Renee McCabe's Lesson 1
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Lesson: Multi-Digit Addition
Brief description of the context: The group of students this lesson will be used is half of a summer school class. There are 12 students in this section, but attendance is not consistent so there has been about 8-9 students there each day of observations. The students in this diverse group are rising 4th-graders. The students in this group scored the lowest on the math SOL test in the spring. They are a mix of monolingual English-speakers and English language learners who range in proficiency levels. The student lowest proficiency level is a bright student who is reading on a late-1st grade level.
The lesson fills the time period of the day from 8:45-9:45 which is used as their math time. As this is only part of a 2-week program, each day has been an overview of skills chosen by their teacher that needed reviewed based on math SOL scores from 3rd grade that will help them be prepared for 4th grade. Today is the only lesson on addition that they will have so it will be an overview of concepts and strategies.
Rationale: This lesson will be use content-based instruction in which content learning (in this case, math) will be integrated with language teaching. Various aspects of this lesson support Brown’s 2007 teaching principles. Through the activation of background knowledge of addition students, students will be able to add strategies and vocabulary their classmates or teachers use explain addition by associating it with their own understanding. Brown’s principle of meaningful learning supports this strategy. Student motivation will be key for this lesson. While I plan to encourage students with positive feedback on math and communication skills, building a partner game into the lesson will help to keep them motivated. These are consistent with Brown’s principles regarding motivation, although they will not actually win any actual prize. The many opportunities for students to work with a partner in this lesson will help to build their autonomy by encouraging them to use their language skills in a natural way with guidance and support. This supports Brown’s principle of autonomy. The sequence of techniques of this lesson and built in supports of partner work, teacher modeling, and wait time along with creating an encouraging environment will help contribute to students’ willingness to communicate. This lesson will give students opportunities to practice their English skills in a natural way in a variety of classroom situations which will help to build their communicative competence that can be applied beyond their summer school session.
I also liked how you chose such a timely topic (World Cup Soccer)as a theme to the lesson
Goal
Students will use speaking and listening skills to demonstrate an understanding of addition concepts.
Objectives
Terminal Objectives
1. Students will demonstrate an understanding of addition and add 2-digit and 3-digit numbers.
2. Students will discuss addition strategies with a partner.
Enabling Objectives
1. Students will communicate with a partner to match two parts of a number their corresponding whole number.
2. Students will describe addition using pictures, numbers, words and/or sentences.
3. Students will read each others descriptions of addition.
4. Students will discuss the purpose and importance of learning addition in a think-pair-share (TPS) activity.
5. Students will solve addition problems and explain their strategies.
6. Students will listen to addition strategies.
7. Students will apply addition strategies to solve addition problems in the game.
8. Students will talk with a partner to check answers.
9. Students will write a sentence telling what they know about addition.
Materials and equipment
Part/whole cards with numbers and pictures
Sticky notes
Whiteboards with erasers and dry-erase markers
Worksheet/game
Spinners
Pencils
Observation checklist
Procedures
1. Make pairs (2 min.) -Say: “To start today’s lesson, I’m going to give you each a card. Some of you have 2 parts, and some of you have a whole. You will need to find the person in class who has your matching card. If you have 2 parts, you need to find the person who has the whole group number. If you have a whole group number (just one number on the card), you need to find the person who has the 2 parts that can make that number. When you find your partner, go sit on the rug.” Pass out cards (heterogeneous ability groups, if possible) and have students find partners. Help as if needed.
2. Activate background knowledge (8 min.)- Say: “There are many different ways people think of addition. Everyone has their own way of understanding it, of having it make sense to them. Q: What comes to your mind when you think of when I say addition, add, or adding? Is it a picture, words, a sentence? Take turns, tell your partner what you think. Partner 1-sitting closest to the ____ goes first. One talk, the other listen. When you hear me clap, partner 2 talks and partner 1 listens. Q: Who can tell me what you are supposed to be talking about.”
Pass out 3 sticky notes to each person. Have them go back to their desks and write or draw 3 things they understand addition. (~5 minutes). Direct students to walk around the room and trade their 3 sticky notes repeatedly.
Have students sit on the rug by their partner for the day. Each student comes up and reads the sticky note that they have. Provide assistance as needed. Put each sticky note on the board in groups. Possible groups are: meanings of addition, application, addition facts, addition strategies, pictures, etc. Provide meanings of addition-related words as they come up (i.e. sum, plus, equal) Add “place value” to the board if nobody else did and tell them you’ll explain why in a minute. Praise the good thoughts and effort.
3. Present a purpose (3 min.)- Q: Why do we want to learn to add? TPS
4. Establish real-life context (7 min.) : Talk about World Cup soccer. Have them name some team and write them on the board. How many soccer players can be on the field at once? How could we solve it? (11+11=22) Give students whiteboards, markers, and erasers and have them solve the problem with their partner (both should write it on their own boards). Tell them to leave their work on there (do not erase). Make a list of answers on the board. Have a few students share their strategy. Clarify any confusion.
My plan was to draw a diagram on the board, but, luckily, hands shot up right away! :)
Q: “Which team to do you think practices the most? How many hours per week?” Tell them teams professional teams practice between anywhere between 15 to 24 hours each week. If we know that _____ practiced 23 hours one week, and then 19 hours the next week, then how many hours did they practice in 2 weeks? How could we figure that out? Repeat the above steps for solving and sharing.
5. Modeling (5 min.): Show students a few ways to solve the problem. Remind them to pay attention to how I explain it so that they can explain their strategies to their partners. Demonstrate mental math using place value and traditional algorithm (or any other good strategies from the students). Q: How does knowing our basic facts help us to solve these problems? Give an example of 3-digit problem and model how to solve that. Have students practice one on their own on the white boards. Repeat with a 3-digit + 2-digit problem.
6. Play game for Practice (20 min.): Pass out papers and tell students to listen to directions for the game. Have them pick a team name for themselves. Explain the paper and model how to solve one of the problems and check answer with a partner.
Game Directions:
1. Partner 1 spins and both partners write the number it lands on in a box on their own paper until all the boxes are full.
2. Both partners solve the addition problem. Tell your partner how you solved it. If you don’t get the same answer, figure out why. Keep trying until you are sure you both have the right answer.
3. Step 1 is repeated with partner 2 spinning.
4. In the 3rd column of the paper, write who got the higher answer.
5. Repeat steps 1-4 with each round.
6. The back is different because there are not boxes to line up your problem for you. *Point out how to correctly line up the place values.
7. Assessment (5 min.)- Exit pass. Solve these addition problems and answer the question on your own. Please remember to be respectful to your partner. If you need help, raise your hand. (Notes: This is the part of the assessment and lower level ELL students may answer this part orally as needed.) *Walk around during this time and mark tallies on the observation chart to note discussions.
I like the use of exit passes. You have a lot of great partner work in your lesson; an exit pass will allow you to see where students are individually.
8. Closure (5 min)-Q: tell you partner 3 different things to remember about addition. Ping pong. Q-What did you learn new about addition today? Tomorrow you will work on solving subtraction problems.
9. Evaluation: The observation checklist will be used to assess whether or not the students are discussing their strategies. The chart also has a place for notes to record specific observations. It could be used to determine what speaking skills students need to work on. The bottom section of the worksheet, which has 4 addition problems and a place for them to write a sentence about addition, will assess how well they can apply the addition skills they worked on with a partner on their own.
10. Extra-class work: Students will be given the option of taking home a blank template to play the game with someone else at home. They can use a game spinner, dice, playing cards, or just their minds to come up with numbers.
Name __________________________________
MATH TOURNMENT!
Directions: Use the spinner to fill in each box with a number. Both partners should add these numbers. Make sure you have the same answers!
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Partner 1- |
Partner 2- |
Winner-Highest |
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Game 1: Add 2-digit numbers. |
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Game 2: Add 3-digit numbers. |
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Game 3: Add 2- and 3-digit numbers. |
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Game 4: Add 2- and 3-digit numbers. |
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Game 5: Add 2-digit numbers. |
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Game 6: Add 3-digit numbers. |
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Game 7: Add 2-digit and 3-digit numbers. |
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Game 8: Challenge! Add 4-digit numbers. |
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Name ___________________________________
Add these problems.
62 531 319 631
+ 46 + 378 + 33 + 710
What do you know about addition? Write at least 1 sentence.
_____________________________________________________________
_____________________________________________________________
Name ___________________________________
Add these problems.
62 531 319 631
+ 46 + 378 + 33 + 710
What do you know about addition? Write at least 1 sentence.
_____________________________________________________________
_____________________________________________________________
Student Observation Checklist
Put a tally next to each time you hear a student speak with a partner about addition.
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Student Name |
Tallies |
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Jessica |
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Isabella |
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Giavanni |
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Rodrigez |
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Mateas |
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Cameron |
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Jayvier |
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Takira |
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