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# Amy Edwards

## Instructional Technology Integration: 538U

Monday, June 15, 2009

Introduction
• Using Addition to Help Plan a Party
• 30-40 minutes
• Virginia Standards of Learning
o 2.6 The student will recall basic addition facts — i.e., sums to 18 or less — and
the corresponding subtraction facts.
Learning Objectives
Students will:
• recall and write the basic addition facts for sums up to 18 and the corresponding
subtraction facts.
• write the related facts for a given addition or subtraction fact.
and equation.
Materials
• Unifix cubes (12 yellow and 12 blue for each student)
• yellow and blue crayons
• Unifix Cubes Template with blank equations (2 front and back for each student)
• 2 number cubes, a plate, and cup for shaking number cubes for each student.
Teaching and Learning Sequence
Anticipatory Set-
• Teacher should pass out two front and back templates to each student and instruct them to
get out a yellow and blue crayon, as well as a pencil.
• Teacher will introduce the presentation. On slide one, teacher will elicit responses/ideas
blackboard.
• On slide 8, teacher should ask for volunteers to repeat the mother’s ‘rules,’ and then
should ask something along the lines of, “Class, what are the important numbers to be
thinking about, according to the mother’s rules?”
• On slide 10, teacher may elicit ideas from students about how they might go about
solving this problem.
• On slide 11, stop at “7 girls,” and ask students to color in 7 squares on their template
yellow. Advance slide and then instruct students to color in 6 more squares blue.
• Advance to slide 12 and ask the students, “What now? Any ideas?” Wait for responses
and then advance slide. Tell students to fill in the blanks under their first set of squares:
6+7=, and to find the answer by counting the squares they already colored. Select a
student to share the answer and instruct them to fill in the number 13. Review
vocabulary terms “add” and “equation.” Ask “What symbol do we use to show we’re
• Advance slide and ask students what would happen if the girl chose to count boys first?
Wait for responses and then have students color 6 squares blue and 7 squares yellow.
Have them count again and fill in the appropriate equation, this time it should read:
6+7=13.
• Ask students if it matters which number is written first when doing an addition equation.
Instruct them to use their unifix blocks to show this equation by making a train. Tell
them to add 6 blue squares to 7 yellow. Ask them to verify that there are indeed 13
altogether. Ask them to then flip their trains over so that the 7 ‘girls’ are first, followed
by the 6 ‘boys’ and “ask, now how many are there?” or “what is the sum now”
• On slide 15, ask students, “How can we figure out how many friends will come if the
boys do not come? Instruct students to take away 6 blue cubes. “Class, what is the
difference between 13, take away 6?” Have them write, 13-6=7. Ask students, “What
symbol should we use to show that we’re taking away?”
• Before showing the equation on slide 17, ask students, “What can we do to make sure
that the amount of friends able to swim is enough?” Instruct student to attach 4 yellow
cubes to 5 blue cubes and to share what the total number is, they should also color the
corresponding squares. Then have them fill in the correct numbers and symbol to make
the correct equation.
Lesson Development-
• Ask students, “If this child was someone in our class, would you all be able to go to the
pool party?” They will most likely realize that they would not be allowed to go. Ask
“Why not?” They will share because they know their class has more than 13 students.
Ask students, “Well, how would the mother’s rules need to be changed to include all of
us?”
• Allow a boy and a girl to be the ‘hosts’ of the party. Therefore, they will not be included
in the counting of boys and girls, but they will be in charge of recording the data on the
board. As a class, count all of the girls in the classroom and one of the hosts will write it
on the board. Then, count all of the boy students and have the other host write that on the
board.
• Instruct students to use yellow for girls and blue for boys to put together the correct
amount of unifix cubes. For instance: 9 yellow and 11 blue. Ask how many students
there are all together, and then invite a student to write the correct equation on the board.
Students should also color corresponding cubes and also write the equation.
• Question the students: “Class, what would have happened if we counted the boys first?
Have them flip over their unifix cube trains and again color the correct cubes (this time
blue first then yellow), and again write the correct equation. Ask students, “Do we have
too many students to all go to the party? How many of the students are too many? We
can only have 13, so take away 13 cubes from your train to see how many of us would
not be allowed to go. This time, have students color all the squares and then cross off or
“X” 13 of the squares. Model the correct way to write the equation: 20-13=7.
• Teacher should then instruct the students to practice on their own and pass out number
cubes, plates, and cups for shaking. Model an example of what you’d like them to do.
Rolling both number cubes, they should color on the template and connect the correct
number of squares in the same color. Then, rolling only one number cube, they should
add that many of unifix cubes to the train, color in the squares and write their equation.
After this is modeled for them, flip the train around and show that for instance: 8+4=12
and 4+8=12.
• Instruct them to fill in at least 4 more equations total.
Lesson Closure-
• After students have finished their equations, review what vocabulary terms were used
subtract something?”, what symbol would I use?”, etc.)
• Ask students to give an example for how you might write out an equation for showing
how many pieces of something you might all together. For instance: “I want to know
how many pieces of fruit my friend and I have all together. I have 6 apples and he has 2
oranges. Encourage volunteers to write all applicable equations on the board.
• Instruct students for homework: come up with 2 situations where they would need to add
two sets of objects. They are to describe the sets, why they need to add them together,
and write and solve the equations, written at least 2 ways.
Formative Assessment
• While students are working on their own, take notice of those who are having trouble and
give assistance when needed. Ask comprehension questions: “Tell me why you wrote
your equations like that,” or “Why did you write the 8 first here?” etc.)
Summative Assessment
• Look over student template sheets to make sure they are demonstrating correct use of the
procedure.
• Collect homework to ascertain if students are correctly choosing when to add or subtract
and that they are demonstrating knowledge of the communicative properties of addition
and/or demonstrating ability to use fact families.