Methods in Mathematics Task 1-Final
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School
Western Governors University, Indiana *
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Course
462
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by MasterElephant2054
Direct Instruction Lesson Plan Template
General Information Lesson Title: Writing and Solving Addition and Subtraction Problems
Subject(s): Elementary Math
Grade/Level/Setting: 2
nd
Grade
Prerequisite Skills/Prior Knowledge:
Students should know how to count to 100 and count down from 100. Students should also have basic addition and subtraction knowledge and should know how to write number problems using addition and subtraction.
Standards and Objectives State/National Academic Standard(s): IN- 2.CA.1: Add and Subtract Fluently within 100
IN- 2.CA.4:Add and subtract within 1,000, using models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; describe the strategy and explain the reasoning used. Learning Objective(s): Given two-sided counters, students will shake them in a cup (similar to YAHTZEE) and dump the counters out. Students will then identify and sort between colors into either an addition or subtraction problem. Students will shake, dump, and record 5 addition and 5 subtraction problems on paper. This paper will be taken as a quiz grade to determine understanding of the concept.
Materials Technology
Paper
Pencil
Art box (crayons)
Cups
Two-sided counters
During the lesson, students will be engaged via the classroom Smartboard for a 10-minute review of the mathematical concepts that will be covered in today’s lesson. Language Demands
Specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s):
Students will need to use the appropriate terminology while participating or communicating during the lesson. Students will also need to identify and distinguish between colors on their color counter manipulatives.
Vocabulary:
Vocabulary use should include words and phrases such as “add (number) to” “subtract (number) from”, equals, plus sign, minus sign, sort, count “up”, count “down”, etc.
Discourse and/or Syntax:
During our review prior to the activity, the teacher will ask students questions to test their prior understanding and knowledge of the concepts. Understanding will be checked by having whole-group discussions during the review.
Planned Language Supports:
The teacher will model the activity by doing two “rounds” of the math YAHTZEE with students demonstrating both an addition problem, as well as a subtraction problem. The teacher will also model appropriate mathematic language and include students with step-by-step instructions using whole group instruction. The examples used will be posted in view of students during the activity for reference.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Whole group instruction will start off with a review of
basic math terms such as addition, subtraction, plus, and minus, as well as a review of addition and subtraction symbols. While the teacher is reviewing,
students will be asked to share their thought processes for problems, emphasizing parts of speech to deepen their understanding of content and terminology before beginning the activity.
Students will be expected to raise their hands to participate. Students will also be prompted to answer questions that showcase their understanding of concepts such as “I noticed” or “I think that” to demonstrate understanding and reasoning skills.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Students will not be permitted to interrupt or ask questions The teacher will introduce Math YAHTZEE and related materials. The teacher will then demonstrate how to “play” using the color counter manipulatives and cups. First, students will put all their colored counters in the cup. Then, students will gently shake the cup and pour out the counters. Lastly, students will sort their counters by color, and determine what equations they will record
on their worksheet based on the numbers (amount of each color) given. After this demonstration, the teacher will record an addition problem as well as a subtraction problem to model to the students and have available to students to view during the exercise on the whiteboard.
Students will not be permitted to interrupt or ask questions during the demonstration. Students may raise their hands with any questions, comments or concerns they may have after the teacher has demonstrated the game and objective.
Guided Practice:
Activity Description/Teacher
Student Actions
The teacher will call on students and provide jobs to
them to distribute the math YAHTZEE materials. Each worksheet has a space for students to draw/color the counters dumped out, a place to create a number tree, and a space to write 4 equations for each set. Each worksheet/packet will have enough space for students to “play” 10 times each round, resulting in 40 equations per round. (120 equations will be written at the end of all rounds) Students will be assigned special jobs to assist with passing out materials to the other students. Once all students have all their materials, Students who have been asked to distribute materials will do so. Students will get into their groups and play two rounds of the game with teacher guidance.
the teacher will guide them to fill out the worksheet with their names and date. Next, students will get into think-pair-share groups for the activity with the teacher direction.
Independent Student Practice:
Activity Description/Teacher
Student Actions
On the third and final round of math YAHTZEE, students will be expected to work independently, with teacher guidance only as needed. Students will
complete the scooping, dumping, and sorting just as
they had previously, but alone. This final round which involves 40 total equations will be used as their summative assessment for each student. The teacher will reiterate to students that the final round is independent and for a grade to test their knowledge and understanding.
Students will work quietly with their groups and can request teacher guidance as needed, until the last (third)
round of the game. They will be required to try the third round independently.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
To finish the lesson, the teacher will write a self evaluation checklist on the board for students to reference before they turn in their worksheets. The checklist should be modeled simply and in terms second graders can understand. An example would be as follows:
Name and Date
An example equation
The answer to the example question
Students will be required to check the board to check their steps before submitting their work
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
This activity may be less challenging for my gifted and talented students. One modification that would be helpful in this event would be giving the students more color counters (double) what other students have to challenge them and
expand their abilities to accommodate their specific learning needs.
EL:
One way to assist the EL’s in my class would be to allow them to stay partnered during independent work. Another way I could accommodate would be to provide a translated vocabulary sheet of basic math terms in their native language.
Students with Other Special Needs:
For my students with special needs, I or my para would work one-on-one with the student(s) after the whole group instruction. Content would be adjusted as needed to fulfill the learning needs of every student.
Assessment
Formative
Each student will write two unique equations on the back of their worksheet. Students will then draw their colored counter equations using their crayons from their art box. Pair with each drawing will be the accompanying equation for the work represented. For instance, if a student draws 3 yellow counters and 2 red counters, the equations should
model something like 3+2+5 or 5-3=2.
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Summative
The independent portion of this worksheet will be a graded quiz. The final round will involve a total of 40 equations that students will demonstrate competency in creating 2 addition and 2 subtraction equations for each dumped set. Please see attached example worksheet. Students should show mastery of this content with at least 80% accuracy before we move on to our next concept. B. I believe that the hands-on use of colored counters will help students visualize the math problems, and create a memory associated with the activity that will strengthen their recollection of the activity and hopefully create “fast math” for them by doing the basic equations. I also think this activity is relevant because students do not get a choice of what numbers to use, which is determined by the color counters. Therefore, students are challenged by a different range of numbers and equations, rather than only using numbers they have memorized or are comfortable with.
C. Explain how your lesson plan incorporates
each
of the following components:
1. conceptual understanding: is incorporated by using the two-sided color counters. This provides a visual representation to students to use which will help them imagine adding and subtracting numbers in a different form, rather than just writing or solving problems on a worksheet. The Math YAHTZEE game introduces a
new type of modeling of math concepts to the children.
2. problem-solving: Students will be solving problems throughout the whole game, however, individual mastery will be exhibited in the final round. This activity will strengthen and reinforce problem-solving.
3. procedural fluency: Procedural fluency was established in this activity by having a checklist available to students, reminding them to check their work and make sure they have everything they need to successfully complete the activity
. The students have to recall prior knowledge to complete the checklist. Procedural fluency is established because students need to recall knowledge to perform well, students would have completed this procedure a total of 120 times before submitting their assessment.
D. One instructional strategy the teacher used was a “we do” approach to the lesson. While the teacher modeled the lesson, students were to listen actively and were able
to raise their hands and ask questions as needed. This “we do” approach was also evident with the students being able to work in pairs after the group instruction and engage together with teacher's direction. During the paired time, students were able
to collect corrective feedback from their peers, as well as their teacher to ensure an understanding of the concept.
*** Please see below to view the assignment that will be given to students, including an example filled in at the top.
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