Michael Lamb

Lesson Plan - Revision Introduction Topic: Addition/Subtraction Length of Lesson: 40-50 minutes Virginia SOL: 2.9 - The student will recognize and describe the related facts that represent and describe the inverse relationship between addition and subtraction. Cognitive Objectives Students will: Demonstrate the understanding how addition and subtraction relate to one another. Use problem solving, mathematical communication, mathematical reasoning, connections, and representations to determine: o the missing number in a number sentence o the related facts for a given addition or subtraction fact Materials/Technology and Advanced Preparation The Grapes of Math, by Greg Tang Race to 100 score sheet Sports Rods and Units Place value mats (enough for each student) Dice (enough for paired groups to have two) Math Magician Games - Online Teaching and Learning Sequence Introduction/Anticipatory Set Gather the students on the carpet and read aloud The Grapes of Math.

Stop periodically and ask the students if they see any patterns or ways to group the object set to make counting easier.

Introduce vocabulary words: addends, sum, minuend, subtrahend, difference Model subtraction by demonstrating that the subtrahend is taken away from the minuend and the difference is what remains. (ex. 12 3 = 9)

Model addition by adding the subtrahend and the difference from the subtraction example to demonstrate the inverse relationship of addition and subtraction: (pointing out that the sum is equal to the minuend). (9 + 3 = 12)

Demonstrate the communicative property of addition in that order of addends does not change the sum (2+3=5, 3+2=5), but in subtraction, the minuend ALWAYS comes first and the subtrahend is ALWAYS what is being taken away.

Michael Lamb

Lesson Development Instruct the students to get into their assigned pair groupings.

Model the Race to 100 dice game. Instruct the pairs to play the dice game race to 100 Using the race to 100 results, Instruct the students to write the addition and subtraction possibilities to represent the score. (Score was 74, so 74+26=100, 26+74=100, 100-76=24, 10024=76). Also, instruct the students to use the numbers on their dice and talk aloud about the combinations. (ex. Roll a 6 and a 5: 6+5=11, 5+6=11, 11-5=6, 11-6=5)

Closure

Ask the students what, if any strategies they used that they had seen during the story. Have the students share their experiences with todays activities and name some applications where using addition and subtraction may apply.

Model tonights homework. On one side of a 5X7 index card write out a word problem that includes addition and/or subtraction. On the opposite side, write out the answers to that problem (as was done in the race to 100 activity).

Homework .Create a word problem and solution as described in closure. Assessment Formative Listen for comprehension of inverse relationships while you are walking through the class during the activities. During the Race to 100 game look for demonstrations of the proper use of manipulatives, understanding of joining addends and taking away subtrahends. Summative Collect the Race to 100 score sheets for students folders to show mastery of concepts Collect homework and score 5 - 1, with one being the lowest. The created question and the four (4) inverse possibilities answers are each worth one (1) point. References Tang, Greg, The Grapes of Math, Scholastic Press, 2001, 40 pages Appended Materials Differentiated Strategy Organizer VA SOL 2.9 Choose a Place (Race to 100) game instructions and Score Sheet