Lesson Plan Format

 

Name: Kelly Howard      Date: November 10, 2004    Age/Grade Level: 2nd grade

 Subject: Mathematics     # of Students: 20             # of IEP Students:  0      

 Major content: Commutative property      Unit Title: More and More Buttons

 

ACTIONS

 Goals and Objectives

Students will

 Connections-

The learning objectives include:

Based on the Kentucky Mathematics Standard (MA-E-1.3.1) how properties (commutative, associative, identity properties of addition and multiplication, zero property of multiplication) are used in computation.

Context-

Students have been working on addition in the classroom and mastering their Sums of 10 tables.  This lesson incorporates the Sums of 10 tables and introduces the commutative property of addition to the class.  By the end of the lesson, students need to be able to understand that numbers can be added in either direction to obtain the sum of the two numbers.  This will be a starting block to the knowledge that numbers can be added in an order or direction and the same sum will be obtained every time.  This will help the students move into the other properties that will be learned, which are the associative and identity properties.  The focus of this particular unit is for students to learn properties of addition and master the skills necessary to perform the properties to get the correct answer.  Some students in the class will grasp the idea that numbers can be added in any order to get the same answer more quickly than others so this lesson will have a post activity to help those students who do not understand the concept as easily.  This post activity will also be helpful for the students who do understand the concept because it will reinforce the concept.

 Resources-

Materials

 

 Procedures-

To review rational counting and to prepare for the exploration of addition, distribute a bag of buttons and one die to each student. Ask the students to roll their die and then make a set with as many buttons as the number of spots showing on the die. Ask for volunteers to say the number in their set of buttons and then write it. Now tell the students to make a set of one more and one less button than the set they first made.

Group the students into pairs and give each pair two dice, a bag of buttons, and a strip of paper. Ask them to fold the strip in half, and then color one side of the paper red and the other side blue.

Display a class chart that is labeled “Number of Buttons on the Red Side,” “Number of Buttons on the Blue Side,” and “Number of Buttons in All.” Now ask the students to each roll a die and make a set containing the same number of buttons as there are spots showing on the die, with one student placing his or her set of buttons on the red side of the chart and the other student placing his or her set on the blue side. Then ask them to determine how many buttons they have when they join the two sets together.

To make the joining action more obvious, assign one student in each pair to place his or her hands around the two sets and say, “whoosh” while bringing both sets of buttons together. On scrap paper, the other student writes in red the number of buttons on the red side, in blue the number of buttons on the blue side, and in purple the number of buttons in all. Then have the students switch roles. Repeat several times.

When they have identified several sums, help each group to enter two or three of their findings on a class chart. After the students have made their entries, ask them to give examples of the terms “addend” and “sum.” Call on a volunteer to read one row of the chart. Then call on other volunteers to read other rows. Next demonstrate how to write the entries on the chart as addition sentences. Encourage the students to record a few of their “whooshes” as addition sentences.

3 + 4 = 7

Now ask the students to put three buttons on the red side of their paper and four buttons on the blue side. Ask them to whoosh them together and record the addition sentence that tells what they did, using red and blue numerals for the addends and purple for the sum. Next, ask them to put four buttons on the red side and three buttons on the blue side and to predict how large the set will be when they whoosh the two sides together. Ask them to use red, blue, and purple numerals to write the addition sentences.

3 + 4 = 7     4 + 3 = 7

Repeat with other number pairs until the students are comfortable with the idea that order does not matter when they are joining two sets and recording the results.

Ask the students to choose one of the rows from the chart and draw a picture illustrating that number fact, writing under it the addition sentence that the picture illustrates. Then distribute a copy of the Sums to 10 charts to each student and ask the students to find the addends they just used, putting one finger on each addend. Demonstrate how they can bring their fingers together on the sum. [Note that the addends and sum are color coded to match the chart they worked with earlier.] Now ask them to find the same addends in the other color and see if they get the same sum. Now have several children use their drawings and the Sums to 10 charts to explain the commutative property in their own words. You may wish to display the drawings in the classroom or in a more public place before adding the records to their portfolio.

 Student Assessment-

Accompanying worksheet 

  1. How can you show you are joining two sets?
  2. How many buttons are on the red side of this sheet? On the blue side? How many in all?
  3. Which sum on the classroom chart was listed first? What addends were used to get it?
  4. Which sum on the Sums to 10 charts was the greatest? Which pairs of addends were used to get it?
  5. Which pairs of addends on the Sums to 10 charts were used to get 8? 5?
  6. Would you get the same sum if you had two buttons on the blue side and five on the red side as you would if five were on the blue side and two were on the red side? Can you show why?

 

At this stage of the unit, it is important to know whether students can do the following:

Group Project

Rubric for Group Project/Assessment

Students will now work in groups to make a poster that demonstrates the commutative property.  The poster should include the title Addition Sentences and give at least 3 examples of how numbers can be added in either direction to obtain the same sum.  One example would be 3+5=8 and 5+3=8.  Students cannot use this example.  There must also be a diagram for each example.  One example of this is ooo + ooooo = oooooooo and ooooo + ooo = oooooooo.  All posters must include the every student in the groups name.

 

All information obtained from NCTM:  Illuminations.  Lesson plan at: http://illuminations.nctm.org/index_d.aspx?id=26

 

   

REFINEMENT- Prepared after the lesson and the post observation conference.

 

IMPACT—Prepared after the lesson and post-observation conference

 Reflection/Analysis of Teaching and Learning-

Discuss student progress in relation to the sated objectives (i.e., what they learning with indicators of achievement.)  Discuss success of instruction as it relates to assessment of student progress.  Include three student samples (high, average, low) and an analysis of their performance based on assessment results.

 

REFINEMENT—Prepared after the lesson and post-observation conference

 Lesson Extension/Follow up: 

Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.

 Note:  All three sections (ACTION,  IMPACT AND REFINEMENT) should be included in your portfolio for review by each committee member.

 

 

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