Stephanie Underhill40 mins to an hourAdding and SubtractingGoals/ Objectives: -The Student will be able to add and subtract numbers correctly verbally or on paper 80% of the time. -The Student will be able to list the turnaround facts 75% of the time -The Student will be able to create their own addition and subtraction equations on paper and solve them 80% of the time. -The Student will be able to say aloud the addition and subtraction facts 100% of the time. - The student will be able to sketch math addition or subtraction problems on the board or on paper 95% of the time.Rationale :I feel that addiction and subtraction are the basis of math, if this istaught correctly, these skills will be used throughout their math careeras a student and will be used in higher-level math.Medium I will first start at the board and start by writing the numbers onthe board that I would like to add or subtract. Then I will show thestudents how to add not just with numbers but with symbols as well.For example: I will write the problem on the board 2+3=___ thenabove the 2, I will draw two stars, above the 3, I will draw 3 stars. Iwill then have the students count with me the number of stars all
together and then put above the 5, the five stars added to make thatnumber.The I will do the same for a subtraction problem.Target Audience Kindergarten/first gradeTechnologies used:- Ipad/Ipod touch-Kidspiration-Computers- Website- Cool Math Games- Textbook online, and textbook websitesLesson ideas or lesson plans that you searched in this topic. Kidspiration, www.aatozteacherstuff.com,http://www.coolmath-games.com/Teaching Strategies and Methods Will ask the students questions along with the lesson I willteach them. I will use the board and the computers.Evaluation Methods: Assessment strategies: I will give them a worksheet/homework and see how well they do. Resources/ Credits: the print material, electronic resources, and websites you already found. Kidspiration, the board with markers, smart board, online textbooks and Powerpoints.NJCCS STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS) ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORMSTANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERSIN A VARIETY OF WAYS.
Math - Problem Solving : Addition and Subtraction RubricTeacher Name: Stephanie Underhill 4.1.2B. Numerical Operations Numerical Operations.Numerical operations are an essential part of the mathematics curriculum, especially in the elementary grades. Students must be able to select and apply various computational methods, including mental math, pencil- and-paper techniques, and the use of calculators. Students must understand how to add, subtract, multiply, and divide whole numbers, fractions, decimals, and other kinds of numbers. With the availability of calculators that perform these operations quickly and accurately, the instructional emphasis now is on understanding the meanings and uses of these operations, and on estimation and mental skills, rather than solely on the development of paper-and-pencil proficiency. Technology NJCCCS Standard 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. Strand F. Critical Thinking, Problem Solving, and Decision-Making P Information accessed through the use 8.1.P.F.1 Navigate the basic functions of a browser, ofdigital tools assists in generating including how to solutions and making decisions. open or close windows and use the “back” key 2 Information accessed through the use 8.1.2.F.1 Use mapping tools to plan and choose alternat ofdigital tools assists in generating routes to and from various solutions and making decisions. locations.
Student Name: ________________________________________ CATEGORY 4 3 2 1Mathematical Explanation shows complete Explanation shows Explanation shows some Explanation shows veryConcepts understanding of the substantial understanding of the limited understanding of the mathematical concepts used understanding of the mathematical concepts underlying concepts needed to solve the problem(s). mathematical concepts needed to solve the to solve the problem(s) OR is used to solve the problem(s). not written. problem(s).Mathematical Uses complex and refined Uses effective Some evidence of Little evidence ofReasoning mathematical reasoning. mathematical reasoning mathematical reasoning. mathematical reasoning.Neatness and The work is presented in a The work is presented in The work is presented in The work appears sloppy andOrganization neat, clear, organized fashion a neat and organized an organized fashion but unorganized. It is hard to that is easy to read. fashion that is usually may be hard to read at know what information goes easy to read. times. together.Explanation Explanation is detailed and Explanation is clear. Explanation is a little Explanation is difficult to clear. difficult to understand, understand and is missing but includes critical several components OR was components. not included.Working with Student was an engaged Student was an engaged Student cooperated Student did not workOthers partner, listening to partner but had trouble with others, but needed effectively with others. suggestions of others and listening to others prompting to stay on- working cooperatively and/or working task. throughout lesson. cooperatively.Diagrams and Diagrams and/or sketches are Diagrams and/or Diagrams and/or Diagrams and/or sketches areSketches clear and greatly add to the sketches are clear and sketches are somewhat difficult to understand or are readers understanding of easy to understand. difficult to understand. not used. the procedure(s).Completion All problems are completed. All but one of the All but two of the Several of the problems are problems are problems are not completed. completed. completed.Use of Student always listens and Student typically listens Student sometimes Student rarely listens andManipulatives follows directions and only and follows directions listens and follows often "plays" with the uses manipulatives as and uses manipulatives directions and uses manipulatives instead of instructed. as instructed most of the manipulatives using them as instructed. time. appropriately when reminded. Teaching to different subjects: Language arts: Get a book that has to deal with addition and subtraction (see power point). Read them the book and then do the math lesson.