FunctionMachine

Author:JenniferDoering
Datecreated:11/07/201611:31PMESTDatemodified:11/26/20164:09PMEST

VITALINFORMATION
TotalNumberofStudents

24.13female,11male.

Area(s)StudentsLiveIn

Novato,CA.Suburbs.

Free/ReducedLunch

30%ofschool.

EthnicityofStudents

13Hispanic/Latino,7White,2Asian,2AfricanAmerican.

EnglishLanguageLearners

7studentsareELLs.5areattheExpandingstage,2areattheDevelopingstage

StudentswithSpecialNeeds

5studentsstrugglewithmath.2studentsarehighachieversinmath.

Subject(s)

Mathematics

TopicorUnitofStudy

AddingandSubtractingNumbersFluidly

Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Inthislesson,studentswillbelearninghowtouseafunctionmachine.Theywillfindacombinationofinputandoutput
numbersaswellastherulesthatgivethisinformation.Theyalreadyhaveabasisofhowtoaddandsubtractnumbers
upto20,butthiswillgivethemmorepracticeaswellaspreparethemtoaddandsubtractmorefluidly.Thislessonis
leadingthemtofindmissinginformation,suchas5pluswhatequals7,insteadof5plus2equalswhat.

LearningOutcome(s)

1.Studentswillpracticetheiradditionandsubtractionskills.
2.Studentswillidentifythemissinginformationinafunctionmachineproblem(input,output,orrule)giventheothertwo
piecesofinformation.
3.Studentswillcreatetheirownfunctionmachineruleandproblem.

Summary

Standards

Inthismathblockof90minutes,studentswillpracticetheiradditionandsubtractionskillswithpartnergamesand
independentpracticewithtechnology.Atthistime,Iwillpreviewthelessonforthestrugglingstudents(ELLsand
studentswhostruggleinmath).Then,studentswilllearnaboutthefunctionmachinebyexploringmanyexamplesof
howitworks.Studentswillhavetheopportunitytoworkindependentlyonotherfunctionmachineproblemsandcreate
theirownproblem.Finally,selectstudentswillpresenttheirnewproblemtotheclass.

CACaliforniaCommonCoreStateStandards(2012)
Subject:Mathematics
Grade:Grade1
Domain:OperationsandAlgebraicThinking1.OA
Area:Addandsubtractwithin20.
Standard:
5.Relatecountingtoadditionandsubtraction(e.g.,bycountingon2toadd2).
Standard:
6.Addandsubtractwithin20,demonstratingfluencyforadditionandsubtractionwithin10.Usestrategiessuchas
countingonmakingten(e.g.,8+6=8+2+4=10+4=14)decomposinganumberleadingtoaten(e.g.,
134=1331=101=9)usingtherelationshipbetweenadditionandsubtraction(e.g.,knowingthat8+
4=12,oneknows128=4)andcreatingequivalentbuteasierorknownsums(e.g.,adding6+7bycreating
theknownequivalent6+6+1=12+1=13).
Area:Workwithadditionandsubtractionequations.
Standard:
8.Determinetheunknownwholenumberinanadditionorsubtractionequationrelatingthreewholenumbers.For
example,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8+?=11,5=
??3,6+6=??.

USACommonCoreStandardsforMathematicalPractice(2015)
Standard:CCSS.Math.Practice.MP1Makesenseofproblemsandpersevereinsolvingthem.Mathematicallyproficient
studentsstartbyexplainingtothemselvesthemeaningofaproblemandlookingforentrypointstoitssolution.Theyanalyze
givens,constraints,relationships,andgoals.Theymakeconjecturesabouttheformandmeaningofthesolutionandplana
solutionpathwayratherthansimplyjumpingintoasolutionattempt.Theyconsideranalogousproblems,andtryspecialcases
andsimplerformsoftheoriginalprobleminordertogaininsightintoitssolution.Theymonitorandevaluatetheirprogress
andchangecourseifnecessary.Olderstudentsmight,dependingonthecontextoftheproblem,transformalgebraic
expressionsorchangetheviewingwindowontheirgraphingcalculatortogettheinformationtheyneed.Mathematically

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proficientstudentscanexplaincorrespondencesbetweenequations,verbaldescriptions,tables,andgraphsordrawdiagrams
ofimportantfeaturesandrelationships,graphdata,andsearchforregularityortrends.Youngerstudentsmightrelyonusing
concreteobjectsorpicturestohelpconceptualizeandsolveaproblem.Mathematicallyproficientstudentschecktheiranswers
toproblemsusingadifferentmethod,andtheycontinuallyaskthemselves,"Doesthismakesense?"Theycanunderstandthe
approachesofotherstosolvingcomplexproblemsandidentifycorrespondencesbetweendifferentapproaches.
Standard:CCSS.Math.Practice.MP8Lookforandexpressregularityinrepeatedreasoning.Mathematicallyproficientstudents
noticeifcalculationsarerepeated,andlookbothforgeneralmethodsandforshortcuts.Upperelementarystudentsmight
noticewhendividing25by11thattheyarerepeatingthesamecalculationsoverandoveragain,andconcludetheyhavea
repeatingdecimal.Bypayingattentiontothecalculationofslopeastheyrepeatedlycheckwhetherpointsareontheline
through(1,2)withslope3,middleschoolstudentsmightabstracttheequation(y2)/(x1)=3.Noticingtheregularityinthe
waytermscancelwhenexpanding(x1)(x+1),(x1)(x2+x+1),and(x1)(x3+x2+x+1)mightleadthemtothe
generalformulaforthesumofageometricseries.Astheyworktosolveaproblem,mathematicallyproficientstudents
maintainoversightoftheprocess,whileattendingtothedetails.Theycontinuallyevaluatethereasonablenessoftheir
intermediateresults.
Standard:CCSS.Math.Practice.MP7Lookforandmakeuseofstructure.Mathematicallyproficientstudentslookcloselyto
discernapatternorstructure.Youngstudents,forexample,mightnoticethatthreeandsevenmoreisthesameamountas
sevenandthreemore,ortheymaysortacollectionofshapesaccordingtohowmanysidestheshapeshave.Later,students
willsee78equalsthewellremembered75+73,inpreparationforlearningaboutthedistributiveproperty.Inthe
expressionx2+9x+14,olderstudentscanseethe14as27andthe9as2+7.Theyrecognizethesignificanceofan
existinglineinageometricfigureandcanusethestrategyofdrawinganauxiliarylineforsolvingproblems.Theyalsocan
stepbackforanoverviewandshiftperspective.Theycanseecomplicatedthings,suchassomealgebraicexpressions,as
singleobjectsorasbeingcomposedofseveralobjects.Forexample,theycansee53(xy)2as5minusapositivenumber
timesasquareandusethattorealizethatitsvaluecannotbemorethan5foranyrealnumbersxandy.
Standard:CCSS.Math.Practice.MP6Attendtoprecision.Mathematicallyproficientstudentstrytocommunicatepreciselyto
others.Theytrytousecleardefinitionsindiscussionwithothersandintheirownreasoning.Theystatethemeaningofthe
symbolstheychoose,includingusingtheequalsignconsistentlyandappropriately.Theyarecarefulaboutspecifyingunitsof
measure,andlabelingaxestoclarifythecorrespondencewithquantitiesinaproblem.Theycalculateaccuratelyand
efficiently,expressnumericalanswerswithadegreeofprecisionappropriatefortheproblemcontext.Intheelementary
grades,studentsgivecarefullyformulatedexplanationstoeachother.Bythetimetheyreachhighschooltheyhavelearnedto
examineclaimsandmakeexplicituseofdefinitions.
Standard:CCSS.Math.Practice.MP2Reasonabstractlyandquantitatively.Mathematicallyproficientstudentsmakesenseof
quantitiesandtheirrelationshipsinproblemsituations.Theybringtwocomplementaryabilitiestobearonproblemsinvolving
quantitativerelationships:theabilitytodecontextualizetoabstractagivensituationandrepresentitsymbolicallyand
manipulatetherepresentingsymbolsasiftheyhavealifeoftheirown,withoutnecessarilyattendingtotheirreferentsand
theabilitytocontextualize,topauseasneededduringthemanipulationprocessinordertoprobeintothereferentsforthe
symbolsinvolved.Quantitativereasoningentailshabitsofcreatingacoherentrepresentationoftheproblemathand
consideringtheunitsinvolvedattendingtothemeaningofquantities,notjusthowtocomputethemandknowingandflexibly
usingdifferentpropertiesofoperationsandobjects.

Comments

BigIdea:
Ichosethisbigideabecausestudentsneedtoknowhowtoaddandsubtractnumbersinavarietyofwaysforlife.They
willsometimeshavetheanswerandsometimeshavethecomponents.Thisispreparingthemtobeabletodoproblems
likethat.
LearningOutcomes:
IchosetheselearningoutcomesbecausetheyfitwiththeCCSSstatedintheteacherpagesandwilltellmeifstudents
haveunderstoodtheconceptoftheFunctionMachine.
Standards:
Ichosethesemathpracticestandardsbecausestudentswillneedtoperseveretocompletetheseproblems,theywill
lookforrepeatingpatternsandstructureintheFunctionMachine,theyneedtobeprecisetocompletetheproblems,and
theywillreasonquantitatively.

ASSESSMENTS
Assessment/Rubrics

Theseassessmentsareformative:
1.Iwillobservestudentsplayinggamesinvolvingadditionandsubtractionastheypracticetheseskills.
2.Iwillobservestudents'responsestotheclassdiscussionontheirwhiteboardsandtheirwrittenworkontheir
worksheet(p.124)todetermineiftheyareabletoidentifymissinginformationinfunctionmachineproblems.
Thisassessmentissummative:
3.Iwilllistentostudents'presentationandlookattheirwrittenworktodetermineiftheyhavecreatedtheirown
functionmachinethatworksandfullyunderstandtheconceptofthemachine.

Comments

Assessments:
Ichosetheseassessmentsbecausetheymakesensewithintheflowofthelessonandgivemeavarietyofwaysof
checkingforunderstanding,basedonmystudents'variedneedsandabilities.

MATERIALSANDRESOURCES
InstructionalMaterials
(Handouts,etc.)

iPads(8)
mathapp(s)
mathmanipulatives
whiteboard,marker,eraser/sock(24)
deckofcards(4)
pennies(80)
dice(8)
TricTracgameboard(4)
MathJenga

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MathJournal2,p.124(24)
pencils(atleast24)
posterpaper
markers
postitnotes
Comments

IMPLEMENTATION
SequenceofActivities

MathCenters(2blocksof15minutes,with5minutesoftransitiontimebeforeeach):
1.Iwillsay:"Wearegoingtostartmathtimetodaybypracticingouradditionandsubtractionfacts.Yourtwocentersfor
todayareiPadsandMathwithaPartner.RemindmewhatMathCenterslookslikeandsoundslike.(Iwillcallonseveral
studentsandrefertothechartpostedintheroom).ThegamesforMathwithaPartnertodayareTricTrac,ISpy,and
MathJenga.MypurplegroupisstartingoniPadsdoingReflexMathandmyGreengroupisstartingonMathwitha
Partner.Greengroup,findapartnerwhenIsay"sum."IfIcallyourname,pleasecometothebacktablewithyour
whiteboardandmathmaterials."Sum.""Thetotalofanadditionproblem.""
2.StudentswillalreadybefamiliarwithhowtoplaythegamescooperativelyinpartnersandhowtouseReflexMath
independentlyontheiPad.InTricTrac,studentsrolldiceandcovernumbersonagameboardtogetthelowestsum.In
ISpy,studentslayplayingcardsoutinagrid.Oneplayersayssomethinglike,'Ispytwocardswithasumof13.'Then
theotherplayertriestofindasmanypairsofcardsthataddto13astheycan.InMathJenga,studentsplayJengaas
usual,butwhenapieceisremoved,thestudentneedstosolvetheaddition/subtractionproblemwrittenonthe
piece.Whilestudentsareworking,Iwillworkwithsmallgroupstopreviewtheday'snewmaterial.Iwillstartwithmy
ELLsandpreviewtrickyvocabularysuchas"function,""machine,""in/put,"and"out/put."
3.After15minutes,Iwilldirectstudentstoswitchcenters,thepurplegrouptoMathwithaPartnerandtheGreengroup
toiPads,bysayingthemathvocabularyword,"Difference""Thetotalofasubtractionproblem."Iwillcallanothergroup
(strugglingstudents)tothebacktablewithmeandwillpreviewhowafunctionmachineworkswithmanipulatives.After
15minutes,Iwilldirectstudentstoputawaytheirmaterials,takeouttheirwhiteboards,placethemontheirdesks,and
standbehindtheirchair.
WarmUpandHook(2minutes):
1.Wewillcrossbodycountby1sfrom515forwardsandbackwardsandby2sfrom020forwardsandbackwards.Then
Iwillsay,"TodayI'mreally,reallyexcitedtosharewithyousomethingcalledtheFunctionMachinebecauseit's
somethingthatIthinkisfun.Ididn'tlearnaboutituntilIwasinmiddleschoolsoI'mreallyexcitedtoshareitwithyou
firstgraders.Iknowyoucanhandleit!"
FunctionMachineLesson(20minutes):
1.IwillintroducetheFunctionMachinebyrevealingaposterwiththeFunctionMachinedrawnonit.IwillwriteaTchart
ontheboardwithan"in"sideandan"out"side,andwritethenumbersfromthe"MathMessage"intheteacher's
editionpagesinit.Iwillplaceastickynotewiththewords"Add2"ontheposter.Iwillaskstudents,"Whatdoyou
notice?"andleadtheminaguideddiscoveryofthefunctionmachinebycallingon56studentswithraisedhands.After
wehavenoticedeverythingwecanaboutthemachine,Iwillexplainhowitworks.
"Anumberfromthe"in"columngoesintothemachine(Iwillmakeaswoopdownmotionwithmylefthand),the
rulechangesit(Iwillmakea"fireworkexplosion"handmotionwithbothofmyhandsandsay"Boop!"),andout
popsanewnumberforthe"out"column(Iwillmakeaflexedhandslidingawayfrommybodyhandmotionwith
myrighthand)."Iwillhavestudentsrepeatthehandmotionswithme.Wewillpracticewiththenumbersfromthe
"MathMessage"problem.
2.Iwillaskstudentswhattheycandoifsomethingismissing(missingrule,missinginput,missingoutput).Iwillcallon3
studentstosharetheirideas.Wewilldo2exampleproblemstogether,onewithamissingrule,andonewithmissing
inputsandoutputs.Studentswillwritetheiranswersontheirwhiteboardsandholdthemupwhentheyareready.
IndependentPractice(20minutes):
1.Iwilltellstudentstogetouttheirmathworkbooks.Iwilldirectthemtoseethatthefirsttwoproblemslookexactly
liketheoneswehavebeendoingtogether,butwithmathnotationinsteadofwords.Iwilltellthemthatthefirstone
wantsthemtofindtherule,andthenextthreewantthemtofindinputsandoutputs(Iwillusethewords"in"and
"out.")Iwilldirecttheirattentiontothelastlineofeachproblemandaskthemwhattheythinkitmeans.Iwillask2
studentstoshare.Iwilltellthemthattheycanputinwhatevernumberstheywant,theyjustneedtofollowtherule.I
willexplainthattheywillmakeuptheirveryownfunctionmachineatthebottomoftheworksheet!(Theyonlyneedto
completeone,butmoreadvancedlearnerswillcompleteboth)
2.Studentswillcompletep.124independentlyattheirdesks.Theymayusemanipulatives,thehandmotions,andtheir
whiteboardstohelpthemcompletetheproblems.
Closure(8minutes):
1.Iwillcall3individualstudentsortablegroupstocomeupandshareoneoftheirfunctionmachines.Theywill
providetwopiecesofinformation(therule,someinputs,orsomeoutputs)byplacingastickynotewiththeirruleonthe
posterand/orwritingnumbersintheTchartstillontheboard.Thentheywillinvitetheclasstoguessthemissing
informationbywritingitontheirwhiteboardsandholdingthemup.
2.Iwillask3studentstosharewhattheynowknowaboutfunctionmachinesingeneral.

GroupingStrategies

Wholegroup:StudentsareintroducedtotheFunctionMachineandclosethelessonasawholegroup.
Smallgroup:Selectstudentsworkwiththeteacherinasmallgroup.Studentsalsohavetheoptiontocreatetheirown
functionmachinewiththeirtablegroup.
Partners:StudentsplayMathGamesduringthecentertimewithapartner.
Independent:StudentsworkindependentlyoniPadsandontheirworksheet.

PurpleGroup:IncludesallmyELLs.

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GreenGroup:Includesallmystudentsstrugglinginmath.
Forthepurposesofthislesson,thereisnooverlapintheprevioustwogroups.
DifferentiatedInstruction

ELLs:Beforethenewlesson,Iwillpreviewdifficultwordswiththem,suchas"function,""machine,""in,"and"out."Ialso
includedhandmotionstoremindstudentswhattododuringtheprocess.
StrugglinginMath:Beforethelesson,Iwillpreviewtheconceptwiththeminasmallgroup.Theywillusemath
manipulativestostartwithonegroupofnumbersandaddorsubtractacertainnumbertocreateanewgroupof
numbers.Theywillalsohavetheopportunitytoworkingroupsiftheyneedthatassistanceduringthefinalsectionof
thelesson,whentheycreatetheirownfunctionmachineproblem.
HighAchievinginMath:IwilltellthemthattheycancreatetwoFunctionMachineproblems,butoneneedstobe
addition,andoneneedstobesubtraction.

Comments

SequenceofActivities:
IchosetostartwithMathCentersbecauseIsawthistechniqueusedinasecondgradeclassroomIobservedandit
seemedlikeanamazingwaytogetstudentsengagedandpracticingmathindependently,givingtheteachertimeto
workwithindividualsorsmallgroups.Ichoseseveralgamesthatinvolveaddingandsubtractingtoserveasawarmup
forthewholelesson.TheappthatIhavethemdoing,ReflexMath,isawebsitethatmyschoolplacementsubscribesto
foreachstudentintheschool.Eachstudenthasanaccountthatispersonalizedtotheirmathability.Itincludesawide
varietyofarcadestylegamesthattestmathfacts,startingwithidentifyingnumbersandgoingthroughmultiplication
anddivisionfacts.Studentsabsolutelyloveplayingitandgetpracticeattheirlevelinmath.Inaddition,theappis
constantlymonitoringtheirresponsestomakesurethattheyarehavingthebestexperience.
IchosetopreviewvocabularywithmyELLstudentsbecausethatisthebiggesthurdlefortheminthisparticularlesson.
UsingavocabularywordanddefinitionasadismissaltechniqueisalsosomethingI'veseeninmyfieldworkanditis
specificallyfortheELLstudents'benefit,althoughithelpsallstudents.Studentsareconstantlyhearingimportant
vocabularywordsandbeingaskedtorepeatthembackwiththedefinition,justgivingthemextrapracticewithit.Ichose
topreviewtheactivitywithmylowachieversinsteadofpullingthemoverwithmelaterbecauseIwantedthemtobe
presentduringthelessonandnotlost.Ihopethatbypreviewingthematerial,theywillbeabletokeepupwiththerest
oftheclassduringtheformallesson.
Ichosehavestudentscrossbodycountto"warmup"togetthemmovingalittlebitbeforetheyhavetositfor20
minutesandpayattention.Ialsohavethemcountingby2sand5sbecausethatwillhelpthemfinishthefunction
problemsfasteriftheycanspotthepattern.
IchosetohavestudentsjustlookatthefunctionmachinebeforeIexplainhowitworksbecauseIthink,basedonthe
readingsandclassdiscussionsthissemester,thatitismoremeaningfulforstudentsiftheydiscoverhowmathworks
ratherthanbeingtold.ThenIwillexplainthemachinetothemwithhandmotionstohelpwithmemoryandmyELLs.I
chosetocreateaposterinsteadofjustdrawingthemachineontheboardbecausethenIcanhangitintheroomand
referbacktoitatalaterdateifIdeemitisnecessary.
IchosetofollowtheIdo,Wedo,Youdomodeloflessonstructure.IfirstmodeledhowIwoulddooneoftheproblems.
ThenIdidtwoproblems"with"students,havingthemwritetheiranswersonwhiteboardsandholdingthemup.By
doingthis,theyareengagedandIcancheckforunderstanding.Thesetwoexampleswillincludeenoughpracticeandbe
similarenoughtotheonesthatstudentswillcompleteontheirownsotheyaresupportedforthe"Youdo"portion.
Ipreviewedwhattheworksheetisaskingstudentstodoineachproblemtodiminishthequestionsthatstudentshave
andhopefullykeepthemmoreengaged.Inmycurrentclassroom,studentsoftenchoosetosimplybeofftaskinsteadof
askingquestionswhentheydon'tunderstandaworksheet.IhavestudentsworkingontheproblemsindependentlysoI
knowtheirindividualunderstanding.Igavethemtheoptionofworkingwithapartnerforthelastsectiontogivemy
strugglingstudentsmorehelpandmysocialstudentsanopportunitytobesocial.
Ichosetoclosetheactivitywithsharingsothatstudentsgettheopportunityto"teach"theclassandinternalizetheir
learningthatway.Ialsochosetoaskstudentswhattheyseeinfunctionmachinesingeneralhopingthatsomeofthem
willnoticethingslike,iftheruleis"add2"andyouputconsecutivenumbersinthe"in"column,the"out"columnlooks
likeyouarecountingby2s,recognizingstructure,oneofthemathpracticestandards.AtthatpointIwouldpulloutmy
handydandymagnetswiththepracticestandardsandidentifyitforthem.Ifthatdoesn'thappen,Iwillguidestudents
toseethepatterns.
Grouping:
Ichosetogivestudentstheopportunitytodoworkinpartners,asawholegroup,andindependentlybecauseIthink
thatvarietyisgoodandeachtaskrequiressomethingdifferent.Theyhavemanydifferentwaystoprocessthenew
informationindifferentsettings.
DifferentiatedInstruction:
IalreadymentionedhowIdifferentiatedformyELLsandstrugglingstudents,butIchosetohavemyhighachievers
createtwoproblemstogivethemmoreofachallenge.Requiringthemtodobothanadditionandsubtractionproblem
makesthemworkhardertorememberalloftheirmathfacts.

REFLECTIONS
PriortoLesson
PostLesson
Comments

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