Math: Review Unit 6

Author: Elyssa Place

Date created: 04/30/2014 1:04 PM EDT ; Date modified: 05/03/2014 11:54 AM EDT
Subject(s) Mathematics
Grade/Level Grade 1
Descriptive Data Throughout the lesson the students will be at their desks. The lesson is the
review of unit 6. I have taught all the previous lessons of unit 6. The lesson
will review what they have learned and prepare them for the assessment.
The assessment will be given the next day.
Rationale
I have the students work in partners, as a class and independently. This
allows the children to experience the material in different ways. They have
the chance to experience whole group instruction, work on their own and to
work with a partner. They will be more engaged in the lesson because of
this. I also structure the group time by completing problems together. The
students will all work on a problem independently. I will walk around and
see who completed it correctly and then have those students help me
complete the problem on the board. This way the students all have a
chance to complete the problem and I am able to see who was correct.
Then I use the ones that were correct to show the class the right way to
complete the problem. The students that have more trouble should be able
to complete the other problems correctly and independently by the time
independent work comes.
Rutherford, P. (2008) Instruction for All Students. Alexandria, Virginia: Just
ASK Publications & Professional Development.
New York State Learning
Standard(s) Addressed
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NY- New York State Common Core Standards (2011)
Subject: Mathematics
Grade: Grade 1
Domain: Operations and Algebraic Thinking 1.OA
Cluster:
Represent and solve problems involving addition and subtraction.
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.2 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.
Domain: Measurement and Data 1.MD
Cluster:
Represent and interpret data. 4. Organize, represent, and
interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in
each category, and how many more or less are in one category
than in another.
Instructional Objectives Given a math review worksheet students will be able to complete the
worksheet with minimal help with at least 70% accuracy.
Student Assessment
Throughout the lesson I will ask students questions about the math
problems. The questions will use a variety of Bloom's questioning
techniques to see how they found the answer. I will watch how the students
do with circling and recording the data. I will watch what students do when
they solve the questions on the white boards. The summative assessment is
the worksheets from their student activity book. They need to answer at
least 7 out of the 10 questions correctly.
Materials and Resources
Materials and resources:
pictures of Olaf, Minions and BuzzLighter
White Boards
Tissues
Markers
student name sticks
student activity book pages
Anticipatory Set
Put pictures of Olaf, Buzz Lightyear and Minions on the board. Ask children
what they are from. I want to see how many I have of each. How can I
collect my data? Make a grid with O, B and M.
Sequence of Instruction
1. Pass out white boards, markers and tissues.
Use the document camera to put up the worksheet of Olaf, Buzz
Lightyear and the Minions. Ask children what they are from. I want to see
how many I have of each. How can I collect my data? Make a grid with O, B
and M.
2. Have children come up one at a time, circle a character and make a circle
on the grid. Go over that they have to circle one item and then put it down.
Ask children what questions they can ask about the data. Go over how
many each group has. Ask more and fewer questions.
3. Write question on the board: Luke scored 8 goals in his hockey game. I
scored 2. How many more did Luke score? Tell children to find the answer
using either comparison bars or math mountains on the whire boards. Go
over answers. Go over who scored what and the answer. Have children
involved throughout.
4. Write new question on the board: Clarise was given 8 stickers. Armani
was given 2 fewer. How many was Armani given? Students answer on white
boards with either math mountains or comparison bars. Go over both ways,
the answers and who was given how many. Have children involved
throughout.
5. In partners have children ask each other comparison questions.
6. Have children rip out 191, 192 and 193 out of their math activity books.
Have them finish the worksheet on their own. If on page 192 some children
have trouble. Help with number 6 (7 if needed), but they have to do the
rest on their own.
7. When finished they put their work in the I AM DONE basket and fill out
an exit ticket
Closure When finished they put their work in the I AM DONE basket and fill out an
exit ticket
Modifications/Adaptations
Students that may need directions repeated include: A'Marion, Daisy, Gena,
Jimmy, Madison Martino and Madison Maxey. These students may need
redirection, also. To capture attention use "if you hear my voice clap once,
if you hear my voice clap three times." Warnings may be given out to
students that are off task repeatedly and their stars may be moved down.
For positive behavior, stars may be moved up. Groups of students (1, 2, 3)
may be given stars in the whole group is on task. Stars may also be taken
away. Students that need help with the math when working independently
may be pulled aside as a group, or may be talked to individually at his or
her desk. It depends on the problem and the number of students. Students
that need to be watched carefully: Madison Martino, Madison Maxey, Gena,
A'Marion, and Clarise. Daisy may need questions read to her.
Teacher Reflection and
Revision