Project # 12 Part B

University of South Alabama

Department of Leadership & Teacher Education

Lesson Plan Format

Name:____Group 4______________________________    Date:___11-14-2014______________

School:__USA_______________________________    Grade Level:___first________

Teaching Strategy: Group Work, Demonstration, cooperative learning

    Time Required:___45 min______

I.    Subject/Content Area

Example:  Adding/Subtracting Whole Numbers

II.    Alabama Course of Study

First Grade

(1) Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting

and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.

   

III.    Concepts

List and/or define important vocabulary terms and/or concepts.

Whole Numbers            Missing Addend Model    Addends

Set Model                 Comparison Model        Sum

Measurement ( number line )        Number Line Model

Closure                Associative

Commutative                Identity

IV.    Behavioral Objectives

Students will be able to add and subtract whole numbers

V.    Evaluation (Assessment included here)

Students will complete worksheets on adding and subtracting whole numbers. Students will come up to board and demonstrate.

Teacher observation/student participation is not acceptable without telling specifically what you are looking for.

VI.    Materials - worksheets, pencil, colored pencil, small candy

VII.    Teaching/Learning Procedures

    A.    Motivation

If you have 3 pieces of candy and want 5 more how many pieces of candy do you have now? Provide the students with peppermints or etc.

Students will be able to add and subtract whole numbers. This is used in every day life. They will be able to understand numbers and how to count.

    B.    Instructional Procedures

We will go over Addition of whole numbers a+b=c. Discuss the properties of whole number addition. Learn the set model and number line model. We will work a few examples. Discuss the Subtraction of whole numbers introduce a-b=c. Learn the take away model, missing-addend, comparison model, and number line model.

If you have 5 pencils and you give Emily 2 how many pencils do you have left? If you have 3 markers and Jon has 4 if you put your markers together how many total do you have now? Can you think of things you can add or subtract?

Closure

Addends and Sum are all parts of addition equation. Minuends and Subtrahend are parts of subtraction equations. Work examples of addition of whole numbers and subtraction of whole numbers.

This is used in everyday life. If you are buying snacks you need to be able to add how many you need and to subtract what you already have. This is also important for seeing how much material you need.

Give them something to look forward to tomorrow.

We will have suckers etc. and will be adding and subtracting them. You never know you may end up keeping one at the end of the lesson.

Supplemental Activities (Early Finishers, Enrichment, Remediation) Include:

        Students who finish early will be asked/allowed to work with the other students who need help after their work has been checked.

        Students who desire enrichment will be directed to work other examples.

        Students who need remediation in math will be provided assistance to help with adding and subtracting whole numbers.

This must be realistic [working individually with students for remediation is not ALWAYS workable in a busy teacher’s day.]  Some teachers have a chart on the wall that tells what to do so that this does not need to be discussed every time.

Professional Reflection

This should be completed after a lesson has been taught:

Include:

    1. Were the instructional objectives met? How do I know that students learned     what was intended?

    2. Were the students productively engaged? How do I know?

    3. Did I alter my instructional plan as I taught the lesson? Why?

    4. What additional assistance, support, and/or resources would have further     enhanced this lesson?

    5. If I had the opportunity to teach the lesson again to the same group of students,     would I do anything differently? What? Why?