1. Topic-
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| Creating your own Number Sentences |
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2. Content-
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1.1 Write and solve number sentences from problem situations that
express relationships
involving addition and subtraction.
1.3 Create problem situations that might lead to given number sentences
involving addition and subtraction. |
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3. Goals: Aims/Outcomes-
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| The goal of this lesson is to show students that number sentences
can be formed, written, and solved in several ways. Also, to know
how to solve or create the inverse number sentence. |
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4. Objectives-
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1. Students must be able to name and describe the function of all
the parts of an addition/subtraction problem. (Example: sum = answer
to an addition problem)
2. Students must be able to rearrange three numbers into all possible
addition/subtraction number sentence combinations. (4 combinations.
3. Students must be able to fill in the missing answer to an addition/subtraction
problem with single digits. (Ex. 7-2=?) |
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5. Materials and Aids-
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1. overhead
2. overhead sheet and marker
3. Worksheet/three numbers written in the corner (one number being
the sum of the other two) and four simple math problems. |
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6. Procedures/Methods-
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A. Introduction-
| I will introduce this lesson by finding a YouTube video or quick
game to play with the class that reviews the three types of number
sentences the students have learned throughout the past weeks. |
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B. Development-
1. Review addition and subtraction number sentences.
2. Discuss the differences between the number sentences.
3. Review number sentence vocabulary (Sum, difference, etc.) |
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C. Practice-
1.Discuss with the students the different parts of a number sentence.
Difference, sum, addend, etc.
2. Pick three random one-digit numbers, or have the students help.
One number being the sum of the other two.
3. Have the students raise their hand to call out the different number
sentences you could make using those three numbers.
4. Write down the different number sentences one on top of the other
on the overhead.
3 + 5 = 8
8 - 3 = 5
8 - 5 = 3
5 + 3 = 8
5. Explain to the students why this works / make sure everyone understands. |
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D. Independent Practice-
1. Pass out worksheet with three numbers in the corner (just like
the numbers you picked for the overhead). The worksheet also has four
math problems with a difficulty to match the number sentences we are
working with. (Ex. 4+4=?)
2. Have the students make the four possible number sentences out of
their numbers and complete the problems. Go around the room checking
individual work. |
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E. Accommodations (Differentiated Instruction)-
| Find interactive games on the Internet to allow students to practice
with. |
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F. Checking for understanding-
1. Ask some students to explain the inverse relationship between
addition and subtraction in their own words.
2. Verbal questions to ask at end of the lesson: 4+6=? What is an
equals sign used for?
3. Give sample problems to be worked out individually and help up
so I can see that they understand. |
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G. Closure-
Ask students....
1. What are the differences between the three types of number sentences?
2. What does the word "sum" mean?
3. What does the word "difference" Mean?
4. What key phrases do you look for when determining what operation
you should use to solve the problem? |
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| The students will be given a unit assessment at the the end of the
week covering the last three; 1. addition number sentences, 2. subtraction
number sentences, 3. addition/ subtraction number sentences. |
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