FunctionMachineFun

Author:JuliannaMendez
Datecreated:11/15/20162:10PMESTDatemodified:11/28/20161:31PMEST

VITALINFORMATION
TotalNumberofStudents

24Students

Area(s)StudentsLiveIn

StudentsliveintheSuburbsofWindsor.

Free/ReducedLunch

Theschoolisatitle1andcharterschool.

EthnicityofStudents

MajorityofthepopulationisHispanic/Latinoandwhite.

EnglishLanguageLearners

ThereareEnglishLanguageLearnershoweverinstructionisprimarilyinSpanishexpeciallyinthelowergrades.This
lessonwouldbetaughtinSpanish.ThereareEOsudentsthatIwouldneedtoaccomodatefor.

StudentswithSpecialNeeds

ThereisonestudentwithAutism.

Subject(s)

Mathematics

TopicorUnitofStudy

AdditionFacts

Grade/Level

Grade1

Comments

MathPractice:Makesenseofproblemsandperservereinsolvingthem.
:Lookforandmakeuseofstructure.

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Arethestudentsabletosolveproblemsinvolvingadditionandsubtraction?Aretheyabletofindthepatterns?

LearningOutcome(s)

1.TLWsolveproblemsinvolvingadditionandsubtraction
2.TLWfindpatterns
3.TLWusetherulesofthefunctiontoaddorsubtract.

Summary
Standards

Thestudentswillbeplayingamathgamecalledrolltherule.

CACaliforniaCommonCoreStateStandards(2012)
Subject:Mathematics
Grade:Grade1
Domain:OperationsandAlgebraicThinking1.OA
Cluster:
Representandsolveproblemsinvolvingadditionandsubtraction.1.Useadditionandsubtractionwithin20tosolve
wordproblemsinvolvingsituationsofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,with
unknownsinallpositions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumberto
representtheproblem.22.Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumislessthan
orequalto20,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumbertorepresent
theproblem.

Comments

ASSESSMENTS
Assessment/Rubrics

Theteacherwillwalkwoundmonitoringthestudentsprogressduringthegame.Theteacherwillalsoseestudents
understandingduringclosurewhensheaskstheopenendedquestion.Theteacherwillalsoassessthstudentsgame
sheettoseewhattheirunderstandingwas.

Comments

WhiletheyareplayingthegameIameitherwalkingaroundtoseehowmystudentsareworkingtogethersothatIcan
haveabettersenseofwhounderstandswhatandfindteachablemomentswhiletheyareplayingthegame.IfmyELL
studentsneedmoresupportthenIambriningthembacktothetabletoplaythegamewithmeuntiltheycanplayiton
theirown.Iwouldalsodothisformystrugglingmathstudents.
Theclosingquestionalsohelpsmeassesstheirunderstandingiftheyareabletomakeaconnectionbetweenthe
functionmachineandthegamesheetwhichessentiallyarethesamething.

MATERIALSANDRESOURCES

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InstructionalMaterials
(Handouts,etc.)

1.FunckytheFunctionMachine
2.Thegamesheetrolltherule
3.Dice

Comments

IMPLEMENTATION
SequenceofActivities

1.TTWintroducethelessonbybringingoutthefunctionmachinethatshemade.
2.TTWtellthestudentstodaywehaveaspecialfriendinclasswithusandhisnameisFunkytheFunctionMachine
3.TTWsayFunkyisheretohelpuspracticeouradditionfacts
4.TTWsay,Funkyworkslikethis:EverytimeyouputamarbleinFunkytheFuctionMachinehegetshappy.Hegetseven
morehappywhenyouinputmoremarblestohismachine.Funkyalsoreallylovesrules!
5.Teacherasksstudentswhatisarule?
6.TLWrespondaruleissomethingthatyouaresuppposedtofollowliketherulesoftheclassroom.
7.TTWsayyesexactlyaruleissomethingwefollow.
8.TTWsaywellFunky'srulesaresimilarwehavetofollowthembuttheyalsohelpus

9.TTWsayokaysoletstryusingtheFunkyMachine
10.TTWaskthestudentsforvolunteerstotrytheMachine
11.TLWcomeupandtheteacherwillgivethestudentamarble.Howmanymarblesareweputtingintothemachine?
12.Thewholeclasswillanswer1.TTWsayokaythatisourinputbecausethatiswhatweareputtinginthemachine.
Theteacherwilltellthestudentshecanputthemarbleintothemachine.Nowfunkysruleisweadd4.(Theteacherwill
bewritingdownallthealgorithmontheboardassheissayingit)
13.TLWadd4marblestothemachine
14.TTWsayokaynowaddallthemarblestogether.Howmanydowehaveintotal?
15.TLWsaywehave5intotal.Howdidweget5marbles?!
16.TTWwaitforastudentsresponse.
17.TTWhavethestudentsdothisacouplemoretimes

Sensorybreak:Teacherasksstudentstogetupandstretchallthewaydowntilltheytouchtheirtoesmakingsureto
stayintheirbubble.Thentheycanstretchtotheothersidefor5seconds.Thentheteacherwillleadtheminliftingtheir
kneeandwiththeoppositehandreachingacrosstheirbodytotouchtheirknees.
TTWaskthemtoquietlysitbackdownsothatshecanexplainthegametheywillbeplayingwithapartner.
18.OkaysonowthatweknowhowFunkyworkswearegoingtoplaythegameRollarule!
19.Thisgameworkslikethis
20.Youaregoingtorollthedicetofindoutwhatyourrulewillbe.(theteacherwillhavethisworsheetupontheboard
sothatthestudentscanseeit.
21.Teacherdemonstratesrollingthedice.Teacherrollsa2soteacherwritestheruleintherulebox.
22.Teachersaysthenyourpartnerwillroletofigureoutwhatnumberyouwillstartwith.Teacherhandsthedicetoa
studentandstudentrollsa3.Teachersays,okaysoyourolleda3sothenyouwillwritea3inthestartingbox.Youwill
knowit'sthestartingboxbecuaseit'soutlinedwithblack.
23.TTWtellherstudentsshewantsthemtoworktogethertofigureouttofillintherestoftheboxesusingtherule.
Alsomakesurethatifyourpartnerisstillthinkingyougivethemtimetothink.Ifyourpartnerneedshelpthenyoucan
helpexplaintothemhowyougottheanswer.
24.TTWpairstudentsupandhandthemeacharolltherulegamesheet.
25.TTWwalkaroundduringthisgameandgivestudentsfeedback,askopenendedquestionsiftheyarestuck.Alsoshe
willwalkaroundandaskthemtoexplaintheirthinking.
26.Closure:TTWbringthestudentsbacktothecarpetandwillclosewiththequestionhowwereFunkythefunction
machineandtherolltherulegamesimilar,alike?
:Yestheybothhadarule!

GroupingStrategies

ThestudentswillbepariedupinpartnersduringtheRolltheRulegamesothatthestudentscanworktogetherandthe
strugglingmathstudentsbenefitfromthisaswell.Thewolegroupinstructionwillhappenduringtheguidedpracticeand
teachingofthemathgame.

DifferentiatedInstruction

AutisticStudent:
Thepurposeofthefunctionmachineistoengageallthestudents.Especiallytheonesthathaveahardtimefocusing
duringlessons.Iknowthatmystudentwithautismwillbenefitfromthismachinebecauseheisastudentthatlovesto

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behandson.Ifheneedstousethefunctionmachinetoworkonhisgamesheetthenthatwillbeavailableforhimas
well.TofurtherdifferentiateforthisstudentIwouldalsoworkoneononewithhimthedayprioronpreparinghimfor
whatwewillbedoingthenextdaytogethismindstartingtofocus.Heisaveryintelligentandcapablestudent.
AdvancedLearners:
ForadvancedlearnersIwillprovidethemwithadicethatIhavemadethathasmoredifficultnumbers.
EnglishOnlystudentswillbenfefitaswellfromthisfunctionmachine.
ThefunctionmachineisespeciallygreatfortheEO'sbecauseitisavisual.FormoredifferentiationIwouldpullthemand
workwiththemonthegamewhiletheotherstudentsareplayingthegamesothatIcanprovidemoresupportfor
them.
Comments

TeacherThinking:

TostartoutthelessonIdecidedtobringinafunctionmachinethatImadesothatthestudentscouldvisuallyseean
input,whathappenstotheinputaftertheruleisappliedandtheoutput.AlsoIthoughtthismachinewouldbegreat
becauseitsahandsonwaytogetthemthinkingaboutfunctionmachines.Ispecificallyaskedthemwhataruleisso
thattheycouldconnectthedefinitonofaruletheyknowandwhatarulemeanstofunkythefunctionmachine.
AftertheintroductionIrealizethatthestudentshavebeensittingforalongtimesoIhavethemtakeasensorybreak
togetthemfocusedagainfortheinstructionsofthegame.Firstgraders,definitelyneedsensorybreaksortransitions
becausetheycantsitfortoolong.Toolongonthecarpetcausesstudentstozoneoutandcancausebehavioral
problems.OncewedothesensorybreakIexplaintothestudentsthegameandthegamesheetthattheywillbe
playingandImodelthisfirst.ImodelitsothattheycanseewhatitisIwantfromthemandthenIhaveastudentcome
upandhelpmemodelsothattheycanseethetakingturnsofrollingthedice.ThereasonIpartnerthemuptoplaythe
gameisbecauseIwantthemtopracticeworkingtogetherandit'sbeneficialbecauseifonepersondoesntunderstand
thentheirpartnercanbeanotehrsupportsystemandviseversa.
IchosetomaketheactivityagamebecauseInowunderstandhowmuchmathgamescanreallyenhancestudents
learning.Itisagreatbecuasethestudentsarehavingfunwhiletheyarelearning.
IhaveEnglishOnlystudentswhoareveryintelligentandIknowthattheywon'treallyhavetoomuchofadifficulttime
withthefunctionmachine.ForthosewhodoneedextraassistanceIchosetopullthemasideiftheyneededmore
supportbecausethiswayIcouldworkwiththeminasmallgroupandprovidethemwiththeexplicitinstructionthey
need.

REFLECTIONS
PriortoLesson

Iwillknowthatmystudentslearningoutcomesaremetbywalkingaroundwhiletheyareplayingthegameandlistening
totheirconverstationswiththeirpartners.Iwillalsobeabletoassessthegamesheet.Ianticipatethegamesheetto
possiblybetoolong.Ialsoanticipatethattheymayhaveahardtimewithhelpingtheirpartnersbecauseoftentimes
theymightjustgivetheirpartnertherightanswerandnotreallyexplaintothemhowtheygotthere.

PostLesson
Comments

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