Human Number Line Lesson/Flex grouping (1 hour 20 min) Student Teacher_Kirstyn Howard_____________________ College Supervisor_Dr.

Bonnie Hamwi________________ Common Core Standards Common Core Standards: Algebraic Thinking Date__12/13/12_______________ Grade__First________________

Represent and solve problems involving addition and subtraction problems Understand and apply properties of operations and the relationship between addition and subtraction Add and subtract within 20. Work with addition and subtraction equations

Modifications Johnnys aide comes in to the classroom during our guided reading and math class. Sally is diabetic and will need to go to the nurse right after lunch, before math class. Vocabulary

Addition Add, between, combine, equals, plus, number line, number sentence, numeral, order, sum, describe, digit, equation, addend -Addition key words: add, altogether, both, in all, sum, total, in total, combined, increase, together
Materials
Addition books from my class library, 4 small and 1 big foam snowflakes for vocabulary words the add and subtract body parts dance (by Jack Hartmann) : http://www.youtube.com/watch?v=X9hA9JvfLFQ big art pad (18 in by 12 in) , small white board, math dry erase board, blue number line name p lates on students desks necklace numbers on string, addition flash cards in green box, black sharpie marker, 2 white/big foam dice, 2 small dice, foam stickers, 5 sand buckets, foam counting blocks, pom-pom balls

Essential Question

What strategies can we use to solve addition number sentences?

Objectives

TSWBAT Solve addition problems using one, two, or three-digit numbers in 1 hour with 80% accuracy Design and solve one addition word problem in 15 minutes with 75% accuracy. Conclude which operation (addition) is used when moving to the right in 30 seconds with 90% accuracy. Match the appropriate symbols + and = with their meanings in 1 hour with 75% accuracy.

Activating Strategies Teacher will place a long line of masking tape on the floor across the room before math class Teacher will set up a museum where students can see all the materials displayed for math Teacher will ask students to investigate the room for 2 minutes, then says EEKK (children should know what this means: elbow, elbow, knee, knee, talk to your neighbor about what you see! Teacher will have students take out math journals and draw a picture and make a prediction about what we could do with all the materials set up

Teaching Strategies

Students will: 1. Total group: museum, human number line, YouTube video, teacher created visual 2. Alone: math journals, write own word problem, dice activity, addition white board 3. Pair share: make predictions on what we could do with materials using EEKK (elbow, elbow, knee, knee), solve a partners word problem 4. Small group: flex grouping activities within the classroom (3 different groups), sand bucket activity with pom-pom balls and flash cards
After completing, activating strategy, I will randomly choose 15 students to wear a number necklace, one student to write math equations on white board horizontally, one student to show flash cards, and 5 students to complete addition number sentences using human number line. Once complete we will go back in the classroom, talk to our table groups about what we did for 2 minutes, and then ask students to get into math groups (students should know where to go). Complete 3 different activities depending on group: pink group will do the sand bucket activity using flash cards and counters, green group with write their own word problem and solve with a partner, blue group will do the dice activity (roll the dice twice, write down both numbers, and then add the two digit numbers).

Differentiation
Visual:
colors, snowflakes with vocabulary words, flash cards, number line, construct word problem, white boards, number necklaces Verbal: talk about activities, make predictions, explain answers, quick review, sing song

Mathematical: topic of time, interpreting mathematical data, and solving addition number sentences, algebraic functions Kinesthetic: using the manipulatives (blocks/pom-pom balls), go out in the hallway to create human number line Interpersonal: able to work together with class on human number line, partner work with the word problem, and sandbucket math Intrapersonal: individually working on assignments, math journals, dice activity, addition white board Musical: YouTube addition song

Summarizing and Assessment(s)

Formative: I will be observing the students during the number line activity. I will work closely with the 3 math groups (pink, green, blue) to make sure students stay on task and are able to complete all assignments. Summative: I will have an end of the unit test with 15 addition problems. There will be a section where students will design and solve word problems. I will not actually grade the tests, only check for mastery to see who might need math intervention.

Post Instructional Planning o o o o o o o Play/sing YouTube song by Jack Hartmann (3 min) Since this was not an acquisition lesson, I will do a QUICK REVIEW (last 7 min). What does the addition symbol look like? Show me with your arms, now take your pointer finger and draw an addition symbol in the air, do the same for the equals symbol Quick review on the whiteboard, brainstorm key words that could mean add, then put up 4 number sentences on the board and allow 4 students to come up and solve 2+7=____ 3+4=____ 6+11=____ 13+7=____ Review answers, ask students to explain their strategies, ask students to show you how they felt about the lesson (thumbs up, thumbs sideways, thumbs down) 5,4,3,2,1 now its time for something else fun please put everything away, your desk should be clear