ࡱ> kmj fbjbj BrffC ppppp,*t))))))), ,.)p)ppR*Rpp))6&)pM:s')h*0*'T/T/8)p)p))*T/ 6:   5-E Lesson Plan Template Your Name: Casey Evans Your E-mail Address: cevans100210@troy.eduGrade Level:1Subject Area: MathLesson Title: Where will I land?Lesson Length: 45-50 minutesTHE TEACHING PROCESSLesson Overview The students will find differences using a number line taped to the floor. Each student will be challenged to solve subtraction problems using clickers at their desks and by hopping the subtraction problem on the physical number line. Unit Objectives: Students will: Use the number line model to find differences Solve and create puzzles using the number line Solve equations at their desks and participate with the use of a clicker Standards addressed (AL COS) -Kindergarten, Counting & Cardinality CCSS.Math.Content.K.CC.A.3( Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). -Kindergarten, Algebraic Thinking CCSS.Math.Content.K.OA.A.1( Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. -Kindergarten, Algebraic Thinking CCSS.Math.Content.K.OA.A.2( Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. -Kindergarten, Algebraic Thinking CCSS.Math.Content.K.OA.A.5( Fluently add and subtract within 5. Grade 1, Algebraic Thinking CCSS.Math.Content.1.OA.B.4( Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Grade 1, Algebraic Thinking CCSS.Math.Content.1.OA.C.6( Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Grade 2, Algebraic Thinking CCSS.Math.Content.2.OA.B.2( Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Grade 2, Number & Operations CCSS.Math.Content.2.NBT.B.7( Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Grade 2, Measurement & Data CCSS.Math.Content.2.MD.B.6( Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. List of Materials Masking tape Markers Paper Crayons Clickers Smartboard INSTRUCTIONAL SEQUENCEPhase One: Engage the LearnerActivity: The students will watch the video Number Line Subtraction by Peter Weatherall. Whats the teacher doing? The teacher is walking around the classroom monitoring the students, and looking for student engagement with the video clip. What are the students doing? The students are engaged in the video clip and paying attention. Phase Two: Explore the ConceptActivity: The students will all get a chance to Hop out a subtraction problem on the number line that is taped to the floor at the front of the classroom. Whats the teacher doing? The teacher demonstrates the process of hopping out a subtraction problem on the number line. The teacher uses the smartboard to put up one subtraction equation on the board at a time. The teacher chooses one student at a time to come to the front of the classroom to hop out the problem. The teacher is keeping the entire class engaged in helping the student who is hopping the problem. The teacher is asking good questions to the entire class like, Why did you hop backwards that many times? What number did you land on? Do you think this is the correct answer? Why or why not? What are the students doing? The students are actively participating in the problem that is being explored at the front of the room. They are encouraging their classmates and answering the teachers questions and prompts. Phase Three: Explain the Concept and Define the TermsActivity: The teacher will engage the students in a discussion on the process of subtraction using a number line. Whats the teacher doing? The teacher is asking the students to reflect on the activity they just performed. The teacher will ask students to share with the class in their own words the meaning of subtraction. The teacher will ask the question, How could you tell a friend to subtract using the number line? The teacher will ask a subtraction problem in word problem form, What number will you land on if you start at 10 and hop back 3? Can you draw a picture of what you did? The teacher is walking around the room as the students are writing their answers to these questions in their math notebooks to make sure all students are on task. The teacher is guiding the discussion, and mentally noting which students seem to have a grasp on the concept of subtraction using a number line by paying attention to their answers in the discussion. What are the students doing? The students are reflecting on the activity they just performed to help them to answer the teachers questions. The students are using their math notebooks to write down the answers to the teachers questions before they discuss them as a class. The students are participating and answering the questions the teacher asks. Phase Four: Elaborate on the ConceptActivity: The students will use clickers and number lines taped to their desks to further their understanding of subtraction using a number line.Whats the teacher doing? The teacher will use the smartboard at the front of the classroom to create a powerpoint consisting of subtraction problems to be solved using the number line. 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Once they come to the correct answer, they are to choose their answer using their clicker. After every student has answered their problem, the teacher will go over the problem and have one student explain how they go their answer by coming to the front of the room to use the number line taped to the floor at the front of the room. The teacher will walk around the room to ensure the students are working on their problems, and recording their answers in their math notebooks as well. What are the students doing? The students are working each problem individually at their desks using their own number lines. The students are recording their answers in their math notebooks as well as in their clickers. The students are volunteering to explain their answers. Phase Five: Evaluate students' Understanding of the ConceptActivity: The teacher will use a couple formative assessments to evaluate the students grasp of how to subtract using a number line. Whats the teacher doing? The teacher is paying attention and mentally noting the students that struggle with hopping the number line at the front of the classroom. The teacher will also collect the students math notebooks, which will be a great indicator to how each individual student grasps this concept. The teacher will be looking at the discussion portion of this lesson plan and their answers to the clicker problems to determine this understanding from their math notebooks. What are the students doing? The students will complete their assignments in their math notebooks and turn them in. 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