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Subject: Numbers & Operations |
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1. Topic-
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2. Content-
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| Numbers & Operations: Add, subtract |
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3. Goals: Aims/Outcomes-
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1. Understand various meanings of addition and subtraction of whole
numbers 1 -5 and the relationship between the two operations.
2. Use a variety of methods and tools to compute, including manipulatives,
mental computation, estimation, paper and pencil |
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4. Objectives-
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| 1. Develop and use strategies for whole-number computations, with
a focus on addition and subtraction |
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5. Materials and Aids-
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| Five Little Ducks Book, Five Little Ducks Interactive Folder, Five
Little Ducks video (song), Five Little Duck cut outs, pencil |
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6. Procedures/Methods-
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A. Introduction-
1.Explain to the children that today they are going to be working
with the number 5. They will be exploring all of the different ways
to make 5.
2. Ask the children to use their fingers to represent the number 5
(give the children enough time to count out the number and when everyone
has their answers, show the children the number 5 on your own fingers).
Give the children who were unsure or held up the incorrect number
of fingers time to adjust their fingers. Say: "Great! Now that
we all know how to represent the number 5, we are going to read a
book about the number 5".
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B. Development-
1.Introduce the book, 5 Little Ducks by explaining that the book
is going to show us 5 ducklings having fun. Sometimes one of the ducklings
breaks up into a different group but eventually finds their way back.
2. Explain that their job, while reading the book, is to keep track
of the duckings on their fingers.
3. Read the book. Pause after each duckling has left. Ask the child
to show you on their fingers, "there was 5 ducks and one swam away,
how many are left?" Say: "So, you have counted 2 ducklings on
this page and 5 ducklings on this page." "Are there still 7 ducklings
altogether?"� "Let's count."�
In unison, count out all 7 ducklings. Say: "So, it looks like
5 ducklings plus 2 ducklings equals 7 ducklings. Does everyone agree
with this?"� |
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C. Practice-
1. Layout the Five Little Ducks Interactive Folder.
2. Read the book again and this time while reading the book ask the
children to remove the ducks from the pond when a duckling goes away
in the book. |
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D. Independent Practice-
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E. Accommodations (Differentiated Instruction)-
| If a student has the incorrect number on their fingers, Say: "So,
you have counted 5 ducklings on this page and 1 duckling swam away
on this page." "How many ducklings are left?"� "Let's count."�
Say: "So, it looks like only 4 ducklings are left. Does everyone
agree with this?"� |
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F. Checking for understanding-
Write out on the board 5-1=4 and 4+1=5
Say. "5 little ducklings went swimming one day but only 1 came back",
"how many ducklings do we have left?", "does everyone agree?"
*If a student has the incorrect number up ask one of the children
who understands the numerical equation to explain their understanding
to the group. This not only provides the confused child another approach
to the same problem and makes them feel secure in their uncertainty
but allows other children a chance to explain their mathematical thinking. |
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G. Closure-
1. Have a student collect the worksheets.
2. Each child should clean up their spaces.
2. The assessment for each child is to have completed the worksheet
correctly and colored the worksheet.
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Math Standards Covered: TEKS (1.3) Number, operation, and quantitative
reasoning. The student recognizes and solves problems in addition
and subtraction situations. The student is expected to:
(A) model and create addition and subtraction problem situations
with concrete objects and write corresponding number sentences; and
(B) use concrete and pictorial models to apply basic addition and
subtraction facts (up to 9 + 9 = 18 and 18 "� 9 = 9). |
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