Unit 5 Mastery 1

Mackenzie Plummer
Blended Learning Lesson Plan
Lesson Title:

Solving a Family of 3- Addition

Objectives:

Students will be able to add three addends to equal 20

Students will be able to add three addends to equal less then 20

State Standards: First Grade Mathematics, South Carolina Standards: 1.ATO.1 Solve real-

world/story problems using addition (as a joining action and as a part-part-whole action) and

subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20

with unknowns in all positions.

-1.ATO.2 Solve real-world/story problems that include three whole number addends whose sum

is less than or equal to 20.

Context: I will be teaching this lesson because this will improve students addition skills and will

give them more practice with base ten numbers. The lesson before this one, was the learning of

the base ten numbers with use of number lines, smaller set addition and subtraction, and

multiple tips/tricks to show students other was to visualize numbers. Students should bring the

previous knowledge of addition of two addends and their counting skills from pervious lessons.

Immediately following this lesson is the lesson on commutative and associative properties of

addition. The students will take the knowledge of this lesson plan of the addition and use it in the

next lesson to help them understand groupings and moving around numbers into different orders

then it was before in the equation.

Data: Students will be grouped depending on how well they did on a pop quiz at the start of

today’s lesson, which I will quickly go over before the class splits into groups. On the quiz will

be some easier problems and then a few difficult problems, those who complete the problems and

show how they achieved the answer will be in one group, those who completed a few problems

showing work and achieving the correct answer will be in another, and those who has zero idea

will be in the last group. The students will then fill out an exit ticket at the end of class to show

me if they understand the lesson better than the beginning and will show me which students are

ready to move on and which are not.

Materials:

Part of Lesson Materials Used Links

Introduction- 15 Quiz 1, Pencils, Video 1 https://www.youtube.com/watch?v=GHL9PoMp2e8

minutes (First Grade Adding 3 One

Digit Numbers)

Teacher Directed- 15 Pencils, Work Packet B N/A

minutes

Collaborative- 15 Roll Spin Roll Game Page, http://themoffattgirls.com/interactive-math-makes-

minutes Dice, Spinner, pencils learning-fun/

Independent Digital- IXL E.9, Splashlearn, https://www.splashlearn.com/addition-games

15 minutes iPad/Computer, Notebook https://uk.ixl.com/math/year-2

Closure- 10 Minutes Pencil, Exit Ticket 3 N/A

Detailed paragraphs from here on down.

Procedures:

Introduction (15 minutes):

After the students come into the class and settle into their areas, I will pass out Quiz 1, which the

students will be given 10 minutes to complete this quiz and turn it into the turn in spot. The quiz

consists of 4 addition problems, 2 easy, 2 harder problems. Once students finish, they will be

instructed to sit quietly on the floor and watch video 1 on adding 3 addends to find a sum. As

students watch the video, I will go through the quiz and make the grouping order. Once the video

comes to the end, students will be directed to their groupings. Once all groupings have been put

together, small group time will start.

Teacher Directed (15 minutes):

I will take a couple minutes at the beginning to explain to students what they will be doing in the

group today and give out Work Packet B. Students in this group will work closely with me to

complete problems. We will start off by doing some easy problems together, I will spend time

asking students to help me figure out the problems and get them involved. After we complete a

few problems together students will try problems on their own, if needed they can ask for a

helping hand, which means I can work directly with the student on certain issues that they may

be having in the lesson.

Collaborative (15 minutes):

I will take a couple minutes at the beginning to explain to students in this group what they will

be doing. Students will be partnered up in 2s or 3s (depending on the group size)and each set will

be given a roll spin roll game page, one dice, and lastly a spinner. The students will place the

game together taking turns rolling the dice and spinning the spinner. Each number they get when

rolling or spinning will be recorded on the page, once students complete the game with their

partner, they will then switch partners and do the game again, if time allows, and play with

someone new.

Independent Digital (15 minutes):

I will take a couple minutes at the beginning to explain to students in this group what they will

be doing. Students will work on two different website sources for this section. Students will need

to complete and IXL topic, E.9-adding three numbers, and much get to a score of at least a score

of 85 to pass, any additional scores will count as extra credit. And they will also play a game on

Splashlearn called, adding three numbers. The students must complete the whole bar on the right

side of the screen then take a picture or show me once they are completed.

Closure (10 minutes):

At the end of class, students will clean up their stations, log off computer/iPad, turn any

worksheet in, and then return to their seats. Once this is done, students will be given an exit

ticket to complete which will show me how much of today’s lesson they understood/ retained.

Exit tickets will have 3 questions on the ticket, students are asked to show work and find the
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correct answer. Once the exit tickets have all been turned in, students and free to work on any

homework that has be assigned if time allows.

Rationale:

The first source of multimedia I choose was a video off YouTube. This video shows

multiple examples and allows students to participate with the narrator. This will show them what

they are to be doing during class time today. The video shows examples of three addend

problems, shows work to solve the problem, this way students can see how the answer is found.

The video is of good quality and is paced slow enough for students to follow along, but quick

enough that they won’t get bored.

The second form of multimedia I choose for this lesson as a website/application. It can be

used in both forms. IXL is a core-based site that allows students to practice all skills. We will of

course be using its math section. Students will log in using the info provided and will complete

E.9- Adding three number, this site allows students to work everything out directly on the screen.

It provides high quality teaching at their fingertips, it helps them solve problems, If the problem

is incorrect it brings up step by step instructions to show students where they went wrong. It

provides positive feedback, and it allows all students to work at their own pace. Plus, it sends

teachers feedback from their students work.

The second form of multimedia I choose for this lesson as a website/application. This site

can be accessed from a search browser or can be downloaded as an application. I decided to use

this as a form of multimedia because it is not only a fun game for students to play/learn, but it’s

also very useful at building their math skills. This offers multiple other games to help build
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skills, but for this lesson students will be playing the “Add Three Numbers” game. The game has

great graphics, is easy to understand, the background isn’t distracting, and the music is very nice.

This allows students to work at their own pace and gives them different answers to choose from

which makes them need to be able to work out the problem completely to get the correct answer.

The last piece of multimedia I decided on was an educational game called, Roll Spin

Roll. This game allows students to work together and be completely hands on to help them figure

out the sum of the equations they are making. The students are able to build their own equations

by rolling dice and spinning a numbered wheel, whatever number they land on they will record

into their game page. After students complete rolling and spinning they will go back through and

find the sums of the equations they built. This game allows them to take their time and learn

from each other.