Roll & Add
Lesson 11 of 11
Objective: SWBAT record and solve addition problems by rolling dice, putting the components in order and recording and solving the addition problem.
Each day we begin our math block with an interactive online calendar followed by counting songs and videos.
We do calendar on Starfall every afternoon. This website has free reading and math resources for primary teachers. It also has a “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of Daily Calendar math is included in the resources.
Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.
I begin this lesson by having the kids sing their pirate addition song:
When You Add with a Pirate
We discuss what addition is and how we solve for sums. We chant, "Part, part, whole...that's addition!"
I then demonstrate the activity that the kids will be doing. I think aloud through each step as I demonstrate. For each step I add a "because" statement. For instance, when I line the dice up in the order I am going to record the problem, I say, "I put the first number I rolled here, then the addition sign, and then the next number because I know I have to have one number and then a sign that tells me what to do followed by the second number. Now I can write it down and put an equal sign at the end and solve it.
I do this for three or four rounds so the kids see it modeled a few times before I guide them while doing it themselves. I have them tell me the steps as I demonstrate before I move to guided practice.
I guide the kids through game play one step at a time several times before I consider letting them have control of the activity.
Releasing the activity too soon can cause frustration and contribute to serious behavior issues and mathematical confusion.
I choose the partners for each of the kids. The partners are chosen carefully and strategically.
Here are the steps to the activity:
Partner A goes first
1) Partner A rolls the dice (two numbers and the addition sign). I have them roll the addition sign even thought the signs are all addition because the structure of the problem is part of the learning in this activity.
2) Player places the dice in the order he/she will record the problem and read it to his/her partner.
3) Record the problem on the whiteboard.
4) Read the written problem, solve and read it to the partner.
5) Have the partner check it.
I guide them repeatedly until the kids start jumping ahead which tells me they know what comes next and they are ready to take it on for themselves.
Once the kids demonstrate that they are ready to take the activity on for themselves, i release the game to them.
I know when they are ready when they begin to get restless and start jumping ahead of the guided game play.
As they play on their own, I roam the room and assist them in anyway needed. I also monitor behavior, participation and how they coach each other I expect them to me respectful at all times.
When I see a team struggling, I sit with them for a while and guide them through the steps. If the problem isn't resolved in a couple rounds of play, I move them either to the floor or my intervention table and reteach the activity and provide more guided practice time.
We gather back on the floor to discuss what we've learned from the activity. I choose random names from a name stick can in order to avoid subconscious bias toward students. I don't want to call on the same kids all the time.
It's my goal to give everyone as many opportunities to share as possible. Pulling random names requires all the kids to be ready and allows me to call on a variety of kids more often.
The procedure for answering the closure question(s) looks like this:
1) Teacher asks the quotes
2) A timer is set for 30 seconds and the kids silently think through the questions and formulate their answer
3) The kids turn to their talking partner and each shares their answer to the question
4) I pull one name at a time and have the kids share what they and their partner talked about.
This procedure allows all students a chance to think, speak and listen. Step 4 provides a scenario where the kids must be good listeners as well as speakers.
The exit ticket has five addition problems to 10.
I collect the papers as the kids line up for their special area class. I check over pages as they are collected and I place them in three piles:
Meets - misses one or none
Approaches - misses two
Falls Far Below - misses more than two
I meet with the approaches kids in a small group. Those kids have usually miscounted and just need to slow down. I provide them extra guided instruction and practice time with me supervising.
I meet with the Falls Far Below kids for reteaching and extra guidance. These kids usually struggle with the organization of the problems as well as the counting.
Note: There are two exit tickets on the pdf. Give one half to each student