1. Topic-
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2. Content-
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| Guiding students to develop basic addition. Concrete representation
such as M&M candies will be used to guide the students in their development
of addition. |
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3. Goals: Aims/Outcomes-
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1. Student will gain knowledge in addition
2. Student will associate the counters as numbers.
3. Student to fully understand content, and will be able to complete
assessment. |
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4. Objectives-
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1. The student will be able to complete basic addition
2. Students will relate the counters as numbers
3. Students will gain an interest, and will want to explore the addition
further |
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5. Materials and Aids-
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Bag of M&M
Work Mat
Worksheet
Pencil |
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6. Procedures/Methods-
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A. Introduction-
1. Could someone please describe to me what are numbers?
2.How do we use them?
3. What do they mean to you? |
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B. Development-
1. Addition is used to solve problems
2.Do you know what is addition?
3. Numbers are used in representation to add. Today we will use M&Ms
to demonstrate addition. Everyone will receive fifteen M&Ms. Using
the M&M's you will solve addition problems. First we will group them
in fives. When grouping think of sharing. After completing three groups
of fives, I would like you to take one group of five, and take three
out. How many are left? Three? great answer! So we have 5 (M&M) +
2 (Left in the bag of M&M). How many do we have left? We will use
addition to solve the problem. 1+1+1+1+1 plus 1+1= Seven. This is
fun, now you will get the chance to solve use them! |
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C. Practice-
1. Written on the board I have three problems listed.
2. 5 + 3=
3+ 7=
4+4=
Using your M&Ms, group them as the numbers are show. In example the
place were there is a "Five" should have five M&M's in that place.
The second number is two, and you should have two M&Ms grouped.
3. If you are having any difficulty please ask me, or your neighbors. |
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D. Independent Practice-
1. I will have a question, and answer period with the students.
I will ask them if they enjoyed, and understood the activity.
2. I will call on every-student for their feedback, as well their
concerns that they have regarding the activity.
3. Students will be given a worksheet that has a couple of math problems.
They will be expected to complete the sheet. |
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E. Accommodations (Differentiated Instruction)-
1. ELL students will be separated in a group, and taught separately
2. Students that moved along quickly will be given another worksheet
that has basic addition, and two subtraction problems. |
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F. Checking for understanding-
1. Homework will be given, and checked the following day to see
the students understood the lesson.
2. If the majority of the students did poorly, the lesson is probably
ineffective, and will be re taught, in a different format.
3. Students who did poorly, I will approach them in a kind manner,
and ask them their interpretation of the lesson. Also what was asked
in the homework assignment. There could be a chance that the student
misread the instructions, or is unclear. |
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G. Closure-
1. I would ask students to discuss what they learned
2. Students be asked to discuss how addition is related to life.
3. Ways how they have used addition in the past. |
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1. Students were uneasy at first, not confident
2. Students grasped the concept the second time. The lesson was effective. |
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8. Teacher Reflection-
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| Students were given worksheets, and the following day will the lesson
will end. Subtraction will be introduced in two to three days. |
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