the number line and stand there until I give further instruction. When the student is standing on the number zero, I will call on one of the students sitting down to read the equation written on the board to the class. If the child has difficulty reading the equation, I will read it for them and then have him or her try to read it again. After the equation is read aloud, the student standing on the number zero will start being instructed to move.
Ex: Student reads, “the equation is five plus three equals…” Teacher than looks at Tom who is standing on the number zero and instructs as she underlines the first number in the equation (number five), “okay Tom from the number zero, I would like you to walk to the number five, counting the numbers as you go.” Tom walks to number five calling out each number as he lands on it, “One, two, three, four, and FIVE!” Teacher replies with enthusiasm as she underlines the plus sign and the number three on the board, “good job Tom! Now, please continue to walk forward three more steps and tell the class what number you land on.” Tom counts out loud as he walks three more steps, “one, two, and three! I landed on number eight!” Teacher smiles, nods her head, and writes the number eight on the right side of the equal sign, “terrific work Tom! The answer to your equation is eight. Now as a class, let’s read the equation aloud!” The entire class simultaneously reads, “five plus three equals eight!” This pattern continues until all students have had an opportunity to make up their own equations by walking the number line.
After interactive time students will be assigned 30 minutes of free time to explore all of the mathematical tools available in the classroom. Students can choose whether they want to work individually on worksheets with or without manipulates, work on their WebQuest with their partner or blog on the classroom computers, try different software on the SMART board, quietly read math literature, or group items to form equations.
How will you conclude the lesson?
To conclude this lesson we will fill out the last two letters of the KWHL chart. Students will gather on the carpet to discuss what they Learned (L) and How they found it (H). At this time students can also describe what techniques they found helpful and what portion of the WebQuest they found most interesting.
Finally, the students will sit down and take a chapter test. This test assesses the students in order to identify those who need more help before getting in depth of the upcoming subtraction lesson.
Classroom & Technology Management Strategies:
In order to obtain classroom and technology management I will have the students gather at the carpet to construct a set of classroom rules and give examples of situations that may occur if those rules aren’t being abided by. By doing this, the students feel a sense of prestige while at the same time, becoming aware of the implications that may arise if rules are not followed. By checking the checking the class blog every day and keeping a profile on all the students’ names, blog names, and blog conversations they were involved in, I will be able to manage what the students are conversing about. If students violate the rights of this blogging opportunity, I will have a class discussion on the behaviors displayed on this blog and reinstate the purpose of the blog. If the violations continue to happen, I will simply shut down the blog.
Learning Activities:
During the introduction of the lesson, students will:
While creating the KWHL chart students will be actively communicating their ideas, thoughts, stories, and goals they would like to reach by the end of the lesson. During the PowerPoint, students will be creating their own vocabulary cards for terms provided to them. Students will then be told to continue reviewing these vocabulary words at home until achieving mastery in memorization and understanding of them. Another assignment connecting to this review will be a packet of five vocabulary worksheets (one assigned every night for homework) which will be turned in by the end of the week. A blog will also be available online for each student to access at home in case of confusion.
During the lesson, students will:
After students are assigned partners, each group will participate in an adventurous WebQuest filled with the discovery of fun games and other interactive websites associated with addition. Each portion of the WebQuest will be important practice for each student. I assigned groups for this project so students can; help each other out, learn responsibility, and most of all… TO HAVE FUN!!!!! Another activity each student will be participating in everyday during this lesson is a daily interactive practice program on the SMART board to help incorporate all the different tools a student can use to help them achieve mastery.
At the conclusion of the lesson, students will:
Discuss and share their opinions, ideas, and concerns when filling out the last two parts of the KWHL chart. Each student should feel comfortable enough at this point to collaborate with others on what they learned and how they learned it. Students will also be discussing the technology they felt to be most effective when trying to learn basic addition.
During the End-Chapter test, students will be recalling information and skills they have learned throughout this chapter. Each student will be sitting individually at their own desk working silently to complete their test. Manipulates will not be handed to students, but students will be able to draw items on the test for the purpose of counting.
Materials & Resources
Supplies:
-Paper
-Pencils
-Dry erase board markers and erasers
-Manipulates (Legos, blocks, counters, teddy bears, etc.)
-Basic Addition Math Literature
-Math board games
-Laminated numbers 0 through 20 (1’x1’)
-Easel
-Easel paper and markers
-Index cards
-Laminated vocabulary and definition cards
-Sticky tack
Technology tools (Software and hardware):
-SMART Board
-Classroom computers
-Windows
-Microsoft Office (latest edition)
-Internet (for YouTube videos and other online resources)
-Text book and practice book related videos
-Adventure Workshop (Preschool-1st Grade & 1st-3rd Grade), Encore Software: The Learning Company
-Academic Fitness Math Boot Camp from Weekly Reader Grades 1-8, FogWare Publishing
URL’s you will use:
- http://www.kidport.com/Grade1/Math/NumberSense/Math1_BasicAdd.htm
- http://www.free-training-tutorial.com/addition-games.html
- http://www.softschools.com/math/addition/
- http://www.aaamath.com/B/addk7cx1.htm#section2
- http://www.oswego.org/ocsd-web/games/SumSense/sumadd.html
- http://www.oswego.org/ocsd-web/games/Mathmagician/cathymath.html
- http://msrockhillswonderemporium.weebly.com/
Self-Evaluation:
Teacher NETS addressed:
By creating and sharing our fun filled WebQuests, I am engaging my students in the lesson by providing them with the independence to research and actively participate in online modules, games, and other resources. This project is giving each student an opportunity to collaborate their findings with peers, practice addition in greater lengths, develop a larger sense of appreciation for technology, and to imprint learning experiences that students can carry on throughout their lives.
The class website and blog was created with the students’ perspective in mind. It is a way to integrate the continuation of learning from the classroom into each students home (or other accessible computer). The blog also gives students the freedom to express their concerns, questions, opinions, and feelings related to the particular lesson with other classmates, which helps keep everyone feeling comfortable on the subject. The blog is also a great tool for students who are shy because it gives them an opportunity to address any problems they come across, but not willing to ask in front of the class.
Student NETS addressed:
Students will gain a sense of innovation and creativity when working their way through the WebQuest while at the same time, communicating with their partners to understand, research, and solve the problems correlated with this project. Students will also get a chance to collaborate their ideas with peers through a blog posted on the class website. When using the SMART Board for practice activities students will demonstrate their ability to understand proper usage of technology systems and positive behavior through learning in a responsible manner.
Lesson Strengths:
In this lesson, I feel as if my strengths consist of the interactive activities. One activity that sticks out the most in my mind is when each student acted out an equation on the number line. I feel as if the students would benefit from this the most because they are getting involved by creating their own equation, moving to each number while counting out loud, and figuring out the sum while visualizing the process. I also feel so strongly about this activity because the number line can continue to be a learning tool throughout other chapters as well.
Lesson Weaknesses:
Weaknesses I found in my lesson all relate to time management. I feel as if there is not enough time to do all the activities planned along with the projects due. Although I strongly believe, the more practice the better, I also know how fast time flies when trying to follow a daily schedule.
Possible Solutions or Action Plan for Improvement:
In order to improve my time management, I can extend the lesson and give more time for students to get a clear understanding of the subject. I can also give mid-chapter quizzes to see where my students are at, to see how much more practice I need to implement on them. Other ways I can gain knowledge on creating more time efficient lessons is by blogging about it. A specific website I found to be interesting is www.blogspot.com, which contains blogs, written and collaborated by teachers from all around. Blogging can be viewed as an online workshop for teachers for the reason that questions, answers, ideas, and lessons can all be discussed amongst each other during everyone’s own convenience.