Wilson EDUC 353 Name: Grace Vero Target Grade Level: 2 Date: November 10, 13 Curriculum Topic: Mathematics:

Mental Math

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals:

Operations and Algebraic Thinking: Represent and solve problems involving addition Add within 20.

Understandings: Students will understand... The importance of knowing the basics in addition and subtraction before moving on to multiplication. Mental Math strategies are used to help solve addition and subtraction problems in a fast way. That if one does not understand the foundation, they will not be able to excel in mental math. Using hands on material is an aid to help students visualize and understand the importance of the problem. Relating the math problem to real world examples will help students see the importance in the material.

Essential Question(s): Why is it important to be able to use mental math? Where can mental math be seen in your own life? What is the purpose of being able to add and subtract within 20? What is the difference between mental math and a regular math problem? What are some of the strategies you have learned that will help you solve mental math problems faster?

Students will know.

Students will be able to

How to identify math terms such as: Addition-the action or process of adding something to something else Multiplication-the process or skill of multiplying Sum-the total amount resulting from the addition of two or more numbers, amounts, etc. Product-the amount obtained by multiplying numbers together Mental Math- the action of doing math in your head instead of using pen, pencil, calculator, etc. Solve- find an answer to, explanation for How to come up with strategies to help solve problems that require mental math That adding and subtracting are the basic foundations for all future math problems

Use mental math strategies when adding and subtracting. Relate math problems to their everyday life. Be able to use mental math more frequently. Explain the importance of addition and subtraction. Describe the strategies required to complete mental math. Speak about the Math academic vocabulary in future math classes.

Stage 2: Assessment Evidence

Performance Tasks: Think Pair Share- the students will participate in a think pair share in the beginning of the lesson to activate prior knowledge. Grand Conversation- the students and I will participate in a grand discussion to review the vocabulary words that are presented. Dice Worksheet- after visualizing the addition between the two dice, the students will be able to show their understanding of mental math with this worksheet. Minute Madness- the students will be asked to complete as many problems as they can on this worksheet using the mental math skills they learned in under five minutes. Other Evidence: Vocabulary Sheet- a worksheet of all the key terms that will be presented in the lesson to help assess the students prior and current knowledge. Entrance Slip- Before the lesson the students will be able to complete an entrance slip to help activate prior knowledge Realia- the students will be able to visualize the addition process through

Addition Worksheet-As a follow-up the students will be given an addition worksheet to complete for homework. This worksheet will display the students understanding of mental math through the problems they are asked to complete.

the rolling of the di.

Stage 3: Learning Plan

Prior Knowledge: Prior to todays lesson, the students in my grade 2 mathematics classroom, have learned how to add and subtract two digit numbers. They also have touched upon the basics of multiplication. Set Induction: To begin the class, the students will be handed an entrance slip with five addition problems. The students will have ten minutes to complete this assignment and then turn to a partner and participate in a think-pair-share to discuss their answers. After the students have had a few minutes to compare, the questions will appear on the Smart-Board. I will then call upon five students to come up to the board and solve. This will lead into a five-minute discussion reviewing the basics of addition and subtraction and will help activate prior knowledge. I will then have my Mental-Math PowerPoint up and ready on the board, as the students will be introduced to todays lesson. The objective for todays lesson will be: Learn How to use Mental Math Strategies when solving Addition and Subtraction Problems. I then will hand the students a vocabulary sheet, with key academic language that will be introduced in todays lesson. I will go over each word with the students before I begin the lesson. After a grand conversation, group discussion between the class and teacher, takes place and I know the students have a strong understanding of these new words, I will begin the lesson. Procedure: I will introduce mental math in my PowerPoint presentation. The

first slide after the introductory slide is a question to help activate the students minds. The question is How do we count? I then list a few examples, and ask the students to help brainstorm a few more. This will lead into my third slide, strategies for addition. After we discuss this slide, I will introduce an example of adding two different groups. This takes me to my fourth slide where I show two smiley faces and three hearts. I ask the students to identify the two groups and add them together. This basic task will allow them to see that two different groups can be added together. The fifth slide is another example of addition in the form of a different pattern. The students will be able to see that as the number in the problem increases, when added so does the sum. Another example of a pattern is shown on slide six. In this slide the students will recognize that when the addends in an addition problem get switched the sum still remains the same. After the students are exposed to different patterns, they will be differentiated into groups of two. Within these groups of two, each student will be handed a dice. With this dice, they are to roll it and count the amount of dots that are present. They must figure out what numbers would be the addends (the numbers presented on the dice) and the sum (the numbers added together). Along with the dice they will be handed a worksheet with basic addition problems where they can show their mental math skills as they complete this worksheet. The students are able to use the dice as a visual aid to help them arrive at their answer. With fifteen minutes left in the class, I will review the answers to the worksheet. The question Where can you see mental math in your own daily routines? will then be asked. This question will allow the students to relate what they learned in todays lesson to their own lives. The re-cap slide will then be shown and students will be asked to recall on a strategy they remember learning about in todays lesson. Closure: As a wrap-up, I will introduce Minute Madness. The students will have five minute to answer as many questions as they can use the strategies that was taught in todays lesson. This will act as an exit slip as I will be able to see how much the students understand, and what needs to be worked on.

Materials: Smart Board Entrance Slip Power Point Presentation Addition Worksheet Minute Madness Worksheet Dice Dice Worksheet Academic Language Worksheet Pen/Pencil Follow Up Activity: As a follow up activity the students will be assigned an addition worksheet, where they must solve the problems using mental math. Differentiation: This lesson plan is appropriate for all learning styles as it is geared toward the above, average, and low-grade level. The intrapersonal learners will benefit from working with their peers, the think-pair share and participating in the class discussion. The students with the different learning abilities including the ESL students will have a better understanding of the material through the visual aids on the smart board, the dice, and through the numerous images presented in the PowerPoint. By having the students break off into groups during the dice worksheet, those that are stronger in the material will be able to arrive at the right answer faster then those at a lower level. As Brookhart says, Design performance tasks or test items that require students to use the targeted thinking and content knowledge (Brookhart, 2010). The students will be able to use the academic vocabulary, and notes from the PowerPoint to arrive at the correct answer. Students with an IEP will be graded based on their own personal ability to excel. The main idea of the assignments is to make sure all of the students according to their grade level ability have an understanding of mental math and how it can be implemented in their daily routines.

Resources

Worksheet: See Below

Citations: Brookhart, S. (2010). How To Assess Higher-Order Thinking Skills in Your Classroom. Alexandria, VA: ASCD. New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved November 12, 2012, from http://www.p12.nysed.gov/ciai/common_core_standards/

Hemorrhage [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved October 5, 13, from http://www. Merriam-webster.com/dictionary/citation. http://www.tlsbooks.com/fiveminutemathadditiondrills0-18.html http://www.superteacherworksheets.com/

#1. Entrance Slip Name___________________ Date_____________________ #1. 3 +5 -------#2. 1 +2 -------#3. 4 +5 ------#4. 5 +4 ------#5. 9 +1 --------

#2. Minute Madness

#3. Dice Worksheet

Name___________________ Date_____________________ Directions: With a partner, solve the following problems using the dice that was given to you

#4. Follow Up-Addition Worksheet

#5. Academic Language Worksheet

Addition-the action or process of adding something to something else Multiplication-the process or skill of multiplying Sum-the total amount resulting from the addition of two or more numbers, amounts, etc. Product-the amount obtained by multiplying numbers together Mental Math- the action of doing math in your head instead of using pen, pencil, calculator, etc. Solve- find an answer to, explanation for