7/28/2019 O'Connor - Math 3.4.13 (1)

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Tarkington School of Excellence Daily Double Plan Name: Sarah OConnor Subject/Time: Math; 1:45-2:25pm Date: 3.4.13

OverviewCCS/NAME: 1. OA.5 Relate counting to addition and subtraction

Objective/SWBAT: Students will solve larger addition and subtraction problems by using dots to count on.

Vocabulary Words/Key Concepts for Word Wall: counting up/back, countin g on

Materials & Technology: ELMO, whiteboard, slates, independent addition/subtracti on sheet

Key Lesson Elements

What is the Teacher Doing? I Do/ We Do/You Do

What Are the Students Doing? Modificatio ns/Accommodations

Mental Math (3-5 minutes):Counting backwards from 100 starting at various numbers. Ifstudents get confused, refer them to the number line.

Students count backwards from 100, starting at variousnumbers.

Table captains are passing slates out at the desks.

Sequential Gradual Release Model:

Last week with Ms. Wade you practiced three different ways toadd and subtract bigger numbers. (CFU What were they?)

Today we are going to practice adding and subtracting biggernumbers, and I am going to have you use dots like we practicedlast week, to make sure our brains know how.

Before we get our slates, I need those attentascopes on and arug full of ready monsters so I can show you and make sureyour math muscles are ready to build that fact power.

Demonstrate 29+6, following the steps below:

Problem written on the whiteboard.

Draw 6 dots

Say 29 while pointing to it

Count on while touching each dot

Write answer

I Do Students are sitting on the carpet at a Level 0, listeningand completing CFUs as necessary.

This is really explicit. I think that will help them a lot.

Students return to desk to get their slates, and then returnto the carpet.

Use narration as necessary

Give students problems, both written and verbally, to solve withdots on their slates. As students hold up their slates to showtheir answers, have students defend their answers by explainingexactly how they got their answer (ex. I drew six dots because itsaid plus six, and then I counted on/up).

Model thinking further for students if they are confused, havestudents with contrasting answers explain how they got it, clear

up misconceptions by explaining what they did that was wrongand how they can do it next time to get the right answer.

We DoStudents are sitting on the carpet with their slates, solvinglarger addition and subtraction problems using dots, theirfingers, or the number grid.

As students show their answers, they explain how theygot them and agree/disagree with their peers.

Including a possible misconception section of yourlesson is really good proactive planning. Those are all

Scaffold problems, assist students in explaining theiranswers if needed.

Draw out explanation as students are explaining it tohelp other visualize what they are talking about.

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7/28/2019 O'Connor - Math 3.4.13 (1)

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Tarkington School of Excellence Daily Double Plan Possible misconceptions:

Starting counting on the number given instead of thenext number

Going the wrong direction (wrong sign) Skipping a decade while counting.

Reinforce to students that they should be checking their work byredoing the problem before they put a check by it on theirindependent sheet. Checking your work means that you havedone the problem twice!

possible situations that you should be ready for.

Guide students through the first two addition/subtractionproblems at their seats. Circulate and pull struggling students tothe carpet to assist them in grasping the concept.

You Do Students work independently to solve larger addition andsubtraction problems at their seats.

Working with addition group. We Do Students play penny/nickel/dime exchange with theirmath buddies for five minutes.

Closing/Preview for Next Lesson/Homework: Additional homework will be sent home with the students

who struggle with the number thate comes before and

after through 100.

Exit Ticket (aligned to lesson objective) or Assessment: 28+8= 37-4= 41-3=

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