Lesson Plan - Weebly
More Addition Story Problems
Submitted by: Zachary Dill
Grade Level: _1st_ Subject/Topic:_Math_______________
Objectives:
• TSW retell an addition story problem and show the solution with numbers, words, and/or pictures.
• TSW compare two quantities up to 20 to see which is larger and add two numbers with a total of up to 20 using various strategies.
• TSW make equations using two or more numbers to describe certain objects.
Lesson Plan:
Introduction (Anticipatory Set/Motivation):
Whole group- Read the poem Four Little Fishies. After reading the poem, work out the story using illustrations and equations to represent the story. 5 Min.
Process:
Whole group- Review: Discuss the different activities the students have worked on and how they correlate with each other (What are some similarities between the dot cubes, dot cards, and primary number cards? / Write several examples on the board of ways in which the students used the dot cubes, dot cards, and primary number cards.) 3 Min.
Whole group- Information Giving: Tell the students they will be learning more about addition story problems. Every student will write story problems to represent real-life situations. The story problems help us find solutions and answers. The teacher will check to see if the students wrote the addition story problem(s) and wrote the solution with numbers, words, and/or pictures. 2 Min.
Whole group- Modeling: Using the white board, write a few story problems and work through each. Make sure you go through the four steps of the “Problem Solving Check.” Use the story problem examples from Curriculum Planner. 5-10 Min.
Check for Understanding: Prompt students to explain reasoning and understanding of story problems written on the white board. Have them provide details using descriptive words in order to prove comprehension of new material. (Part of “modeling” cycle)
Guided Practice: Small groups will meet at the teacher’s table. Students will bring “Investigations, Student Activity Book” and turn to page 27. Teacher will work through given story problem using “Problem Solving Check.” During the rotations at the teacher table, the students who finish pg. 27 will be given small white boards and a multistep equation to solve using the “Problem Solving Check,” Use “CGI Problem Types” if necessary. ***During rotations place “Problem Solving Check” Doc, under Elmo. 30 Min.
-Four rotations:
1. Teacher Table: Pg. 27 “Problem Solving Check” Doc.,
“Multi-step problems Doc., “CGI Problem Type” Doc.
2. Seatwork: Pg. 31 & 32
3. Station: Roll and Record, Five-in-a-Row, Double Compare, and Double Compare Dots.
4. Computer: eTools>Counters>Adding Numbers to Nine
Independent Practice:
During rotations (see “Guided Practice” under “Seatwork”)
Closure / Culminating Activity
Teacher will again discuss the different activities the students have worked on and how they correlate with each other (What are some similarities between the dot cubes, dot cards, and primary number cards? How have these helped us learn how to solve story problems?
Accommodations:
1. Students with autism are pulled by SpEd teacher during Math block.
2. Students with ED will use the same manipulative(s) during the lesson.
Enrichment/Extension:
During the rotations at the teacher table, the students who finish will be given small white boards and a multistep equation to solve using the “Problem Solving Check,” Use “CGI Problem Types” if necessary. During the rotations, the students working at their desks will write story problems in their Math Log using the “Problem Solving Check” if they finish Pg.31 & 32.
Assessment/Evaluation: The teacher will check to see if the students wrote the addition story problem(s) and wrote the solution with numbers, words, and/or pictures. Teacher will check to see if students used the “Problem Solving Check” on Pg.27 in the Student Activities Book.
-----------------------
Rationale: To solve story problems using various strategies.
Materials/Equipment: Investigations, Student Activity Book, Pg.27, 31, 32
Dot Cards, Dot Cubes, Primary Number Cards
“Problem Solving Check” Doc.
“Multi-step problems Doc.
“CGI Problem Type” Doc.
Student Math Log
TEKS Achieved:
1.1D read and write numbers to 99 to describe sets of concrete objects.
1.3A model and create addition and subtractions problem situations with concrete objects and write corresponding number sentences.
1.3B use concrete and pictorial models to apply basic addition and subtraction facts (up to 9+9=18 and 18-9=9)
(For the four categories below, delete any criteria which do NOT apply to your lesson.)
Bloom’s Taxonomy:
Knowledge/Remember Analysis
Comprehension/Understand Create
Differentiated Learning:
Auditory Visual/Spatial
Kinesthetic Logical/Math
Verbal/Linguistic Intrapersonal Interpersonal
Classroom Strategies:
Cooperative Groups Hands-On
Technology Centers
Independent Activities Pairing
Charts/Graphs/Maps Lecture
Problem Solving Whole-group
Curriculum Integration:
Math Reading
Writing Art
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