SMART Board Dice
Common Core State Standards:
K.OA: Operations and Algebraic Thinking- Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
5. Fluently add and subtract within 5.
Key Question for the lesson: How can I find the sum of these two numbers?
Instructional Objective: Students will be able to solve word problems and find the sum, using various manipulatives.
Materials, Media, Resources, Multi-cultural connections: SMARTboard, 17 individual student whiteboards, 17 markers, 17 erasers, 17 copies of the “problem of the day” paper, 17 bags of 12 linker cubes, math station activity buckets, and whiteboard easel.
Assessment of Prior Knowledge (Readiness/Interest): Before the day of the lesson, students will be asked to find the sum of two numbers. They will only be allowed to use a paper and pencil. Teacher will observe various strategies the students use and collect the assessment after it is completed.
Hook to lesson:
Teacher will tell this story to the class: “One day, Miss McLain made some hot cocoa and decided she wanted to put some marshmallows in her cocoa. However, she did not know how many to put in. So, she decided to roll a dice to figure out how many she should put in her drink.” Teacher will then use the link, www.teacherled.com/resources/dice/diceload.html, and roll one virtual dice on the SMARTboard. Teacher will then ask the students for help in figuring out how many marshmallows she needs.
Development of lesson including assessments:
Closure
Students will take a seat at the mat and review what they did in math today. Teacher will point to one of the number sentences they made in class and ask them what it is, as well as what it tells them. Teacher will ask them how they figured out the multiple math problems presented that day. Teacher will collect student problem of the day sheets to assess.
Assessment Strategies:
Teacher will observe what answers students write down after using mental imaging to solve the first problem. Teacher will observe how students use the linker cubes to solve the two die rolls. Teacher will make note of which students are still struggling with solving the problems, as well as what particular students prefer using to solve the practice problems and problem of the day. Teacher will collect “problem of the day” worksheets after the class discusses and shares their answers.
K.OA: Operations and Algebraic Thinking- Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
5. Fluently add and subtract within 5.
Key Question for the lesson: How can I find the sum of these two numbers?
Instructional Objective: Students will be able to solve word problems and find the sum, using various manipulatives.
Materials, Media, Resources, Multi-cultural connections: SMARTboard, 17 individual student whiteboards, 17 markers, 17 erasers, 17 copies of the “problem of the day” paper, 17 bags of 12 linker cubes, math station activity buckets, and whiteboard easel.
Assessment of Prior Knowledge (Readiness/Interest): Before the day of the lesson, students will be asked to find the sum of two numbers. They will only be allowed to use a paper and pencil. Teacher will observe various strategies the students use and collect the assessment after it is completed.
Hook to lesson:
Teacher will tell this story to the class: “One day, Miss McLain made some hot cocoa and decided she wanted to put some marshmallows in her cocoa. However, she did not know how many to put in. So, she decided to roll a dice to figure out how many she should put in her drink.” Teacher will then use the link, www.teacherled.com/resources/dice/diceload.html, and roll one virtual dice on the SMARTboard. Teacher will then ask the students for help in figuring out how many marshmallows she needs.
Development of lesson including assessments:
- After the teacher is ready, students will come to the mat and sit in front of the SMARTboard. Each student will bring with them a whiteboard, marker, and eraser. Teacher will pass out a bag of twelve linker cubes to each student to be used later on in the lesson.
- Teacher will bring up a link that shows two virtual die on the SMARTboard. Teacher will hand out a counter sheet to each student.
- Teacher will tell the students a short story/word problem that asks the class how many marshmallows Miss McLain will put in her drink.
- Teacher will roll one dice and ask the class to answer how many marshmallows Miss McLain would have in her hot cocoa.
- Students will answer what number the dice rolled on by writing the number on their whiteboard and holding it up.
- Teacher will check answers and allow a few children to come up and roll the dice.
- After a few students roll one dice, the teacher will change the setup to two die being rolled and have students use the linker cubes already passed out to them in the beginning of the lesson to add or subtract the two dice values.
- Teacher will use one or two of the problems as subtraction practice, and the rest as addition problems.
- After the practice problems, teacher will pass out the problem of the day (which goes along with the marshmallow theme), read the problem to the class, and explain what they must have on their papers (number sentence, and evidence of how they came to their answer).
- Students will be given the option to take the linker cubes to their seats.
- Students will come back to the rug after completing the problem.
- Teacher will have the SMARTboard setup so that students can come up and show how they solved the problem of the day.
- If there is enough time, students will participate in designated math stations for extra math practice.
Closure
Students will take a seat at the mat and review what they did in math today. Teacher will point to one of the number sentences they made in class and ask them what it is, as well as what it tells them. Teacher will ask them how they figured out the multiple math problems presented that day. Teacher will collect student problem of the day sheets to assess.
Assessment Strategies:
Teacher will observe what answers students write down after using mental imaging to solve the first problem. Teacher will observe how students use the linker cubes to solve the two die rolls. Teacher will make note of which students are still struggling with solving the problems, as well as what particular students prefer using to solve the practice problems and problem of the day. Teacher will collect “problem of the day” worksheets after the class discusses and shares their answers.