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Instructional Plan Template
Mathematics Governor’s Institute 2004
(Download
as Microsoft word document: Instructional
Plan Temp1.doc)
Names
of group members: Carolyn
Gill, Elaine Stabler, Irene Wert
Topic/Theme:
Math/Operations
Level:
first grade
Time
Element: 55 minutes
NCTM
Standards Addressed: Number
and Operation Pre-K—2
Standard : Understand meanings of operations and how they relate to
one another
Expectations : Understand various meanings of addition and subtraction of
whole numbers and the relationship between the two operations.
PA Math Standards Addressed:
2.2.3A: Apply addition and subtraction in everyday situations using concrete
objects.
Math
Assessment Anchors Addressed:
MA.2 : Understand the meanings of operations, use
operations and understand how they relate to each other.
M3.A.2.11:
Demonstrate the inverse
relationship between addition and subtraction using fact families.
R3.A2 Demonstrate the ability to understand and interpret nonfiction texts
appropriate to grade level.
Objectives:
Understand how addition and
subtraction are related.
Use addition to solve
related subtraction facts..
Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):
Introduce lesson by using Ten
Sly Piranhas by William Wise. Read
story and have children use the numbers of various animals in the story to
create addition stories. Follow this
with a teacher-student discussion of the stories. Use 2 color snap cubes to illustrate a few
stories and relate them to a related subtraction fact. (Example:
3 red cubes + 5 blue cubes
= 8 cubes. If I have 8 cubes and give Tom the 5 blue cubes, how
many cubes will I have left.) Show the
cubes relate to the written form 3+5=8 and 8-5=3. Explain that these two facts are related. Discuss
characteristics of their relation (They use the same 3 digits in each number
sentence. One is the inverse of the
other).
Play a match game: Provide half
of the class with addition number sentence cards and the other half with
subtraction number sentence cards.
Allow students to move about the
room looking for their “partner”. Remind
them that one addition fact will only match one subtraction fact. When everyone is partnered, the partners will
each state their facts and the class will determine if they are correctly
matched.
Use snap cubes to model use of
addition to solve subtraction. Ex. 10-6=?
Use 6 red cubes and add blues to
make 10. Show in written form
6+4=10.
Say “ If 6 +4 =10 then 10--6=?” Students should be able to see that the
answer is 4.
Work page 223 in workbook
together. Allow students to complete
page 224 as independent practice or as partners. Allow them to check their answers using a
calculator.
At the end of class put the an
subtraction problem on the board (Ex..
8-2=?) and have the students write the related addition fact on a scrap
of paper.
Materials/Resources:
Math text—Scott Foresman-Addison Wesley
Snap cubes ( 2 color) , workbook page 233-234, pencil, paper, teacher created materials.
Interdisciplinary
Connections:
·
·
Technology-
Peter Rabbit’s
·
Other-
Assessment
Strategies:
·
Formative
Evaluation (checking student understanding during the lesson):
·
Question and Answers with instructor. Teacher observation of class
performance. Partner discussion of
learning.
·
Summative
Evaluation (How will it be determined that the objectives were achieved?)
·
Written
response—ticket out the door.
Correctives/Remediation:
Use of 2 color snap cubes in
conjunction with a color-coded teacher made worksheet.
Extensions/Enrichment:
Draw two groups of objects and generate
math stories that illustrate an addition and a related subtraction fact.
Use dice to generate numbers to use in the
creation of related addition and
subtraction facts.
Special
Accommodations (special needs students)
·
Description
of the Special Needs student selected: Student has severe hearing loss in both ears. Language comprehension and reading skills are
4 years below grade level. Student uses
assistive listening device with no use
of sign language. Her basic math
computation is above grade level, but has great difficulty with word problems and abstract concepts. She learns best through visual representation
of information.
·
Accommodations
to use with this student: Keep background level noises to a minimum. Teacher wears FM system during instruction.
·
Child
has preferential seating and teacher needs to stay in close proximity and
facing the student. Teacher needs to
speak clearly in normal tones. Use
visuals and modeling to assist the verbal instruction. Provide a buddy system. Provide pictorial instructions as necessary.
·
Our use
of snap cubes provides visual support of verbal instruction.
·
The
match game cards need to be large enough to be easily visible to all students in the room.
Home
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K-2 Grades 3-5
Grades 6-8
Grades 9-12