UDL LESSON PLAN Subject: Math Grade: 1st
UNIT/LESSON
Math Chapter 9: Facts to 20, Lesson 6: Adding Three Numbers
CONTENT OBJECTIVE(S)
The Students will be able to add three numbers using different strategies.
COMMON CORE STANDARD
CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
FOCUS/ KEY QUESTIONS
1. In the problem 8+8+3 which two numbers do you add first and why?
2. In the problem 5+2+8 which two numbers would you add first? Why?
LESSON PREASSESSMENT
Hand out individual whiteboards and markers to each students and have them solve the following problems: 8+5, 9+6, 6+6, and 6+7. Have the students display their answers by holding up their boards. If necessary, go back and reteach. If they demonstrate understanding, proceed with the lesson.
BARRIERS TO LEARNING
The students may not have a firm grasp on knowledge from previous lessons. It may be necessary to reteach.
The strategies learned may not appeal to every learner.
PLANNING WITH UDL
Multiple means of representation
Play the song “Doubles! Doubles! I Can Add Doubles!” song for review (http://www.youtube.com/watch?v=ljPKoNJH1Jg).
Provide manipulatives (pattern cubes, coins, dominoes, counting bears).
Multiple means of action and expression
The teacher will be able to observe the students answering questions during review.
During instruction, the students will choose manipulatives to practice the new skill. They will have a chance to try multiple ones to see what they like best. During this time, the teacher will observe and ask questions and check for participation.
Multiple means of engagement
Students will be working independently, with partners, in small groups, and as a group.
READING/ VOCABULARY
BEFORE: Review vocabulary: Doubles, Doubles plus one.
DURING: Introduce new vocabulary word: strategy.
AFTER: Review all vocabulary.
ASSESSMENT
Observation and participation.
The students will work in partners to complete pages 335-336 in class.
Practice Page 9-6 for Homework with enrichment problems on the back as an option.
MATERIALS
Whiteboards, markers, manipulatives (pattern cubes, coins, domioes, and counting bears), math books (pages 335-336), and classroom objects.
LEARNING STRATEGIES
WARM UP (5 min) Hand out individual whiteboards and markers to each students and have them solve the following problems: 8+5, 9+6, 6+6, and 6+7. Discuss how to use doubles to add.
INTRODUCTION/
MOTIVATION
Tell the students that they will use what they know to help them add three numbers. Tell them that this can help them to add numbers quickly. Tell them that they will learn different strategies to help them add. Discuss the word strategy.
WHOLE CLASS ACTIVITY (20 min)
Instruction: Take three small amounts of three different colors of pattern cubes. Connect each color together. Hold up your cubes. Ask the students what they think the best way to add the cubes together is. Listen to their answers and guide them if necessary. Demonstrate how to write a number sentence using three numbers to add the cubes together. Then demonstrate how to solve. Ask the students which two numbers would be the easiest to add together. Demonstrate how to add those first, and then add on the third number. Pass out three colors of cubes to each student and have them practice by writing and solving the problems on their whiteboards. Call on several students to demonstrate theirs and explain what they were thinking.
Modeling: Demonstrate how to do this using a variety of manipulatives. You’ve already demonstrated with the pattern cubes, now demonstrate using coins, dominoes, and counting bears.
GUIDED & INDEPENDENT PRACTICE WITH UDL
Allow the students time to explore with all of the manipulatives to see what they like best. Assist as needed or redemonstrate if necessary. Then ask the students to choose their favorite strategy and use it to complete pages 335-336 on their own.
CLOSURE/ EXIT PASS (5min)
Check pages 335-336 and ask each student to demonstrate their preferred strategy. Discuss why it is ok to use different ways to solve the same problem.
HOMEWORK
Practice Page 9-6 to reinforce skills with optional enrichment problems on the back.
UNIT/LESSON
Math Chapter 9: Facts to 20, Lesson 6: Adding Three Numbers
CONTENT OBJECTIVE(S)
The Students will be able to add three numbers using different strategies.
COMMON CORE STANDARD
CCSS.Math.Content.1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
- CCSS.Math.Content.1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
- CCSS.Math.Content.1.OA.B.3 Apply properties of operations as strategies to add and subtract.2Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
- CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
- CCSS.Math.Content.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
- CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
- CCSS.Math.Content.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
- CCSS.Math.Content.1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
- CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
- CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
- CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- CCSS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
- CCSS.Math.Content.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
- CCSS.Math.Content.1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
- CCSS.Math.Content.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
- CCSS.Math.Content.1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
FOCUS/ KEY QUESTIONS
1. In the problem 8+8+3 which two numbers do you add first and why?
2. In the problem 5+2+8 which two numbers would you add first? Why?
LESSON PREASSESSMENT
Hand out individual whiteboards and markers to each students and have them solve the following problems: 8+5, 9+6, 6+6, and 6+7. Have the students display their answers by holding up their boards. If necessary, go back and reteach. If they demonstrate understanding, proceed with the lesson.
BARRIERS TO LEARNING
The students may not have a firm grasp on knowledge from previous lessons. It may be necessary to reteach.
The strategies learned may not appeal to every learner.
PLANNING WITH UDL
Multiple means of representation
Play the song “Doubles! Doubles! I Can Add Doubles!” song for review (http://www.youtube.com/watch?v=ljPKoNJH1Jg).
Provide manipulatives (pattern cubes, coins, dominoes, counting bears).
Multiple means of action and expression
The teacher will be able to observe the students answering questions during review.
During instruction, the students will choose manipulatives to practice the new skill. They will have a chance to try multiple ones to see what they like best. During this time, the teacher will observe and ask questions and check for participation.
Multiple means of engagement
Students will be working independently, with partners, in small groups, and as a group.
READING/ VOCABULARY
BEFORE: Review vocabulary: Doubles, Doubles plus one.
DURING: Introduce new vocabulary word: strategy.
AFTER: Review all vocabulary.
ASSESSMENT
Observation and participation.
The students will work in partners to complete pages 335-336 in class.
Practice Page 9-6 for Homework with enrichment problems on the back as an option.
MATERIALS
Whiteboards, markers, manipulatives (pattern cubes, coins, domioes, and counting bears), math books (pages 335-336), and classroom objects.
LEARNING STRATEGIES
WARM UP (5 min) Hand out individual whiteboards and markers to each students and have them solve the following problems: 8+5, 9+6, 6+6, and 6+7. Discuss how to use doubles to add.
INTRODUCTION/
MOTIVATION
Tell the students that they will use what they know to help them add three numbers. Tell them that this can help them to add numbers quickly. Tell them that they will learn different strategies to help them add. Discuss the word strategy.
WHOLE CLASS ACTIVITY (20 min)
Instruction: Take three small amounts of three different colors of pattern cubes. Connect each color together. Hold up your cubes. Ask the students what they think the best way to add the cubes together is. Listen to their answers and guide them if necessary. Demonstrate how to write a number sentence using three numbers to add the cubes together. Then demonstrate how to solve. Ask the students which two numbers would be the easiest to add together. Demonstrate how to add those first, and then add on the third number. Pass out three colors of cubes to each student and have them practice by writing and solving the problems on their whiteboards. Call on several students to demonstrate theirs and explain what they were thinking.
Modeling: Demonstrate how to do this using a variety of manipulatives. You’ve already demonstrated with the pattern cubes, now demonstrate using coins, dominoes, and counting bears.
GUIDED & INDEPENDENT PRACTICE WITH UDL
Allow the students time to explore with all of the manipulatives to see what they like best. Assist as needed or redemonstrate if necessary. Then ask the students to choose their favorite strategy and use it to complete pages 335-336 on their own.
CLOSURE/ EXIT PASS (5min)
Check pages 335-336 and ask each student to demonstrate their preferred strategy. Discuss why it is ok to use different ways to solve the same problem.
HOMEWORK
Practice Page 9-6 to reinforce skills with optional enrichment problems on the back.