Name: Charles Hill
Mentor Teacher's Signature & Date
Mini-Research eBook Lesson Plan 1
Real-World Activity
Title of Mini-Research eBook Lesson: "Math Candyland"
Primary Learning Outcome (PLO):
The primary learning outcomes to be achieved with this lesson include:
PLO: Students
will add and subtract numbers less than 100 without regrouping.
Assessed Standards
Georgia Performance Standard (GPS)
Math Performance Standard
Grade: 1st
Standard: M1N3:
Students will add and subtract numbers less than 100 as well as
understand and use the inverse relationship between addition and
subtraction.
g. Apply addition and subtraction to 2-digit numbers
without regrouping (e.g. 15+4, 80-60, 56+10, 100-30, 52+5)
Materials and Equipment:
1. Have an example of Mini-Research eBook activity to show students
2. Paper for drawing
3. Crayons and/or color markers
4. Pencil & paper (to make notes for lesson plan assessment and
reflections)
5. Modification of a lesson developed by Dr. Diane L. Judd
Technology Connection:
Technologies that will be used in this lesson include:
Procedures:
Step One:
Introduction
Have a small group of students go to a computer. Explain to
students that you are going to use the computer to read an
Mini-Research eBook
about adding and subtracting
whole numbers.
List 2 or more
questions that introduce students
to your Mini-Research eBook that will establish a
connection to students' prior knowledge by asking them:
1."Can you tell me something
about adding whole numbers?"
2."Can you tell me something
about subtracting whole numbers?"
Today we are going
to read an eBook
on the Internet.
I have made a special Mini-Research eBook on the Internet for your
class. (During discussion have students turn around away from the
computer to interact.)
Estimated Time for Step One:
5 minutes
Step Two
Teaching the Primary Learning Outcomes:
(Students will sit at the computer where they can control the mouse
and computer.) (Explain to students the process of the
lesson.) We are going to read my Mini-Research eBook and visit
several websites.
Check for understanding
Students with teacher assistance will read the Mini-Research eBook,
explore, and
discuss
the information in the four linking websites that go with the
Mini-Research eBook. Ask
students guiding
questions about the important concepts in the Mini-Research eBook and
the linking
websites. List four or more questions from each of your
linking websites that will guide your students to gain information for
your PLO.
1. "Can anyone tell me the
answer to this problem?"
2. "Can anyone tell
me the steps you need to take to solve this problem?"
3. "Is this an addition or
subtraction problem?"
4. "Can anyone give me a good
example of another subtraction problem we can use?"
Practice and feedback related to the
PLO
Read the Mini-Research eBook project to students. Explain to
students that
they
are going to be adding and
subtracting whole numbers less than 100 without regrouping. Tell
the
students that the information that they will need to complete
their Mini-Research eBook project is listed and connected in
the Mini-Research eBook
activity. Review the
information in the linked website in
the Mini-Research eBook activity with the students to emphasize
interesting and important information students will need to complete
mission
project.
|
Mini-Research
eBook Real World Activity
Math Candyland
Game:
Students will be playing a math game similar to the board game
Candyland. The students will take turns rolling the dice.
Each student will advance as many times as the dice says. They
will draw a card that corresponds with the color they stopped on.
The card will have a math problem. The student will answer the
math problem on his/her white board. If they answer the problem
correctly then they stay on that spot. If they answer the
problem incorrectly, then they move backwards one spot.
The first player to reach the end of the board is the winner.
Lesson 1 Directions: When the students have finished playing the board game they will make their own math cards. They will come up with their own math problem to go on the front of the card. They will also put the answer on the back of the card. They will be using color construction paper and markers to complete this assignment. |
[Students will write (or dictate to teacher) information to be included
in
their Mini-Research eBook
project.
While
students are completing Mini-Research eBook project, teacher
will observe students and give assistance when needed.]
Step Three
Closure:
Have students discuss their Mini-Research eBook activity and
information they found on the Internet.
Tell students that your Mini-Research eBook Website is on the Internet
and
they can
visit the website at school or home. Explain to students
that you are going to put their pictures and information
on the Internet and they will be able to share their mission
projects with
their friends and family. (If possible teacher should take
brief
notes during the lesson and concluding discussions to be added
later
to the assessment and reflections in lesson plan.)
Estimated Time for Step Three:
5 minutes
*********
To here for lesson
plan
evaluation. Information below will be entered after teaching
your lesson.
**********
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Accommodation:
This will be turned in as an in-class activity.
Comments & Reflections:
Assessment for the
Primary Learning Outcomes (PLOs)
Student will be assessed through
observation, oral discussion, and developed product to
evaluate if student: was able to
add and subtract the numbers correctly.
| Level 3 | Level 2 | Level 1 | |
|
PLO: Students will add and subtract numbers
less than 100 without regrouping. |
Student was able to answer most of the addition and
subtraction problems correctly. |
Student was able to answer a few of the addition and
subtraction problems correctly. |
Student was not able to answer any of the addition and
subtraction problems correctly. |
| Student | Performance
Level |
Descriptions
of Students' Evidence that Illustrate the Achieved Performance Level of
the PLO (* To receive full credit description must include minimum of two sentences and a detailed example of the students' evidence.) |
| 1 |
3 |
This student fully understood
the material that I was teaching and did an excellent job of completing
the assessment. She made math problems on cards that made perfect
sense and were very accurate. |
| 2 |
3 |
This student had a little
trouble lining up his problems when he wrote them down. Other
than that, he had all the correct answers and did an excellent job of
completing the assessment. |
1.
The students fully understood everything that I was trying to teach to
them and did a great job of proving that. The students were able
to use markers and construction paper to create their own math
problems. Both students did very well and few problems while
trying to come up and write down math problems correctly. One of
the students had trouble lining up his numbers in the correct
colomns. I showed him the correct way and he did a great job of
making the correct adjustments.
2. The only evidence that I have
is like I stated in the previous question. One student had
trouble lining up his numbers. When I showed him the correct
format, he made the right adjustments and showed that he now knew how
to write math problems. Both students showed that they knew how
to write and solve math problems correctly.
3. One thing I could have done a little
better is modeling the assignment. I did not do a very good job
of showing the kids exactly what I wanted them to do. If I would
have showed them exactly how to write and solve the math problems, then
maybe they would not have had any problems doing the assignment.
This is just one of the ways I could change things in the future to
make this lesson better.
| Link to your Home Page |
Link to your
Email cdhill@valdosta.edu |
Title &
Link of your Mini-Research eBook "Having Fun With Whole Numbers" |