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Subject/Topic: Math
Rationale:
Objectives:
TSW model the action of joining to represent addition and the action of separating to
represent.
TSW solve word problems using objects and drawings to find sums up to 10 and
differences within 10.
TSW explain the strategies used to solve problems involving adding within 10 using
spoken words, concrete and pictorial models, and number sentences.
TSW analyze mathematical relationships to connect and communicate mathematical
ideas.
TSW select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. Begin the lesson by calling students to the carpet and watching the YouTube video
"Addition's What You Call It.
Information Giving: After the video, remind the students that this week they have been
joining or combing two groups of numbers to make one bigger group, which is called
addition. Tell them that we are going to continue to practice this by counting different
pictures of objects and then combining those two numbers to make one bigger number.
Begin the group activity by putting on the board the pictures of the dogs and cats. On the
board, put a line for the number in the first picture and then the word and and then
another line for the 2nd number in the pictures. Then the word is and another line for the
sum number. You will say 8 dogs and 3 cats is 11 animals. Continue to do this as a group
with all the picture (the toys, the animals, and the school supplies). During this time, have
the students say the sentence with you using the words and and is. After calling on
students to determine the number, have the class count them together so we can check
and make sure the answer is correct.
Modeling: After doing the group activity at the rug, send the students back to their desk
by color and explain that all they need to do is get a pencil and wait for directions. The
students workbooks will already be turned to page 371 and I will model how to do the first
few pages together (pg. 371-373). Walk the students through each problem. Walk around
making sure the students are completing the problem correctly.
Check for Understanding: I will check for understanding during our group activity on the
rug by calling on different students to help count the pictures and determine the sum.
After the student has answered, the class will count together to check that the answer is
correct and to check for understanding. I will also check for understanding while
completing the workbook assignment by completing the first few pages together and
calling of different students to check each students understanding. I will also walk around
during this time, observing and checking that each student is getting the correct answer
and understanding what we are doing.
Guided Practice: The guided practice will take place on the rug before the students
complete the workbook independently. The activity is explained above under information
giving and is the activity where the students will count the pictures on the board and help
fill in the number sentence as you call on students. You will call on individual students and
then as a class check the answer by counting out loud as a class.
Independent Practice: The students will complete pages 372-375 in their books. You will
do pages 371 to 372 together and then you will have the students complete the pages 373
to 375 independently. During this time, it is important to walk around and make sure each
student is completing the problems correctly. If they are not, you can help them
individually. For the first 2 pages, call on students and then count as a class to check that
the answer is correct.
Closure: After each student is done with their workbook, have them raise their hand so
you can check and make sure each answer is correct. As a closure have them explain a few
problems to you to check for understanding and to provide them with their next activity.
If a problem is wrong, have them correct it after explaining what he or she did wrong, if
they cannot determine on their own.