5-E Lesson Plan Template - Weebly



5-E Lesson Plan Template

|Your Name: Casey Evans |Your E-mail Address: cevans100210@troy.edu |

|Grade Level: 1 |Subject Area: Math |

|Lesson Title: Where will I land? |Lesson Length: 45-50 minutes |

|THE TEACHING PROCESS | |

|Lesson 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. |

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|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 |

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|Standards addressed (AL COS) |

|-Kindergarten, Counting & Cardinality |

|CCSS.Math.Content..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 SEQUENCE |

|Phase One: Engage the Learner |

|Activity: |

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|The students will watch the video “Number Line Subtraction by Peter Weatherall.” |

|What’s the teacher doing? |What are the students doing? |

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|The teacher is walking around the classroom monitoring the |The students are engaged in the video clip and paying attention. |

|students, and looking for student engagement with the video clip. | |

|Phase Two: Explore the Concept | |

|Activity: |

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|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. |

|What’s the teacher doing? |What are the student’s doing? |

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|The teacher demonstrates the process of hopping out a subtraction |The students are actively participating in the problem that is being |

|problem on the number line. |explored at the front of the room. They are encouraging their |

|The teacher uses the smartboard to put up one subtraction equation|classmates and answering the teacher’s questions and prompts. |

|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?”| |

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|Phase Three: Explain the Concept and Define the Terms |

|Activity: |

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|The teacher will engage the students in a discussion on the process of subtraction using a number line. |

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|What’s the teacher doing? |What are the students doing? |

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|The teacher is asking the students to reflect on the activity they|The students are reflecting on the activity they just performed to |

|just performed. |help them to answer the teacher’s questions. |

|The teacher will ask students to share with the class in their own|The students are using their math notebooks to write down the answers |

|words the meaning of subtraction. |to the teacher’s questions before they discuss them as a class. |

|The teacher will ask the question, “How could you tell a friend to|The students are participating and answering the questions the teacher|

|subtract using the number line?” |asks. |

|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. | |

|Phase Four: Elaborate on the Concept |

|Activity: |

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|The students will use clickers and number lines taped to their desks to further their understanding of subtraction using a number line. |

|What’s the teacher doing? |What are the students doing? |

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|The teacher will use the smartboard at the front of the |The students are working each problem individually at their desks using |

|classroom to create a powerpoint consisting of subtraction |their own number lines. |

|problems to be solved using the number line. |The students are recording their answers in their math notebooks as well |

|The teacher will pass out clickers to each student and explain |as in their clickers. |

|for them to work each problem individually using their number |The students are volunteering to explain their answers. |

|lines on their desks. 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. | |

|Phase Five: Evaluate students' Understanding of the Concept |

|Activity: |

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|The teacher will use a couple formative assessments to evaluate the students’ grasp of how to subtract using a number line. |

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|What’s the teacher doing? |What are the students doing? |

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|The teacher is paying attention and mentally noting the students|The students will complete their assignments in their math notebooks and |

|that struggle with hopping the number line at the front of the |turn them in. |

|classroom. |The students will participate in the “hopping” the number line at the |

|The teacher will also collect the students’ math notebooks, |front of the classroom. |

|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. | |

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