MATH SUMMATIVE PROJECT 22

Peer Teaching: Addition and Subtraction

Chapter Summary: Chapter 9 Developing Meanings for the Operations

Chapter 9: Developing Meanings for the Operations is a very informative chapter,

as it discusses many key concepts. The chapter assists children as they associate a

number of things including: different meanings and relationships in the four different

operations, such as: addition, subtraction, multiplication, and division. However for the

purpose of the lesson plan, addition and subtraction were the only two operations out of

the four that were focused on considering it is being taught to a grade one class. In the

chapter, students learn how to use the operations in different contexts, including

numerical and word problems, and how they can be linked to real world problems, as

well as how they can associate what they are learning into their everyday life, even when

they are younger. Throughout the chapter, the students also develop and better their sense

of numbers due to the fact that they are finding different ways to come up the answers for

the same question.

Not only is the chapter good for elementary age students but also it is good for

teachers. Throughout the chapter, there are “big ideas” and reflection questions that

teachers can use to their advantage in the classroom. The chapter also covers some things

such: strategies, methods, and activities that teachers can use to teach the elementary age

students this valuable information.

MATH SUMMATIVE PROJECT 23

Subject: Grade: Length: Date:

Mathematics Grade One One 50 minute class October 26th, 2017
Stage 1: Pre-Lesson Preparation
Rational/Outcomes:

Students will be able to:

• Understand and answer addition questions, consisting of numbers with answers to

20.
• Understand and answer subtraction questions, consisting of numbers with answers
to 20.
• Know a number of ways to solve addition and subtractions questions.
• Know different synonyms for words such as addition and subtraction.

New Brunswick Curricular Objectives:

GCO: Number (N): Develop number sense

SCO: N9: Demonstrate an understanding of addition of numbers with answers to 20 and
their corresponding subtraction facts, concretely, pictorially and symbolically by:
• Using familiar and mathematical language to describe additive and subtract
actions from their experience
• Creating and solving problems in context that involve addition and subtraction
• Modeling additions and subtraction using a variety of concrete and visual
representations, and recording the process symbolically.

NCTM
• Develop a sense of whole numbers and represent and use them in flexible ways,
including various physical models and representations (K-2)
• Connect number words and numerals to the quantities they represent, using
various physical models and representations (K-2)

Materials
• Connect Four worksheet
• Dice (2 per group)
• Colouring utensils, markers or
crayons, writing utensils
Location
• Copies have been made for each
group and placed on the right hand
of the teacher’s desk. A copy of the
worksheet is also located on page
11 of lesson plan.
• There is a plastic bag containing
dice in on the third shelf of the
closet by teacher’s desk.
• Students should have utensils and
colouring utensils on the material
MATH SUMMATIVE PROJECT 24

shelves, by their desks.

• Two ten frames and components • Third shelf of the closet by
teacher’s desk. A diagram of a ten
frame is also included in the lesson
plan, on page 12, for reference.
• Number Lines • Third shelf of the closet by
teacher’s desk. A diagram of the
number line is also included in the
lesson plan, on page 12 for
reference.
• Hands/fingers • Each student has hands and fingers
that can be used. If the students
does not want to use their own
hands than there are hands that have
been previously cut up and
laminated, that can also be used.
They are located on the third shelf
of the closet by the teacher’s desk.
A diagram of hands/fingers is also
included in the lesson plan, on page
13 for reference.
• Counters • Counters are located on the third
shelf of the closet by the teacher’s
desk. A diagram of counters is
included in the lesson plan, on page
13 for reference.
• Station worksheets • One per students, and copies have
already been made and are on the
right hand of the teacher’s desk in a
pile. The station worksheet is also
located on pages 14-17 on the
lesson plan for referencing.

Stage Two: Lesson Planning and Implementation

Engagement: (10 minutes)
What the teacher will do: What the student will do:
• Tell the students to pick a partner, • Pick a partner that they will work
one that they work well with well together.
together.
• Take a copy of the Connect Four • Take a copy of the Connect Four
worksheet. Only one is needed per worksheet.
group.
• Go over the instructions of the
worksheet with the students.
• Complete Connect Four • With partner, read the instructions
MATH SUMMATIVE PROJECT 25

game/worksheet, that works on and complete the worksheet.

addition skills.

Exploration: (5 minutes)
What the teacher will do: What the student will do:
• Once the students have completed
the worksheet, explain to the
students the agenda for the class
today. The students have already
spent a couple classes on learning
what addition and subtraction is,
and the information that goes
along with it. The purpose of this
class is to recap on addition and
subtraction, and the different ways
that the students can solve
problems. So to start out the
students will be providing the
teacher with everything that they
know about addition and
subtraction. Then they will move
on to some of the ways that
addition and subtraction questions
can be solved. The students will
end the class but working in
stations on a work sheet. • Discuss with the teacher
• Ask the students what they already everything that they already know
know or have learned about or have learned about addition.
addition. It can be an example of a
question or other words for
addition, etc. • Ask the students what they already
• Ask the students what they already know or have learned about
know or have learned about subtraction.
subtraction. It can be an example
of a question or other words for
subtraction, etc.

Explanation: (10 minutes)

What the teacher will do: What the student will do:
• Discuss with the students the five
ways that addition and subtraction
questions can be solved, and the
five ways that they will be using to
complete their worksheet at the
stations later on in the class.
MATH SUMMATIVE PROJECT 26

• Ask the students to ask the teacher • Provide the teacher with example
addition and subtraction questions addition and subtraction questions,
that they can show as examples to with the answer being under 20.
the class.
• The first way is by using ten
frames. Ten frames are frames that
are divided up into ten
components. Counters can be
placed into the components to
illustrate numbers, and are
excellent tools in the assistance to
develop number sense. Two ten
frames are needed for this lesson,
as the students will be using them
to complete addition and
subtraction with numbers up to 20.
• The second way is by using a
number line. Number lines are
lines that consist of equally
marked points, and every point
consists of a number. Number
lines are useful as they are clear
indicators of the order of numbers,
allow for students to count
forwards and backwards in a
visual way, and can be used for
multiple activities.
• The third way is by using fingers.
Using fingers are an excellent
manipulative as they are
something that can be used to
represent numbers easily.
Numbers can be added up putting
up numbers, and numbers can be
subtracted by putting fingers
down.
• The fourth way is by drawing and
counting dots. Drawing and
counting dots is a very interactive
way for the students to learn
addiction and subtraction. By
drawing the dots the students are
taking part in the representation,
and it is very easy to add dots for
addition, as well as erase or
eliminate dots for subtraction.
MATH SUMMATIVE PROJECT 27

• The fifth way is by using physical

counters. Using counters are
beneficial for students learning
addition and subtraction due to the
fact that they act as manipulatives
that students have control over.
The students are able to easily
control the counters, as well as
how many should be added and
how many should be taken away.

Elaboration: (25 minutes/5 minutes per station)

What the teacher will do: What the student will do:
• There are five stations set up • Listen to the teacher as they
throughout the classroom. explain the stations. The teacher
• The five stations are all set up so will include very important
that the students are able to information pertaining to the
practice and develop their stations so make sure that
mathematical skills in addiction everyone is listening well.
and subtraction.
• The five stations are: ten frames,
number line, counting fingers,
drawing and counting dots, and
using counters.
• Before dividing the class up into
stations, explain each station to the
students.
• Explain to the students that they
have five minutes per station, and
in each station they are expected to
complete eight questions,
consisting of addition and
subtraction, using numbers up to
20.
• Explain the worksheet to the
students. The worksheet is divided
into the five stations and the
students are expected to complete
eight questions per station. For the
first three questions of each
section the students have to draw
out the way that they found out
their answer. For example, when
at the drawing and counting dots
station, the students are expected
MATH SUMMATIVE PROJECT 28

to actually draw the dots on the

worksheet and show their work as
to how they got the answer. This is
to be done for the first three
questions. The other five questions
can be answered using the material
at the station and no showing work
is required.
• Explain to the students that at the
end of the stations that they will be
passing in their completed
question sheet, and evaluated on it,
to make sure that everyone
understands or to see if some are
struggling. • Work individually, quietly, and
respectfully in the stations
assigned.

Evaluation: (at the end of stations)

What the teacher will do: What the student will do:
• Collect the students’ completed • Make sure to pass in the
sheets. completed sheets to the teacher so
• Make sure that everyone passes in that she can mark and pass them
a sheet, as it is important for the back in a timely manner.
teacher to see where each student
is in regard to addition and
subtraction.
• Mark each question of out one
point, and the total sheet will be
worth 40 marks.
• When marking, write down the
names of students who may be
struggling with the concepts, so
that help can be provided to them.
• Mark and pass back in a timely
manner so that students can get
help if needed.

Stage Three: Post Lesson Evaluation

• Write down notes for the next time that this lesson is used
o What worked well for the lesson?
o What did not work well for the lesson?
o What should be changed about the lesson for the next time it is taught?
o Did the students show that they grasped the lesson or were some
MATH SUMMATIVE PROJECT 29

confused?
o What did the students enjoy about the lesson?
o Were the students engaged throughout?

References

Brunswick, C. G. (2017, October 02). Curriculum Development (Anglophone Sector).

Retrieved October 25, 2017, from
http://www2.gnb.ca/content/gnb/en/departments/education/k12/content/anglophon
e_sector/curriculum_anglophone.html#1

LEGO Duplo Number Line for Addition and Subtraction. (2016, January 14).
Retrieved October 25, 2017, from http://intheplayroom.co.uk/2016/01/14/lego-
duplo-number-line/

Nechemia Weiss Follow. "Spots for M.A.T.H. Profession al Development Events."

LinkedIn SlideShare. August 27, 2013. Accessed October 26, 2017.
https://www.slideshare.net/nwonline/power-point-slide-presentation-bbaug-27.

Products Archive. (n.d.). Retrieved October 25, 2017, from

https://luckytobeinfirst.com/the-shop

Retrieved October 26, 2017, from http://www.nctm.org/Standards-and-

Positions/Principles-and-Standards/Number-and-Operations/

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M., McGarvey, L. M., & Wray, J.
(2018). Developing Meanings for the Operations. In Elementary and Middle
School Mathematics (5th ed., pp. 135-155). Don Mills, Ontario: Pearson.
MATH SUMMATIVE PROJECT 30
MATH SUMMATIVE PROJECT 31

Ten Frame

Number Line
MATH SUMMATIVE PROJECT 32

Using Fingers

Counting Counters
MATH SUMMATIVE PROJECT 33

Name: Date:

Strategy Stations

Instructions: Complete the worksheet in the five stations that will

be finished today during class. At each station you will be provided
with five (5) minutes to complete the questions below, for that
station. For the first three (3) questions at each station you have to
draw out the way that you found out the answer. For example, if
you are at the counter station, draw on your paper the counters and
how you found your work. Complete the other five (5) questions
by using the manipulative at the required station.

Ten Frame Station

1) 10+5= 2) 9-3= 3) 5+7=

4) 16-9=

5) 5+12=

6) 17-7=

7) 3+10=

8) 20-1=
MATH SUMMATIVE PROJECT 34

Number Line Station

1) 8+7= 2) 14-8= 3) 14+2=

4) 19-9=

5) 3+13=

6) 16-3=

7) 4+15=

8) 16-10=

Using Fingers Station

1) 12+3= 2) 10-5= 3) 6+8=
MATH SUMMATIVE PROJECT 35

4) 15-6=

5) 12+7=

6) 14-7=

7) 5+8=

8) 10-9=

Drawing and Counting Station

1) 4+9= 2) 15-8= 3) 6+13=

4) 16-2=

5) 5+15=

6) 16-4=

7) 15+3=

8) 15-3=
MATH SUMMATIVE PROJECT 36

Using Counters Station

1) 5+7= 2) 14-4= 3) 3+13=

4) 15-9=

5) 3+9=

6) 19-18=

7) 13+5=

8) 18-4=
MATH SUMMATIVE PROJECT 37

What’s the Scoop?

“What’s the Scoop?” is an interactive way that allows students to practice their addition

and skip counting while learning how money works and having fun! “What’s the

Scoop?” can be played is a fast and simple game that can be played during any point of

the day. The game can be played two ways:

• Individually: Taking a random number of scoops and adding them up to find the

total for the ice cream.

• With a partner: Have the partner tell you a number ($1.25) and figure out which

scoops it would take you to come up with that number.

The game can also be adapted to any academic level, as the scoops could consist of $5,

$10, and subtraction could also be worked into it.

Pictures and examples of the game are featured below:

MATH SUMMATIVE PROJECT 38

Mathematics Technology

Addition and Subtraction Video

This interactive video works on simple addition and subtraction skills, with

everyone’s favourite snack: COOKIES! In the video, we work with two word problems,

one addition and one subtraction. The video allows for interactive activity as the students

get the opportunity to actually see and visual objects being added and objects being

subtracted. Using iPads students could easily make video just like this, using simple

objects and recording themselves figuring out the word problem or equation.

The video can we found under this summative assignment.

MATH SUMMATIVE PROJECT 39

Website Review

A goal for any teacher is to make the content that they are teaching fun and
enjoyable for students. Math is a subject that a lot of students struggle with and as a result
tend to dislike. However, when we as teachers make subjects and content fun to learn
about it, students tend to like it more. For my first practicum I was placed in a fourth
grade classroom and that is where I was learned about ABCya.com. The students loved
the website, as well as the educational games it had to offer, and often looked forward to
playing it during the day. The website, ABCya.com is an excellent resource for all
teachers to use in their classroom of any age. The website is very easy to navigate
through, which makes it very easy for students of all ages to use, with little guidance. For
my first practicum I was placed in a fourth grade classroom and that is where I was
learned about ABCya.com. The students loved the website, as well as the educational
games it had to offer, and often looked forward to playing it during the day.

The screenshot above is what the homepage looks like. As you can see the
homepage is very visually appealing as it contains many colours and consists of an
appropriate amount of detail. As you can tell, there are categories from Pre-Kindergarten
to Grade 5. From here all you have to do is clock on the circle in which grade level you
would like to focus on. From there you are relocated to the page of that grade, in which
the education games are endless.
MATH SUMMATIVE PROJECT 40

As you can see from the five screenshots above of Abcya.com, the games are never-
ending. There are so many different categories including words, math, holiday, skill, and
strategy, where students can work on many different skills. Abcya.com is a website that
children will never get bored with, due to the unlimited number of educational games it
has to offer!
MATH SUMMATIVE PROJECT 41

Counting Read Aloud

Grandma Annii’s Storytime, which can be found on YouTube.com, is a great

resource for read alouds for all subjects. In the video below, Grandma Annii reads

Counting Crocodiles by Judy Sierra and Will Hillenbrand. The story consists of a

monkey who is trying to outwit hungry crocodiles. The story would be appealing to

students as they can listen to the story, while at the same time learning about counting.

The book explores counting 1-10, and then counting down from 10-. Each pages gives

the students an opportunity to count the crocodiles, which can be done out loud as class.

These read alouds could be projected onto the SmartBoard for the students. It is a

great resource, as it allows that technical component of education, which appeals to many

students, especially in today’s society.

MATH SUMMATIVE PROJECT 42

References

"ABCya! | Educational Computer Games and Apps for Kids." ABCya! | Educational
Computer Games and Apps for Kids. Accessed March 02, 2018. http://www.abcya.com/.

"Canadian Play Bills." Quality Classrooms. Accessed March 02, 2018.

http://www.qualityclassrooms.com/math/money/canadian-play-bills-6701.html.

"Didax Plastic Two-Colour Counters, 200/Pack (DD-2503) | Staples." Staples.ca.

Accessed March 02, 2018. https://www.staples.ca/en/didax-plastic-two-colour-counters-
200-pack-dd-2503/product_2653698_1-CA_1_20001.

Fourth Grade Educational Computer Games, Ages 9 - 10 | ABCya! Accessed March 02,
2018. http://www.abcya.com/fourth_grade_computers.htm.

https://www.youtube.com/watch?v=lHGGJXQmwTo

"Interactive clock." Paperless teaching. April 28, 2017. Accessed March 02, 2018.
https://paperlessteaching.wordpress.com/2017/03/10/interactive-clock/.

"Learning Resources Canadian Coin Set for Cash Register Play Money." Canadian Coin
Set - SCHOOL SPECIALTY CANADA. Accessed March 02, 2018.
https://store.schoolspecialty.com/OA_HTML/ibeCCtpItmDspRte.jsp?minisite=10224&it
em=3280881.