Alisa Potter

Smart Board Lesson Plan - Making Ten Introduction Lesson topic Addition and Subtraction: Make-Ten Strategy Length of Lesson 90 minutes VA Standards of Learning o 1.5 The student will recall basic addition facts with sums to 18 or less and the corresponding subtraction facts. Context Students have been learning different strategies for addition and subtraction including: counting back; one-more-than, two-more-than facts; one-less-than, two-less-than facts; doubles to recall addition facts (e.g., 2 + 2 =__; 3 + 3 =__); near doubles (e.g., 3 + 4 = (3 + 3) + 1 = __). Global Themes Learning to make-ten with small numbers with assist students in solving more complex addition and subtraction problems. Content Objectives Students will: Demonstrate ability to use the make-ten strategy to solve addition problems with sums of 10 and the corresponding subtraction facts. Assessment Aligned to Objectives Formative Students will display their solutions to problems during whole group on white boards to demonstrate understanding. Summative Students will complete recording sheet from station two. Students will complete homework worksheet with number sentences of make ten facts. Materials/Technology and Advanced Preparation Smart Board or computer projector to show videos: o Video 1: http://www.youtube.com/watch?v=PFw8qjTnvqQ o Video 2: http://www.youtube.com/watch?v=XpoFxwKBwE8 Computers with Internet access for station one to play game. Copies of recording sheet for station two (enough for students to have a couple pages each.) Copies of Make Ten worksheet for homework and number cards sheet cut in half (one half for each student attached to homework sheet). Small white boards and dry erase markers for each student. Laminated ten-frames. Unifix cubes or teddy bear counters. Ten sided dice for stations. Teaching and Learning Sequence
TIME TEACHER ACTIONS Introduction/Anticipatory Set STUDENT ACTIONS

Alisa Potter

5 mins

Gather students on carpet at start of lesson. Play Friends of Ten YouTube video: http://www.youtube.com/watch?v=PFw8qjTnvq Q (link on first page of Smart Board presentation). Discuss the friends of ten and ask what is special about those numbers (they all add up to ten).

Sit down on the carpet.

Offer reasons for why those numbers are special.

Lesson Development

40 mins

Whole Group Lesson: Distribute small white boards and markers to students. Proceed to second page on the Smart Board (SB). Ask what is special about the groups of numbers displayed. Move green oval to reveal answer (they all make ten). Go to page 3, ask students to write on their white boards as many different ways they can think to make ten with only two numbers and have them hold up their boards up to show their answers. Call on students to tell some of the ways they made ten and write them on the page on the SB. On the next three pages (4-6) have students take turns coming up to draw a line to connect the number sets that make ten. Go to page 7, and read the word problem aloud. Ask for a volunteer to drag the apples into the ten-frame to help discover the second addend in the problem and have the student write the answer in the blank. Below the problem demonstrate how the problem can also be written as a subtraction problem. For the next two word problems (pgs 8-9), read them aloud and ask students to solve it on their white boards. Have a volunteer come up to fill in the ten-frame and write the answer in the blank. Ask if anyone knows how to write the problem as a subtraction problem. For the next word problem (p 10), the number sentence is not provided. Read the problem aloud and ask students to solve it on their white boards then to hold up their boards to show their answers. Have a volunteer come up and fill in the ten-frame. Have a different

Offer reason for why the groups of numbers are special. Write on boards as many ways they can think of for how to make ten with only 2 numbers (1+9, 2+8, ) Share their answers with the class. Volunteer to draw lines connecting the friends of ten number sets to make sums of ten. Solve problems on their white boards and volunteer to solve them on the SB.

Alisa Potter

30 mins

volunteer write the addition number sentence for the problem and a third volunteer to write a subtraction number sentence. Go to page 11. Roll the interactive dice to select a number for the first addend for an addition problem. Have students write the number sentence on their boards with the correct second addend and hold up to show answers. Model how to write the corresponding subtraction number sentence below the addition. Reset page and repeat exercise with a student providing the corresponding subtraction problem instead. Repeat several times until students demonstrate a strong understanding. Go to page 12. Have several volunteers come up to play memory game matching the friends of ten. Reset and play several times. Explain and model stations. Page 13 shows the stations for todays math lesson.

Volunteer to play memory game.

Stations: Station 1(Computers): On computers, play game http://www.primarygames.com/math/mathlines/ Station 2(Dice Game): Play dice game to practice make-ten facts. Students role 10 sided dice, place that many cubes on a ten frame in one color and fill in first line of word bubble on the recording sheet, I have _. Then, fill the ten frame with different color cubes and complete the word bubble, I need _ to make ten. Next to each word bubble on the sheet, have students write the number sentence. Station 3 (Teacher station): Group 1 (lower ablitiy students): The teacher will provide the first addend, going in order from 0-10, for make-ten addition number sentences that students will write on white boards. Have students use a ten frame and 2 different color cubes/counters to assist in finding the second addend in the sentence. Group 2(middle ability): The teacher will call out numbers in random order for the first addend in the maketen addition number sentences. Ask students to write the corresponding subtraction number

Alisa Potter

sentence for each. If students have difficulty completing sentences mentally have them use ten-frames for support. Group 3 (upper ability students): Have students use the make-ten strategy to solve problems with sums of twenty and corresponding subtraction problems. Use ten-frames if support is needed. (Example problems include: 12+__=20, 15+__=20, )
Closure

10 mins

5 mins

Have students clean up and return to carpet. Give students white boards. Go through pages 14-18 for review of maketen number sentences. Have students write their answers on their white boards and then hold them up for the teacher to check. Use the ten-frames on the board if some students still need support. Have volunteers come up to fill in the blanks. Play second You Tube video (link found on page 19): http://www.youtube.com/watch?v=XpoFxwKBw E8. Explain homework: Show number cards and model how they will pick a card and write that number in the first blank in the number sentence. Model how to use the ten-frame to help find the second addend.

Clean up and return to carpet. Solve number sentences on white boards and hold up when finished to show the teacher that they understand.

Homework: Make Ten worksheet: Students will start by drawing one number card from a set of 0-10 and use that number to write the first digit in the number sentence. Using the ten frames they will solve each number sentence. Resources
Brown, A. (2013, July 7). SMART Exchange - USA - Let's Make TEN !.Lesson plans and resources for your SMART Board - SMART Exchange. Retrieved October 11, 2013, from http://exchange.smarttech.com/details.html?id=86c3080c-9ee3-4118-a1cf-54d6dd42adcf The Littlest Scholars: Oops! and a New Freebie. (2012, January 6). The Littlest Scholars. Retrieved October 8, 2013, from http://littlestscholars.blogspot.com/2012/01/oops-and-newfreebie.html

Alisa Potter

Lesson Organizer Prior Knowledge and NEW Instructional Content

Prior Knowledge: An understanding of the addition and subtraction relationship. Can use addition and subtraction strategies for fact recall. Developing fluency with basic number combinations for addition and subtraction. Associate the terms addition, adding, and sum with the concept of joining or combining. Associate the terms subtraction, subtracting, minus, and difference with the process of taking away or separating (i.e., removing a set of objects from the given set of objects, finding the difference between two numbers, or comparing two numbers).

Have learned and are practicing selection of strategies. Basic addition and subtraction

facts include: counting back; one-more-than, two-more-than facts; one-less-than, two-less-than facts; doubles to recall addition facts (e.g., 2 + 2 =__; 3 + 3 =__); near doubles [e.g., 3 + 4 = (3 + 3) + 1 = __]; Manipulatives have been used to develop an understanding of addition and subtraction facts. New Content: Automaticity of facts are being achieved through constant practice which may include games, hands-on activities, flash cards, and paper and pencil. make-ten facts
Instructional Modifications to ASSIST Students Main Events of Instruction Instructional Modifications to CHALLENGE Students

Use ten-frames and manipulatives in solving number sentences. Ten-frame included in homework to make it easier for all students to practice on their own.

Watch first video and discuss. Write all the ways to make ten. Connect sets of numbers to make sums of ten. Solve word problems. Use interactive die to generate addends for more practice. Play memory game. Go to stations (computers, dice game, and teacher station). Come back to carpet. Review strategy and watch the second video. Go over homework.

Work on more challenging problems, using the ten frames as needed, with sums up to 20.

Alisa Potter