Brittany Mikell

FRIT 7090: Games and Instructional Design

July 16, 2015

Statement of Instructional Goals and Objectives

Students Learning Objectives:

Students will be able to identify addition and subtraction problems that require

regrouping and ones that do not.

Students will be able to add and subtract two two-digit addends with 75% accuracy.
Students will be able to solve addition and subtraction problems using various
methods.

Georgias State Standard:

MGSE2.NBT.5 Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or relationships between addition and subtraction.
https://www.georgiastandards.org/Georgia-Standards/Frameworks/2nd-Math-Unit-2.pdf
Learner Characteristics
The learners, which this lesson is geared towards, are second graders. The average age for
this group is 7-8 years old. In a class of twenty-four, there are twelve boys and twelve girls. The
students ethnicities are as follows: fifteen African Americans, two Biracials, four Hispanics, and
three Caucasians.
Academically, the student population of my classroom is also diverse. Out of twenty-four
students, twelve are performing below grade level in reading and three below grade level in
math. I have ten students who are placed in either Tier 2 or Tier 3 for Reading, Math, or Both. I
have 1 student who receives special education services and is pulled out of the classroom for
Math, Reading, and Language Arts. I have one student who is placed in the GIFTED program.
This lesson would be used as a review week lesson. With that being said, students have
already been exposed to instruction about the concept and have had practice with addition and
subtraction with and without regrouping.
Content and Instructional Strategies
1. I will reintroduce the weeks I Can statements to my students. I will inform them
that if they can do these things, theres nothing for them to worry about and they will
ROCK the test.
a. The I Can statements are:
i. I can identify the order in which to add and subtract two digit numbers.
ii. I can identify addition and subtraction problems that require
regrouping and ones that do not.
iii. I can add and subtract two two-digit addends.
iv. I can solve addition and subtraction problems using a selected method.
2. After going over the I Can statements, I will split students up into teams for our
Addition and Subtraction Review Jeopardy game.

a. Before the game begins, we will go over example problems to refresh their
memories.
b. This game will be played whole group. After each question, as a class we will
work through the problem and I will address common mistakes that I saw.
i. This game is an attention grabber, it provides extra practice with
addition and subtraction problems, it encourages students to participate
in teamwork, positive communication, and meaningful teacher-tostudent and peer-to-peer feedback. I was always a believer that
sometimes your peers can explain something to you better than your
teacher; therefore, allowing time for communication during this game
is important to me. With communication among team members,
confidence is also being built within each individual participating in
the game; when one can effectively explain a problem to others, it
boosts their confidence level.
3. After the Addition and Subtraction Review Jeopardy game, we will break up and go
into our Math small group instruction.
a. In small groups, students will be playing different addition and subtraction
games. The games are listed below.
i. Make it or Break it
1. For this game, students will be given chips and a bucket. Each
student will pull a card from the stack; this card will determine
which number they will start with. After each child has drawn a
card from the stack, they will begin the game. The children will
take turns trying to toss the chips into the bucket. If a student
makes the chip into the bucket, they will add the number on the
chip to the number on the card they drew. If a student tosses a
chip and misses the bucket, they will subtract the number on
the chip from the number on the card they drew. Students will
time themselves and after five minutes of trying to toss the
chips in the bucket, they will see who has the biggest number.
ii. I Have, Who Has
1. For this game, students will evenly distribute cards so that
everyone has the same amount. The person with the first card
(on the card, it will say: Start with Me!), will read: Who

has (the problem on their card)? and the person with the
answer to that persons problem will say: I have.(the
answer), Who has.(their problem). As students progress,
they will flip over the cards that they have already used. The
game will continue until no one has any more cards to read out.
a. These two games allow students to practice the concept
in a hands-on way that incorporates social interaction.
At the younger ages, students love activities that allow
them to do things. They feel more motivated to
participate. Students at this age also love to talk; so, the
fact that they can play and have that interaction is a plus
as well. Without them really thinking about it, they are
learning throughout the process.
iii. Store
1. For this activity, one student will be the store owner, one
student will be the banker, and the remaining students will be
the consumers. During this center, the consumer will draw
cards from a stack; these cards present different predicaments
in which they can visit store, loss money to the bank, and get
money from the bank. Students will have to use their addition
and subtraction skills to participate.
iv. Board Game created by teacher
1. This board game focuses on things that the students may be
interested in. Every student will start out with 30 tickets. As
students advance around the board, they will encounter things
such as: buys pencil for 7 tickets, finds 25 tickets at the park,
spends 15 tickets for ice cream, and etcetera. Students will
have to keep track of their amount of tickets by adding and
subtracting when necessary. At the end of the game, the
students with the most tickets will be the winner.
a. Just like the previous two games, these two games also
provides opportunities for students to practice the

concept in a hands-on way that incorporates social

interaction. However, these games provide a real-world
situations that call for addition and subtraction;
therefore, a sense of relevance is being established by
students as they play.
4. After small group instruction, students will clean up and go back to their original
seats. There, they will be given a ticket out of the door problem to solve.
Learner Assessment
At the end of the week, students will be given an addition and subtraction assessment.
For the first part of the assessment, students will be given addition and subtraction problems and
they will have to decide whether they will have to regroup in the problem; students will either
circle yes or no. For the rest of the assessment, students will have to solve addition and
subtraction problems with and without regrouping.
Evaluation
To get students feedback about addition and subtraction Jeopardy game and small group
centers, students will be allowed to participate in a survey, created via Google Forms; students
will be able to choose like or dislike for each center. The last questions will be that whether or
not they felt that the Jeopardy game and small group activities that they participated in helped
them with the test; students will be able to answer yes or no. I will also conduct informal
interviews as students participate in the Jeopardy game and small group activities.
As for the assessment, I will make note of students performance on identifying problems
that require regrouping and ones that do not and actually solving addition and subtraction
problems. I will look for common mistakes and the type of problems that caused difficulty for
them. With this information, I will know what aspect of the games should be changed or kept the
same.