Unit Title: Number Skills
Lesson Title: The Process of Addition
Overview of concepts Review of signs + & = (2), demonstration of process of With time estimates: addition and student participation (4), instruction in use of manipulatives with student practice (4), information for independent practice and follow-up(10).
Materials needed: Dry erase markers, magnets, felt sheets, counters, paper
Lesson Objective: To reinforce learning of the signs +& =; to introduce addition and provide motivation for student independent practice.
Modification for Visual, verbal, sensorial and kinesthetic methods of
individual needs: instruction to accommodate all learning styles.
1. Anticipatory Set: Review prior introduction of signs, introduce fill-in boxes for sets of numbers, introduce beginning addition and encourage students to practice independently during work time.
2. Behavioral Obj.: Students will understand the concept of adding sets of numbers and demonstrate their knowledge by performing the operation on the board with magnets, on their own felt work mat, and lastly, on their paper.
a. Language (Word) Smart: Each student will be able to use terms introduced in the lesson, i.e. addition, plus, equals, number sentence, and equation, to explain the addition operation process.
b. Logical-Math (Logic) Smart: Each student will be able to perform addition operations with the help of manipulative counting objects by placing the objects in the addend boxes provided and then moving them to the box provided for the sum.
c. Spatial (Picture) Smart: Each student will be able to write the numbers they see on the board or card in the appropriate boxes on their papers, thus recording their work in addition.
d. Bodily-Kinesthetic (Body) Smart: Each student will be able to come to the board and move the magnets to perform the addition operation and write the numbers on the board in the appropriate boxes. They will then be able to manipulate their own objects on the felt mat to perform the operation and transfer their work to paper.
e. Interpersonal (Self) Smart: Each student will be able to practice independently with the additions materials, as well as demonstrate their use to their peers.
3. Input/Activities: Students will use counting manipulatives to perform addition operations.
4. Modeling: Provide example of addition process on the board and demonstrate with magnets.
5. Check for Give each student an opportunity to perform the operation on the Understanding board and with the manipulatives.
6. Guided Practice: Monitor students as they perform operation on felt mats.
7. Closure: Ask review questions about the lesson, show students the M&Ms addition book and explain that story will be read after work time to review lesson.
8. Independent Encourage students to use work in the basket on the Math shelf
Practice: during work time.
9. Assessment: After ample opportunities to practice, students will perform addition operations on a sheet given by the teacher with 80-100 percent accuracy.
a. Knowledge level question: What are these signs called? A. + is plus, = is equal or equal to.
b. Comprehension level question: What do we do when we “add” two set of things? A. We combine them, or put them together to make one big group.
c. Application level question: Show me with your fingers how you can add these two sets: 2+3. A. Student will hold up 2 fingers on one hand, 3 fingers on the other hand, and then hold the two sets up side by side to be counted.
d. Analysis level question: Read the number sentence and show me how to find the answer. Read the number sentence again with the answer. How do you know you’re right? A. Student will read number sentence by saying, “Two plus three equals...”, then performing the operation with manipulatives. He/she will then re-read the number sentence and answer the question, “How do you know you’re right?”, by saying, “Because I can count the beads.”
e. Synthesis level question: Gabby has two m&ms and Destiny has three. How can we find out how many they have together? A. Have them put the candy into the bowl together and count them, or other possibilities that the student may come up with.
f. Evaluation level question: Which helps you the most, counting beads or fingers? Why do you think that is? A. Answer is open to the students opinion and reasoning.