Hodge Ty, I worked on this on two different computers (as I monitored my sons progress on his homework), so the track

changes comments are in two different colors. As you can see from my comments, I think you are unsure what you want to teach in this lesson. You say you want them to understand the relationship between single digit addition and skip counting (which is a very worthwhile goal), but you havent really planned a lesson that does that. Skip counting isnt really addressed except for the first activity in the lesson. The dot array activity seems unrelated to your goals. Below, in the section on the plan, I suggested two different ways you could go with the lesson. I think you need to make a decision about which way to go and then design a lesson that goes in that direction. Either way, you will need to adjust your goals, the activities, and the assessment checklist to make them coherent. Also, given the fact that you are doing single digit addition, please recall that we spent the first several weeks of class on basic operations. You need to draw on those concepts a little bit as a guide. For instance, there is so much research that shows young children develop their own strategies to solve addition problems particularly when they are situated in contexts they can model. The number sentence and symbolic representation for the problem can come out of that. So, the fact that you chose to directly teach them how to solve a numerical problem seems puzzling to me. Let me know if you have questions. Also, dont hesitate to consult the Chapin and Johnson book.

Ty Hodge November 21, 2012 Math Lesson Professor Remillard What: Please add a section in which you describe what it is your students will be learning. What is the specific content [one-digit addition] and how is that content situated in broader content [I would talk about join and separate problems al a CGI. This was a great suggestion and on my webpage I specify that students will be solving join result unknown problems. Students however will not be introduced to separate result unknown problems because many students have difficulty with subtraction. And as subtraction was not the goal of my lesson I didnt want my lesson to become convoluted with students struggling through the mechanics of subtraction rather than utilizing grouping strategies. TVH HOW: Students will be greeted and reminded of the rules and expectations of working together. They will be reminded that the same rules that are in their classroom apply here during this lesson. I will review counting by 2s, then 5s and finally 10s. After practicing number skipping strategies the lesson will transition into our number talk. The students will be shown the dot array cards. They will have an opportunity to enact grouping strategies because as they get more familiar with the dot arrays the time between each card shown will lessen, forcing them to solve the cards in way other than using one to one correspondence. Afterwards, students will be introduced to some simple addition problems on the white board and I will directly model for them what I would like to see by explicitly modeling an addition problem aloud and clearly utilizing the manipulatives. In the demonstration I will model aloud a quicker or a new way to solve this problem other than counting by 1s. I will model grouping the numbers into defined 1

Hodge clusters. 5 new problems will be presented on the board for them to solve. The students will be placed in 2 groups. Each problem will be one in which grouping strategies can be easily/straight forwardly applied. After each group has solved all the math problems they will then share counting strategies with one another. It would be wonderful if each group had different ways to solve the same problem. This lesson builds nicely on what students have been learning in their math class. Students are learning addition of one digit numbers but students are currently using count all strategies in order to solve. Separately students are being introduced to skip counting however this will be the first time they are explicitly seeing the two concepts interwoven with one another. As a result the new concept might pose some difficulties for some of the students. Students might resist using new learned strategies and revert to what is already familiar to them. How: Discourse will be a driving factor in this lessons. While the teacher will be bridging two learned concepts and presenting it to the students, they will be engaging in meaningful guided discussion about what they just learned. Furthermore, students will make their strategies transparent by the use of manipulatives. Manipulatives will help each child have a tactile and physical representation of each number and give each student another avenue beside their voice in which to express their thoughts. It will hopefully help each child to visualize the problem and build the beginning skills of directly modeling the problem by grouping. Another component of the lesson will be students sharing their solving methods with one another; reinforcing presentation skills and learning to be a part of a cooperative learning environment while simultaneously picking up new and different ways to solve equations. On my website these paragraphs have been combined and moved to the How section. The what section is new as well and has been adapted to match the guideline expectations. TVH Why: During my time in my classroom students have been exposed to a multitude of literacy and phonics but in comparison very limited math. Unlike literacy, math does not have a solidified designated part of the day. To top it off the metacognitive strategies that we have learned in class have not been utilized at all in my site placement. However students have been introduced to both the addition of single digit numbers as well as skip counting but it seems like in their minds those two concepts are filed away as unrelated and separate. This lesson will explicitly marry the two ideas This has been moved and elaborated on in the What section of my website. TVHand lay the foundations for engaging and productive classroom discussions. Moreover, I thought this would be a great Ah ha! moment for a couple of the students where they will finally discover and be able to see the connections of certain things taught to them and why. If not, it will lay the ground work for future math lessons. Goals/Objectives: SWBAT solve one digit addition problems using a variety of strategies? [are the problems to be contextualized or presented as numbers?] SWBAT Choose an appropriate method, such as using concrete materials, mental math, or paper and pencil (By paper and pencil I meant that students have been taught to draw objects on paper to represent the addends in a join result unknown problem. This is a method that is familiar to the students so I left it open as a possibility. ) TVHto solve real-world addition problems

Comment [GE1]: These three paragraphs together provide a nice and detailed description of how. You need a what section.

Comment [GE2]: interesting Comment [GE3]: Please move this to your what section and talk about it there. This is very good!

Comment [GE4]: Im not sure what you mean by paper and pencil. Thats not really a method. Do you mean drawing, which is another form of modeling. This goal would be stronger if you used terms we learned when we did addition and subtraction (direct modeling, counting, numerical reasoning).

Hodge SWBAT discuss and explain grouping and skip counting as it relates to solving addition math equations problems. [I think it would be helpful if you stated specifically what you want them to connect/understand. Do you want them to understand that skip counting is like repeated addition? If not, what is the connection you are after? Know this will help you in planning and assessing.] (I found this comment helpful but decided to still continue with the lesson as planned, just to see what would work and wouldnt and why. I learned so much from teaching the lesson as intended and seeing first-hand what would have gone better; seeing the students reaction to the task informed how I would teach something similar in the future.) At the end of the lesson I did have the feeling that it was a little disjointed and perhaps I was trying to accomplish too much within the narrow scope of time I had (45 minutes). This taught me that it is better to go deeper than wide in terms of introducing new subject matter. If I could do this lesson again I would focus explicitly on number talk using dot arrays. And then focus explicitely on grouping strategies with individual numbers instead of number sentences. For example, posing the question to the group, What can we break the number 5 into? (Two groups of 2 then we have 1 left over, or 1 group of 3, almost 2 groups of 3 with one too many, etc). TVH Standards: CC.2.2.1.A.1 Represent and solve problems involving addition within 20 CC.2.1.1.B.2 Use place value concepts to represent amounts of tens and ones and to compare single digit numbers [Maybe you want to add something about place value as a strategy to your goals. It seems important.] CC.2.2.1.A.1Represent and solve problems involving addition within 20. CC.2.1.2.B.2 Use place value concepts to read, write and skip count to 1000 (This standard more represent the objectives of my lesson. While students will not be exploring numbers up to 1000 this standard is still pertinent to my lesson as students will be able to apply strategies learned to larger numbers and wont have to be taught explicitly. TVH Materials and preparation: C Copy book (exercise book) Pencils Manipulatives Scrap paper Classroom Arrangement and Potential Management Issues: Students will be removed from regular classroom instruction and taken to the library. There, students will be seated on the carpet in a circle and direct instruction will take place using a white board very similar to the one they are taught on in their classroom. Students will be given all and any supplies that they need, except for pencils. Classroom distractions include but are not limited to talking to one another and lack of attention on activity and other typical first grade management issues. Touching one another and respecting each others personal space will be a challenge and sharing manipulatives and materials might be another management issue that will arise. Another management issue that I know will arise is respecting and giving full attention to the speaker when the speaker is presenting their ideas. This is something that is slowly being introduced in their classroom but students have not yet mastered the skill. During this lesson they will be given the opportunity to practice and hone that skill. The more opportunity they are given to practice their skills the better they will become. 3

Hodge

Plan: Total Time: 45 minute The lesson is anticipated to last approximately 45 minutes in total. Students with be reminded at the start of the lesson that the rules and expectations that they have in the classroom hold true for this lesson and activity as well. Every student must respect each other and we do this my listening and looking when someone speaks and raising our hands when we would like to say something. Are you going to remind them or help them remember how they act when listening to others? This is something you mentioned above. (Yes this is mentioned in my how section on my website.)TVH Warm up: 10 minutes Students will skip count by 2s, 5s and then 10s. [You might try counting around the room/group? This is a good way to do skip counting. Each person says a number in tern and puts up the number of fingers they are skip counting by. This keeps everyone engaged and alert because they need to be ready when it is their turn. ] (I loved this idea, but in the moment forgot to implement it. If I had the opportunity to reteach this lesson, I would try doing this with my students) TVHAfterwards they will be shown dot arrays on cards where the students will have to identify the number of dots on each card. At first students might have to count each individual dot to uncover the answer, however after several attempts it is hopedful that students will get a sense and become familiar of how many dots are on each card. In the beginning each dot will be shown for an unspecified amount of time so the students will get the full opportunity to get to the right solution. Then after several attempts, the cards will be shown for only a couple of seconds in order to force the students to clump or quickly combine numbers of dots to find the solution. Which cards will you use? How many dots will you be asking them to cluster? Are you going to select dot cards the emphasize clustering by 2s and 5s? Direct Instruction: 5 minutes After students seem to have a command of the dot arrays and seem to be continuously giving the correct responses, they will be introduced to simple math problems. Students will be shown on the white board a simple one digit addition problem. I will model how I would like them to solve it. Say: You guys did such a good job with the dot arrays. I loved the way you used the thumbs up sign to show that you knew the answer. Now we are going to try some adding problems. Who can give me an example of an adding problem? Good, I like that one (write the addition problem on the board). Very good. Now if I was going to solve this problem. I would group them together like this because(and then explain my grouping strategy). Now you try. How would you solve this: (write 5 single digit addition number sentence on the board). I am feeling that this lesson is a little disjointed. By introducing the dot arrays, you are focusing on dot arrays and clustering. This could lead to a really nice lesson that involves writing number sentences for the various ways they cluster the dots. So, if you put up 15 dots and someone sees three groups of 5, you circle each group and write 5 + 5 + 5 = 15. You count them by ones and 5s to be sure. Then, someone else might have seen 10 and 5 or some other arrangement. The task 4

Hodge then becomes finding clusters in various numbers of dots and writing number sentences to reflect that. This does not fit with your goals, but it fits with how you have opened the lesson. And you can revise your goals. It would be a good lesson. If you want to do something that fits with your goals, I recommend not doing the dot arrays, but giving them a situation (in context) like the CGI approach. Use their names. Someone could have 5 markers and someone else gave her 5 more. How many does xxx have then? Ask them to use blocks or drawing or fingers to solve the problem. Give them a few minutes and have a few share, making sure different strategies are shared. You can talk about the relationship between the strategies. Also write the number sentence that goes with the situation. Once you feel as if they can do it, give them some more problems to work on. Since you want them to make the connection between skip counting and addition strategies, you want to give them problems that avail themselves to skip counting. I decided to go ahead and teach my math lesson very similar to how I planned because I wanted to see first-hand what would work and what wouldnt and for what reason. (I talk more about this in my reflection) TVH Guided Practice: 20 minutes Students will find a solution using the manipulatives or their fingerswhatever they choose, to a problem written on the white board. Each group of students will be given the same 5 problems to be responsible for. As students work in their groups to solve the mathematical problems on the board I will walk around and assess their work and progress and push them to use grouping strategies. Wrap Up: 5-10 minutes Students will present their solutions to the class. After they have presented their solution listening students will be asked if they agree with Group A or if they have any questions or compliments. Based on their responses I will assess their understanding. Finally, they will be asked if anyone solved the problem in a different way. Anticipated Responses: There might be some initial frustration when students are asked to try a new counting and sorting strategy. Some students might want to regress to what is most familiar to them instead of trying a new and perhaps challenging strategy. However after practice and help from their group members they will become more comfortable. Conversely, some students might excel in this new challenge and find it quite a natural transition. Assessment: Check for student understanding by walking around and observing student work and checking their finished product. Students will also be constantly assessed during the lesson for understanding. During wrap up pose the question: what did the students learn today? Accommodations: The most pertinent thing I will have to worry about is students finishing early. If students finish early, I would like to further challenge their understanding by posing one of the following questions: "I can tell you added those numbers in your head; how could you draw a picture of what you did? or "Nice job solving the equation. Can you come up with a more-challenging problem you could solve using the same strategy?

Hodge Appendix A-Checklist:

Student

Skip count by 2s, 5s and 10s

Count numbers using fingers or manipulatives provided

Share strategies and solutions with group

Show at least one grouping strategy

Other

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