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Edpr 432 Mathlesson

The document provides a lesson plan for teaching first grade students how to add three or more numbers. It includes opening activities to practice addition and subtraction. Students will then work to solve a word problem involving adding the pencils of three children. The lesson will demonstrate different addition strategies and discuss the commutative property of addition. It concludes with an activity where students play a card game to practice adding three numbers.

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0% found this document useful (0 votes)
51 views3 pages

Edpr 432 Mathlesson

The document provides a lesson plan for teaching first grade students how to add three or more numbers. It includes opening activities to practice addition and subtraction. Students will then work to solve a word problem involving adding the pencils of three children. The lesson will demonstrate different addition strategies and discuss the commutative property of addition. It concludes with an activity where students play a card game to practice adding three numbers.

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© © All Rights Reserved
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Addition of Three or More Numbers

Name: Sarah Wagner Date: 1/23/14 Grade Level/Subject: First/Math Prerequisite Knowledge: Addition of two numbers, How to use labels Approximate Time: 40 minutes Student Objectives/Student Outcomes: SWBAT use and explain strategies for adding three or more numbers. SWBAT write number models with three or more numbers. SWBAT describe and apply the associative property of addition. Content Standards: 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.6. Add up to four twodigit numbers using strategies based on place value and properties of operation. 2.NBT.7. Add and subtract within 1000, using concrete models or drawings and strategies based on the place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, , and represent wholenumber sums and differences within 100 on a number line diagram. Materials/Resources/Technology: SmartBoard, Projector, White Board Slates, Dry Erase Markers, Pencils, Math Journal 1, pg 131 Implementation:

Time
7 minutes

Opening of lesson: I will start the lesson by asking students to take out their slates and marker. After this, I will say, We are going to start off by practicing our addition and subtraction. I will read to you four problems and you will solve them, using your slate and marker. Your first one is 70 20. I will repeat the math problem after around five seconds have passed. After I have given students time to solve the problem, I will say, Raise your hand if you have an answer for 70 20. For this one, I am looking for the answer to be 50. I will ask a student to answer. If they answer correctly, we will move on to the next problem. If not, I will ask them how they came up with their answer. Then, I will ask if anyone came up with a different answer. I will call on another student and have them explain how they got their answer. I will loosely repeat this for the next three problems, which will be 70 + 13 (83), 89 49 (40), and 69 + 11 (80).

After this, I will tell the students they did a great job with practicing addition and subtraction. Next, I will say, Now, were going to try something a little harder. Are you first graders ready for a challenge? Im going to read an addition problem to you and you might want to write it on your slate so you can remember it. Give me a thumbs up when youre ready. Once everyone has given me a thumbs up, I will read this problem, their Math Message, to them: Mary Alice has 13 pencils. Amartya has 6 pencils. Anna has 7. How many pencils do they have in all? I will repeat this problem one more time. Mary Alice has 13 pencils. Amartya has 6 pencils. Anna has 7. How many pencils do they have in all? While they are working on this problem, I will be walking around the room to assess how they are solving the problem. I am looking for the answer 26 pencils.
29 minutes

Procedures: Include critical thinking questions and accommodations for individual needs Once most students are finished solving the problem, I will draw a unit box on the board. After I have done this, I will say, What is the story problem about? I will be looking for an answer about finding the total number of pencils the students have. I will then ask, What label should go in the unit box? The students will respond by saying, Pencils. I will then invite students to come to the board and share strategies to how they solved the Math Message problem. I expect them to use some of these strategies to solve for how many pencils they had total: o Using fingers or a number grid as an aid for counting up. o Draw pictures or use tally marks. o Use a partsandtotal diagram. o Mental arithmetic. o Use the partialsums method. o Draw an open number line. Next, I will write number models for the Math Message problem in horizontal format. Once I have done this, I will ask, Does it make a difference in what order the sums are added? The anticipated response is No. Next, I will ask, Which order makes it easiest to find the sum? I will call on 23 students to answer this question. If students are having a hard time grasping the concept of adding three numbers, I will have them practice with these two problems: 14 + 5 + 6 and 25 + 25 + 7. If they are understanding the lesson, I will skip this and move on to the next part of the lesson. I will then say, To summarize what we just learned, three or more numbers can be added in any order. Also, they can often be ordered in a way that makes it easier to find the sum. Then, I will have students play the game, Three Addends. I will tell the students that they will work with a partner to practice adding three or four numbers using number cards 020 from the Everything Math Deck. Mrs. Merkle and I will demonstrate for the students how to play the game while I give the directions. The directions are: 1. Shuffle the cards. Place the deck numberside down between the two players. 2. One player turns over the top 3 cards. Each partner writes the 3 numbers on their record sheet, which is found in their Math Journals

on page 131. 3. Partners add the numbers, writing a number model to show the order in which they added. 4. Partners compare their answer. Once the directions are explained, I will have students take out their math journals, turn to page 131, and then find a partner. I will also tell them that the number cards are on the back table where the math games are normally kept. While they play the game, I will be walking around the room, answering questions and assessing their work.
4 minutes

Summary/Closing: When it gets close to the time they leave for art class, I will ask students to finish the problem they are currently working on and then put the supplies away. I will ask them to leave their math journals out on their desk so I can see how awesome they did at adding multiple numbers. I will dismiss them by tables to line up at the door. If a table is quiet and following Kenwood expectations, I will have them line up first and move their clip on our clipchart up to the next color before getting in line. Student Assessment: When they have went to art, I will use their math journal page to assess their understanding on adding three or more numbers. I will also use their homework that they will turn in the next day.

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