Introduction to Math Content Area

Teaching mathematics in elementary school is a challenging feat for many, especially because, even at a young age, children develop an idea of what math is and often form a negative connotation regarding math. Teachers must work even harder to allow students to not only learn mathematic concepts, but also foster a love of mathematics. One of the most important things to remember when teaching math is, not every part of math should be explicitly taught. While it may be intuitive in other subjects that students can discover important concepts implicitly, such as coming to a conclusion in science or noticing a literary structure in poetry, it is not always instinctive in mathematics, but it is, however, true. To truly imbed mathematical knowledge in students there needs to be implicit teaching, where student discover, through manipulating numbers and playing with mathematical concepts, important mathematical rules. Students will often create their own algorisms for common operations if one is not explicitly taught to them. This kind of creating your own algorism allows students to not only understand an algorism, but also to understand why it works. It is also important to keep in mind that this does not mean there should be no explicit instruction in mathematics. Instead, it means that teachers should be a guide for students, pushing them in the right direction.
          

Doubles Doubles Addition Book Lesson Plan

Planning Template for Investigations Lesson

Grade Level and Unit: First Grade

Session and Description of Lesson Tasks: Students will be creating a book of doubles equations using numbers 1-6.

Materials needed: Doubles Doubles booklet, stickers, crayons, colored pencils, markers

Grouping Decisions: I will divide students into two homogenous groups after I have given the whole group instruction.

Learning goals/Objective(s) What are your core ideas for this lesson? What do you intend all students to know and understand? My intended goals are for all students to have a deeper understanding on how to solve doubles addition problems. I want them to understand all double equation sums are even numbers as well as a a strategy for solving addition equations.	Language Objectives? What language will you model during the lesson? What language do you expect to hear during student discourse? -even numbers -doubles -addition -together -sum
Standards: How do the learning goals relate to the standards? MA Curriculum Standards 1.0A: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten.
Connect and Anticipate: In what ways does this lesson build on students’ previous knowledge? What student strategies and responses do you anticipate? What misconceptions and struggles might students have? This lesson builds on student knowledge because in a previous lesson the students created a game showing double equations. They are already have experience with doubles and addition so this lesson should serve as building on their previous knowledge. The strategies I anticipate them using are counting stickers to find the sums. The misconceptions they may have are in the correct sums for the equations. I want them to show their work or strategy when solving the problems so they are able to prove their answers. A struggle they may have are writing the equations and correctly writing their numbers.
Focus Questions Consider what questions you will use to focus on students’ thinking to encourage sense-making and discourse. Launch: To introduce the activity/motivate students. -What do all double sums have in common? -What is an even number? -What is a doubles equation? -What is 1+1, 3+3? -If I have three butterfly stickers how many do I need to double them? How many will I have if I double them? Explore: To assess students’ understanding and to advance their thinking as they work independently, in partners or small group -Continue to ask answers to different problems. -Assess their understanding of what an even number is. -Correct any numbers not written correctly or illegibly. Summary: To facilitate the analysis and synthesis of ideas shared at the end of the lesson -Can you tell me a story about one of your equations? How does this show the stickers were doubled?

Evidence: How will you know what students understand? What evidence will you collect? (If there is an exit task, what will be its focus to inform you instructional next steps?) I will be able to tell if students are able to understand the concept if they are able to develop a strategy to solve doubles equations and solve one on their own. I will also be able to assess their work on their book and watch their progress as they create them.

Pitfalls and Solutions:

            ELL: There are no accommodations necessary for ELL.

            Special Ed.: I have added circles on all the books so that the students are able to tell where to put stickers and to aid them in counting. This should help the specific students that need support.

Doubles Doubles Lesson Plan Feedback

Notes on Observation of Lesson

                                      

Subject/Grade: Math/1-2

Topic of Lesson:  Addition

Standards:

1. Curriculum and Instruction (Planning)

 **Complete lesson plan based on state standards and frameworks

 **Outlined instructional procedures

**Lesson was designed with clear objectives

2. Instruction (Delivery)

**Communicated clearly

 **Provided positive feedback and encouragement

**Activated learning by reviewing previously taught material

**Used questioning to stimulate thinking and encouraged students to respond

3. Classroom Climate (Management)

**Maintained a positive learning environment for students

** Used a relaxed and gentle demeanor throughout the lesson

4. Equity (Promotion)

**Encouraged students to put forth their best efforts

**Demonstrated respect for the students as learners

5. Professional Responsibilities

** Conveyed knowledge of, and enthusiasm for, the subject matter to student

This was a very good lesson. You were well prepared and had a clear understanding of what you wanted to do during this time. Your demeanor and style supported the children’s learning and good level of engagement.  The manner in which you spoke conveyed a respect for all students as learners.  You created a safe, intimate learning environment that enabled everyone to learn.  It’s clear that in a short time, you have established good relationships and the students.

You designed a detailed, well-articulated lesson plan that included state standards, objectives, materials to enhance and support students’ learning, and instructional steps. I was glad to see that you began with a review.  It was a good way to get students’ attention, activate their learning, and determine if students were ready for today’s lesson. The double double booklet that you created was an excellent learning tool. By sharing the one you made as a model for students to follow motivated them, focused them, and helped them

understand double double addition equations. 

Your instructional delivery is highlighted by your patience, kindness and respect for the students as learners. Students eagerly participated. Throughout the lesson, you made sure to give each one an opportunity to contribute. You created and maintained a climate that supports learning, and, as a result, students remained focused and engaged. As you circulated between the two groups you offered, encouragement, guidance and redirection as necessary.  I was happy to see you offer one student, who had finished a little ahead of time, a challenge activity to complete. These are all essential elements to effective instruction.

You ensured accurate assessment of students’ learning throughout the lesson.   You conferenced with each student. You examined their work, chatted with them about double double addition equations, and provided support, praise and reinstruction when necessary. With each child you exhibited respect and interest in their work. As a result of your observations and conversations, you had the data you needed to assess their understanding of double addition equations.

In conclusion, this was an excellent lesson. You provided students with a learning experience that was interesting, challenging and engaging. They were focused, interested and motivated to learn. Throughout this lesson you consistently demonstrated enthusiasm for the subject matter and for teaching.  Good job.

Reflection on Feedback:  I think this lesson went really well. The students were really engaged and I felt they learned a lot from the lesson. I am excited my supervisor saw the amount of planning that went into the lesson and was happy with the level of student engagement. I also tried to conference with each child during the lesson and was happy my supervisor picked up on that.

Counting What's in a Mystery Box Lesson Plan

Counting What’s in a Mystery Box Lesson Plan

Grade Level and Unit: 1^st Grade, Investigations Session 2.3

Session and Description of Lesson Tasks: Students will count objects in Mystery Boxes and record their numbers. They will be working on working with a partner and checking to make sure they have the right answer.

Materials needed: Mystery boxes, worksheets, pencils.

Grouping Decisions: Students will work in pairs.

Learning goals/Objective(s) What are your core ideas for this lesson? What do you intend all students to know and understand? I want them to work on counting and finding a stategy to make sure their answer is correct. I want them to build on their skills of working with a partner.	Language Objectives? What language will you model during the lesson? What language do you expect to hear during student discourse? Together How many?
Standards: How do the learning goals relate to the standards? Massachusetts Mathematics Curriculum Frameworks: Grade One 1. NBT: Extend the counting sequence. 1.         Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Connect and Anticipate: In what ways does this lesson build on students’ previous knowledge? What student strategies and responses do you anticipate? What misconceptions and struggles might students have? This builds on their previous knowledge of numbers and counting skills. I anticipate them to use strategies like putting objects into groups, counting one by one, and rechecking their partners work. Some students may struggle with larger numbers and may get discouraged if their partner counts a different number than them. I want students to be able to overcome this challenge and figure out what the next step should be and not get stuck.
Focus Questions Consider what questions you will use to focus on students’ thinking to encourage sense-making and discourse. Launch: To introduce the activity/motivate students. What is a strategy I could use to count objects? How can I represent objects on my paper? How did I know if I counted correctly? How can you be a good partner? Explore: To assess students’ understanding and to advance their thinking as they work independently, in partners or small group How accurate is student’s counting? Did they make any errors? What did they use to show objects? Summary: To facilitate the analysis and synthesis of ideas shared at the end of the lesson Do students know what to write to represent a given quantity? How well did they work in partners?

Evidence: How will you know what students understand? What evidence will you collect? (If there is an exit task, what will be its focus to inform you instructional next steps?) I will be able to tell how well students did based on how accurate their counting skills were, if they made a mistake if they were able to correct it, looking at how they represented their objects on their worksheet, and how well they worked in partners.

Pitfalls and Solutions:

ELL: Students may count in their native language if that is easier. There will be no word writing so they should have no problem with the worksheet. I can read them the directions id necessary.

Special Ed. These students will be given a box with fewer objects so it is easier for them to count. They will also be paired with a student who is more capable doing this activity.