1. Topic-
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2. Content-
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3.1 solve a variety of problems involving the addition of whole
numbers to 20, using concrete materials and drawings
3.2 solve problems involving the addition of single-digit whole numbers,
using a variety of mental strategies |
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3. Goals: Aims/Outcomes-
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1. Students will review solving addition facts through Shake and
Toss game.
2. Students will review the concept of more and less in relation to
the difference between the two numbers being added.
3. Students will work independently to solve addition word problems. |
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4. Objectives-
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1. During discussion at carpet, students will review mental strategies
that help them to add quickly.
2. During discussion at the carpet, students will recognize that the
number of chips more, is the same as the number of chips less, when
comparing two numbers.
3. During independent work, students will demonstrate problem solving
skills by providing pictures, numbers and words on their worksheet
(in response to the word problem). |
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5. Materials and Aids-
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2-sided chips
cups
worksheets (BLM 89 from Math Makes Sense, Unit 4/Lesson 3)
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6. Procedures/Methods-
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A. Introduction-
We have been working on simple addition for a few weeks now. Students
have been developing and discussing mental strategies to add numbers
quickly (ie. put the big number in your head and then count up). |
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B. Development-
We will review these strategies through the Shake and Toss game
at the carpet. Discussion will focus on the mental strategies that
we are using and then we will focus on the more/less concept when
comparing the two numbers.
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C. Practice-
Students will be reminded of a problem that we solved altogether
another day and then they will be sent off to solve a similar word
problem independently (BLM 89).
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D. Independent Practice-
BLM 89
"What is in the Bag?"
Students will demonstrate the ability to solve a problem involving
the addition of whole numbers. They may be able to identify how many
fewer purple balloons there are compared to the red ones. |
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E. Accommodations (Differentiated Instruction)-
Some students may require small group assistance at the carpet during
independent practice. I will monitor this and determine at the time
who needs extra help. (This is the third time practicing this skill....most
students should be able to demonstrate understanding). |
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F. Checking for understanding-
Observation...during independent work time I will circulate and
monitor student work.
Worksheet...I will assess worksheets after the lesson is over. Some
conferencing may be required for me to understand student thinking. |
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G. Closure-
If students complete the task before our time is up they may play
the Shake and Toss game with a partner (to practice addition skills). |
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7. Evaluation-
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Level 3....Were students able to solve the problem given in worksheet?
Did they complete, as instructed (using pictures, numbers and words)?
Level 4....Were students able to solve the problem given in worksheet
and did they accurately answer (in pictures and numbers) how many
fewer purple balloons than red balloons there are? |
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