Math Lesson Plan

ED 749
Lori Wallace
Grade 1
Key Concepts:
Utilize the number line model to find sums
Discover the commutative property of addition
Goals/Objectives:
The student will demonstrate the correct use of a number line to solve
simple addition equations.
The student will discover the commutative property of addition through
engaging in number line tasks.
Curriculum Expectations
CCSS.Math.Content.4.OA.A.3
Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP4
Model with mathematics.
CCSS.Math.Practice.MP5
Use appropriate tools strategically.
CCSS.Math.Practice.MP6
Attend to precision.
Brief Description of the Problem/Task
With a large number line displayed, demonstrate with rubber toy frogs
how jumps are taken on a number line. Once the appropriate number is
reached, students demonstrate what it looks like to then take an
additional number of jumps to end at a final point (the sum).
Students are split into pairs and each pair is given a number line, a
rubber frog, six dominoes, a white board and marker. Students work
together in utilizing the number line to find sums indicated by the dots
on the dominoes. Prediction of outcomes would be encouraged as
students continue to explore the number line model.
Student Materials
Dominoes, Number lines, small rubber frogs, small white boards and
marker

Constructivist Lesson Plan

Before Phase
The lesson would be introduced by drawing a number line on the white
board and labeling only the number zero. Questions posed would
include:
What do you think might be put on a number line? How should we label
it? What could it be used for? How can we use this number line to help
us show numbers and their order? How could it help us show addition?
If I hop once and then hop two more times where would my frog be?
Can you think of a way to write what we just did on this number line
using numbers and symbols that we know? What if we had the problem
3 + 4 = ____? How could a number line help us solve this problem?
Where should we start on the number line? Why? Should we begin
counting before or after we make the first jump? Why?
Then, after engaging students in problem-solving and activating, as
well as assessing, their prior knowledge of numbers and number order,
the teacher would demonstrate the use of the manipulatives in solving
a simple addition problem. The rubber frog would be utilized to show
the jumps made on the number line to get to the sum. Students would
choose random numbers to add and would demonstrate jumping the
frog on the class number line. They would then be paired with shoulder
partners and the shortest in each pairing would pick out a number line,
some dominoes and a rubber frog to use as manipulatives, while the
tallest of the pair secures the white board and marker.
During Phase
Students would be paired with shoulder partners and the shortest in
each pairing would pick out a number line, 6 dominoes and a rubber
frog to use as manipulatives. Each pair would give their particular frog
a name and write it at the top of their small white board along with the
word says (ie. Einstein says). The task given would be to work
together to show the addition of each of the two amounts shown on
each domino on the number line by jumping their frog to the sum.
Once they solve each domino problem, they will write an equation on
their white board showing the answer to their problem.
During this stage, the teacher will carefully observe and assess student
thinking during the task. Questions would be posed to help students
clarify the reason for their thinking and actions while performing the
task. The teacher would ask one student of the pair if the other has
used the number line correctly and if they agreed with the resulting

solution. The students would be asked how they know their answer is
correct. The teacher would inquire as to whether students thought it
would matter if they began with the number on the other side of the
domino first (to spark thinking regarding the discovery of the
commutative property of addition). Assessment data would be
collected by noting the number of correct sums indicated on white
boards by each pair of students.
Extension activities could include use of number lines extending to
greater numbers and adding the sum of two dominoes (4 addends)
together. Differentiating for struggling students could include the use
of manipulative linking blocks.
Student misconceptions that could be encountered might include
students beginning to count before theyve actually jumped. They need
to understand that they are not counting the dots. They are counting
the jumps made. They could also be counting jumps incorrectly
because of jumping too quickly. They may need direction and
encouragement to jump slowly and carefully.
After Phase
Each pair of students would be given the opportunity to let their frog
share what he learned today about using a number line and how it
was helpful in solving their particular addition problems. The frogs
would share with the class each equation solved. To determine the
order for group sharing, the frog names would be utilized beginning
with the one closest to letter A (alphabetical order).
Questions for class reflection would include: Why did you move forward
on the number line? Does forward always mean more? Would we get
the sum if we jumped backward? Why not? Would jumping backward
show more or less? Why? Would my answer change if I started with
one side of the domino as opposed to the other? Why not? Prove it to
me. The class as a whole would reflect on real world uses for a number
line. Could the number line help us determine how many marbles we
earned yesterday and today? How? Can you think of other ways a
number line could be helpful?
Journal entry: How would you tell a friend to add on a number line? This
would show their own individual reflection on their learning and provide
opportunity for writing across the curriculum. It would also provide
individual assessment information.