Outline
Unit
Topic: Representing Addition
Grade: Second
Theme:
Addition
Lesson
Objectives: Students
will be able to review simple
addition by using marbles. Students will be able to grasp
the concept of adding
double digit numbers.
Technique:
Students will work in both small groups and individuality.
Materials:
Students will be able to have access to ABCya and marbles.
They will also have
handouts to do. http://webcdn.abcya.com/games/addition.htm
Perspective:
Addition is an important math concept to understand for many
reasons. Students
will need addition for the rest of their lives, for example;
to move onto the
next grade because that they will learn next year will be
based off of that
they learn this year. If a student doesn’t understand how to
add, then they can
run into problems in their future math classes.
Procedure:
A.
For an
introduction, the teacher will
have the students get into groups of two and go to the
computers. Once each
group is at a computer, the teacher will then explain and
demonstrate the
directions. While on the computer students will play a math
game that should be
a review to them. In case they don’t remember the simple
addition, the teacher
has provided a worksheet to go along with the site. The
worksheet will act as a
resource for the teacher to have a clear understanding of
where the students
are with their math. Students will only play up to round
four. Once each group
is finished, everyone will go back to their seats to
continue the lesson.
B.
After
students have reached round
four, they are to hand in their worksheets and get a white
board. Once everyone
is settled, the teacher will then start to teach students
how to add with
double digits. After giving the students a general
understanding, the teacher
will do class examples and hand out work sheets. The teacher
will put examples
on the class white board and have students solve on their
own. The students
will get a minute to solve; while students work, the teacher
will walk around
the room to see who is struggling. After going back to the
class white board,
the teacher will have the students hold up their boards. The
teacher will then
explain the steps of how to solve the problem. After the
teacher is done, the
teacher will ask the students who got the wrong answer to
explain how they got
their answer. Once the teacher had a better understanding of
those who got the
wrong answer, the teacher can explain to them at their desk
where they went
wrong. The teacher will then do a few more questions on the
board. After that students
will be working on a practice worksheet. If/ when students
need help, they will
be able to call the teacher over. By the end of the lesson,
students should
have a good idea of how to add with double digits.
C.
A
closure for the lesson, if time,
would be that the students will get back to their computer
game and do all the
levels. The game has both review and double digit adding.
D.
Students
with learning disabilities
will be able to work in a small group together and solve the
problems. The
teacher will be able to help the kids in the small group, to
keep them on
track. The teacher can give the struggling students smaller
numbers to work
with; using smaller numbers the teacher would be able to
give students marbles
or blocks to help them learn visually.
E.
No
Homework.
B.
A
concern with the lesson would be
keeping the students on task. Students may get off track by
going from computer
to desk, and students could draw picture on their board
instead of math.
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