LESSON PLAN- Proportion, Symmetry, Number Grid and Addition Math Centers Name: Amanda Peterson Date: 4/30/12

Grade Level/Subject: First Grade/ Math Prerequisite Knowledge: How to reason things proportionally What symmetry is How to use a number grid How to add basic math facts Approximate Time: 30 Minutes Student Objectives/Student Outcomes: The students will demonstrate an understanding of proportional reasoning concepts by solving challenging problems. The students will create a symmetrical design using pattern blocks. The students will demonstrate an understanding of addition by playing a number grid game and a computer game. Content Standards: CC.1.OA.1 Represent and solve problems involving addition and subtraction. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem CC.1.MD.4 Represent and interpret data. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. CC.1.G.1 Reason with shapes and their attributes. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); for a wide variety of shapes; build and draw shapes to possess defining attributes. Materials/Resources/Technology: Packets of Groundworks projects Construction paper with a line down the middle Pattern blocks Number grids Game pieces (6) 3 dice Laptops Implementation: Time 5 Minutes

Opening of lesson: (Objectives, hook, behavior expectations) I will ask the students to sit on the carpet when we return to specials. I will tell them that we will be doing math centers. They are very

familiar with this since we so this often. The students will get to do each of the four stations throughout the week. I will then begin explaining the centers. This week the Math Lab will be at the back table. We will work on some challenging problems together. The engineering lab will be on the carpet. I will hold up one of the pieces of construction paper. I will tell them that they are to create a design on the left half of the line. Once they are finished, they should repeat the design on right half of the paper so that the left and the right sides of the construction paper are symmetrical. The math games center this week will be the number grid game that we played last week. I will refresh their memories that this game is played with 2 or 3 people. The each get a playing piece, a die for the group, and a number grid for the group. They should start with their pieces on 0 and role to get to 110. Remember that if they role a 1 they can move 1 or 10 spaces and that if they role a 2, they can move 2 or 20 spaces. After someone wins (extension for high students), reverse the game. Start at 110 and try to get back to 0. The computer lab with week should work on tux math. I will tell them that I want them to challenge themselves to do harder problems this week. Then I will allow the groups to get started.

23 Minutes

2 Minutes

Procedures: I will call the math lab group to the back and ask them to bring a pencil. Then I will hand them the packet of groundworks problems. This I the first time we are doing this. I will ask them to look at problem 1. We will read it together and try to start thinking about the answers together. I may bring up an example of talking about their families. Once we have discussed the answer to the problem, I will have the students look at problem number 2. I will challenge them to try to figure that out on their own or with someone in the group. During this time, I will walk around the room to monitor that all of the other students are on task. I will redirect any off task behavior. I will also ask the students questions about what they are working on. When it looks like my group in the back is either finished or stuck, I will return to the back to see how they are doing. Then we will discuss the answer. If time allows, I will challenge each of them to a third problem by themselves. I will request that certain students (my high achieving ones) complete problem number 6. I will request that certain students (my low-achieving ones) complete problem 3. I will request that certain students ( my average students) complete problem 4. Summary/Closing: I will ask my students to start cleaning up what they have been working on and to return to their desks. Student Assessment:

I will be looking to see if the students in my group can solve the problem I assign them correctly. I will be looking to see if the engineering group can create symmetrical pictures. I will be looking to see if the computer center and math games center can stay on task.