Kolb MNAS Application Paper

Name Katie Kolb

6-14

Date _11-

Lesson Title Double it

Grade/Subject Area 1st grade/math
Brief Lesson Summary: During this lesson, students work with dice to learn
doubles addition facts. They will work in pairs to practice finding the sum of doubles.
The new work place (math center) game is called Double It. It is all about double
facts. Players take turns rolling a 16 dotted die. They double the number they roll
and cover the total on their half of the game board. The first player to cover all the
doubles sums from 2 to 12 wins. Students will have this new game as one of their
options at work places (math centers) to choose from. All students will get a chance
to go to each center three times before a new set of centers are implemented. To
differentiate, as a challenge for my higher students, they will have the option to
choose the double it challenge game board that goes up to 20 instead of 12. The
type of differentiation for this lesson was student interest.
Established Goals (State / Common Core Standards):

Apply the commutative property of addition to add (1.OA.3)

Solve subtraction problems by finding an unknown addend (e.g., Solve 10 8
by finding the number that makes 10 when added to 8) (1.OA.4)

Add and subtract fluently within 10 (1.OA.6)

Use the relationship between addition and subtraction to add and subtract
within 10 (1.OA.6)

Solve for the unknown in an addition or subtraction equation involving 3

whole numbers (1.OA.8)

Use strategies to add with sums to 20 (1.OA.6)

Reason abstractly and quantitatively (1.MP.2)

Model with mathematics (1.MP.4)

Look for and make use of structure (1.MP.7)

Stage 1Desired Results
(What understandings are desired?)
Transfer Goals
Students will be able to:
Independently use their learning to fluently add within 10.

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Understand double facts and about the different ways to add and identify patterns
to fluently add within 10.
Support their exploration of doubling to add, as well as their developing sense about
odd and even numbers, which they will explore in greater depth later on.
Understand doubles are key anchors for students developing early number sense as
well as computational fluency
Meaning
Understandings:
Essential Questions
Students will understand:
What is addition?
-Patterns are powerful anchors for other
What is the relationship between two
addition facts.
numbers?
-Different patterns when adding doubles. What does double mean?
- Doubles facts themselves are
How do we use basic facts to add?
important, but they also serve as links to
What are the patterns when adding
the Near Doubles facts
doubles?
-Developing understanding of even and
odd numbers.
Acquisition of Knowledge and Skill
Students will know.
Students will be able to
How to follow directions appropriately to
Add double facts to 12
understand and play the new game,
Double it, and other work place centers

Fluently add to 10.

correctly.

Understand and identify patterns when

adding two numbers together.

Students will have choices in deciding

Develop addition and subtraction

strategies, particularly doubling, counting
on, and counting back to solve
combinations within 12.

which work place to go too.

Students will have choices in deciding
who will be their partner.
Students will understand and identify
patterns between two numbers when
adding doubles.
Students will be working together to play

Students learn games in which they add,

subtract, and record their results on
graphs.

Kolb MNAS Application Paper

the game and record their answers.

Stage Two Assessment Evidence

(Students will need to show their learning by.)
Transfer Task (s): Students will be able to work with a partner and complete the
record sheet assignment and response questions.
Evaluative Criteria:
Performance is judged in terms of.
Unit 2 assessment (attached).
Work Place Record Sheet for Double itWhat is the double for 1+1, 2+2, 3+3, 4+4, 5+5 and 6+6 ?
What pattern did you notice when adding the two doubles together?
Work Place Record sheets for other centers- all attached: Spin& Add, Spin
& Subtract, Which Coin will win and Ten & More
Work Place Log Rubrics-Attached
Other Evidence (quizzes, tests, prompts, observations, dialogues, work
samples, etc.)
Observations- as students are working; I am monitoring the room as well as working
with my 3 different Tier groups daily.

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My small group lessons are tiered in process according to interest.

Tier I: Fluently adding and subtracting within 20Developing strategies that make use of well-known facts to solve less familiar
combinations.
Tier 2: Fluently adding to 10
Tier 3: Basic Facts to 5-Students who are still counting by 1s to add and subtract
are encouraged to
count on and count back instead.
Dialogue- Closure: I ask students to take a moment to review some doubles facts:
Whats the double of 2? 5? 3? Ask the students what they took away from this
lesson.
Student Self-Assessment and Reflection
Students self-assess by checking the work place that they found easy. The work
places that are a bit more difficult for them they put a circle around.
Stage 3Learning Plan
(Summary of Key Learning Events and Instruction)
The teaching and learning needed to achieve the unit goals.
Experience (Lesson Plan) 1:
Focus Questions:
What is addition?
What is the relationship between two numbers?
What does double mean?
How do we use basic facts to add?
What are the patterns when adding doubles?
Learning Target:
Add double facts to 12
Fluently add to 10.
Understand and identify patterns when adding two numbers together.
Performance Indicator:
The assessments will be able to indicate how well students understood the work
places.
Learning Activities:
Students will choose 1 work place a day to go too. The work places are an extension
from the weeks lessons.

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Strategies:
Students will learn different ways to solve addition and subtraction facts fluently.
Develop addition and subtraction strategies, particularly doubling, counting on, and
counting back to solve combinations within 12.
Students learn games in which they add, subtract, and record their results on
graphs.
Each group will complete the following activities for their center. Students are
given a table for recording their answers. This lesson uses centers to process the
content based on their interests. The strategy of using centers in math will assist
students with processing the content and making it their own (Tomlinson, 2001). I
believe that by creating centers to use in math it will enable students the extra time
to make sense of the concept being taught. Students will be able to gain a better
understanding of doubles, developing early number sense, as well as computational
fluency.
Resources and Materials

Double It Game Board

Double It Challenge Game Board

1 die dotted 16

2 dice numbered 05

12gamemarkers;6inonecolor,6inasecondcolor
Reference

Imbeau, M. & Tomlinson, C. (2010). Leading and managing a Differentiated

Classroom. Alexandria, VA: ASCD.