Math Lesson with Discussion
Lesson Plan Unit 3 Lesson 3.6
Overall lesson topic/title and purpose: Adding and Subtracting on the Number Line. A deeper understanding of adding and subtracting using a number line. Hopping and finding where you end up and that that relates to an addition or subtraction problem.
Rationale: Students will learn about using various techniques to find the answers to addition and subtraction problems including number lines, counters, their fingers, and in their heads. Shows them that there are different ways to represent the equations and different ways to solve them.
Big Idea: Discover patterns in mathematics numerically and visually.
Goals/Objectives for today’s lesson: Students will be able to individually add and subtract using a number line by showing the hops made on their number line and explaining their reasoning to the class.
Materials & supplies needed: Student work book journals page 37, page with addition and subtraction problems, pencil, Smart board/Eno board
Procedures
Launch (10 minutes)
- If I have 7 books and Miss T. gives me 4 books, how many books do I have all together?
- Have the students show how to find the answer on the board by using a number line and showing it numerically.
- If Miss T. had 9 books and she gave me 4 then how many does she have left?
- Have the students show how to find the answer on the board by using a number line and showing it numerically.
Explore (15 minutes)
- Students will already have a piece of paper with addition and subtraction problems on it at their table spot.
- At your seat is a paper with a few addition and subtraction problems. You can use a number line, counters, your fingers, or do them in your head but you need to be able to explain how you did each problem.
- You can work with one other person at your table, but your voice level should be at a level 1 (whisper voice)
- Remember that you will need to explain how you did the problem so be ready to talk about it after. Try to explain to your partner how you would do it, so that you are ready.
- Once you are finished we will discuss as a class how you all solved the problems. (This could be what material they used and why or what method they used such as counting on, joining and counting, etc.)
- Quietly go back to your table and get started.
- (While the students are working on it individually I will go around and ask students how they are doing the problem. Look for if they are doing all the problems the same way or if they choose to do some problems one way and some another way.)
- Okay, put your materials away and leave your paper at your seat and come back to the carpet quietly.
- (The same problems from their paper will be up on the board for reference.)
Summarize (25 minutes)
- How to discuss:
- We’re going to have a discussion, what is a discussion?
- (If you can’t get to them to the right definition try to revise their wording to get the right definition.)
- While we are discussing I don’t need to call on you, but you can’t talk over someone else.
- If someone else is talking you need to wait for them to be done before you start talking.
- Try to build off of what you hear the person before you say.
- Tell us about your thinking, and show us how you solved the problems.
- I might say something here or there, but I want this to mainly be about you sharing.
- Ask questions if you need to, maybe one of your classmates knows the answer.
- If you agree or disagree feel free to tell us and explain why.
- This monkey is to make sure we know who is talking. If you have the monkey, it must remain in your lap, but if I see you playing with it then I will take it back.
- If you want to say something, raise your hand and you will be handed the monkey when the other person has finished talking.
- If more than one person has their hand raised then I will choose who gets the monkey next. If only one is raising their hand then you can just carefully pass the monkey to them.
- (I will start the discussion by choosing the student who did the problems using the counters by joining and then counting all of the counters to find the answer.)
- (The discussion should progress to higher levels naturally if not then I will jump in to try to get the other areas covered.)
Questions to ask if discussion needs continuing:
- Did you solve the problem in the same way or similar way?
- How did you find the answer?
- Why did you choose that way to do it?
- Did you count on or just group them together and count the group?
- What do we notice about the different ways we can solve the problems?
- Do you agree or disagree with someone’s way of doing it or the answer they got?
- (Student name) did it differently let’s hear about how he/she did it.
- Hopefully they can make the connections that the answers are the same no matter what way you do it. If not talk to them about the connection.
Overall lesson topic/title and purpose: Adding and Subtracting on the Number Line. A deeper understanding of adding and subtracting using a number line. Hopping and finding where you end up and that that relates to an addition or subtraction problem.
Rationale: Students will learn about using various techniques to find the answers to addition and subtraction problems including number lines, counters, their fingers, and in their heads. Shows them that there are different ways to represent the equations and different ways to solve them.
Big Idea: Discover patterns in mathematics numerically and visually.
Goals/Objectives for today’s lesson: Students will be able to individually add and subtract using a number line by showing the hops made on their number line and explaining their reasoning to the class.
Materials & supplies needed: Student work book journals page 37, page with addition and subtraction problems, pencil, Smart board/Eno board
Procedures
Launch (10 minutes)
- If I have 7 books and Miss T. gives me 4 books, how many books do I have all together?
- Have the students show how to find the answer on the board by using a number line and showing it numerically.
- If Miss T. had 9 books and she gave me 4 then how many does she have left?
- Have the students show how to find the answer on the board by using a number line and showing it numerically.
Explore (15 minutes)
- Students will already have a piece of paper with addition and subtraction problems on it at their table spot.
- At your seat is a paper with a few addition and subtraction problems. You can use a number line, counters, your fingers, or do them in your head but you need to be able to explain how you did each problem.
- You can work with one other person at your table, but your voice level should be at a level 1 (whisper voice)
- Remember that you will need to explain how you did the problem so be ready to talk about it after. Try to explain to your partner how you would do it, so that you are ready.
- Once you are finished we will discuss as a class how you all solved the problems. (This could be what material they used and why or what method they used such as counting on, joining and counting, etc.)
- Quietly go back to your table and get started.
- (While the students are working on it individually I will go around and ask students how they are doing the problem. Look for if they are doing all the problems the same way or if they choose to do some problems one way and some another way.)
- Okay, put your materials away and leave your paper at your seat and come back to the carpet quietly.
- (The same problems from their paper will be up on the board for reference.)
Summarize (25 minutes)
- How to discuss:
- We’re going to have a discussion, what is a discussion?
- (If you can’t get to them to the right definition try to revise their wording to get the right definition.)
- While we are discussing I don’t need to call on you, but you can’t talk over someone else.
- If someone else is talking you need to wait for them to be done before you start talking.
- Try to build off of what you hear the person before you say.
- Tell us about your thinking, and show us how you solved the problems.
- I might say something here or there, but I want this to mainly be about you sharing.
- Ask questions if you need to, maybe one of your classmates knows the answer.
- If you agree or disagree feel free to tell us and explain why.
- This monkey is to make sure we know who is talking. If you have the monkey, it must remain in your lap, but if I see you playing with it then I will take it back.
- If you want to say something, raise your hand and you will be handed the monkey when the other person has finished talking.
- If more than one person has their hand raised then I will choose who gets the monkey next. If only one is raising their hand then you can just carefully pass the monkey to them.
- (I will start the discussion by choosing the student who did the problems using the counters by joining and then counting all of the counters to find the answer.)
- (The discussion should progress to higher levels naturally if not then I will jump in to try to get the other areas covered.)
Questions to ask if discussion needs continuing:
- Did you solve the problem in the same way or similar way?
- How did you find the answer?
- Why did you choose that way to do it?
- Did you count on or just group them together and count the group?
- What do we notice about the different ways we can solve the problems?
- Do you agree or disagree with someone’s way of doing it or the answer they got?
- (Student name) did it differently let’s hear about how he/she did it.
- Hopefully they can make the connections that the answers are the same no matter what way you do it. If not talk to them about the connection.