Lesson Plan for March 26, 2015

Anna Kingsbury

Jonathan

Learning Goal:
More quickly determine sums that make 20
Practice working with place values
Improve understanding and ease of adding multi-digit numbers
Strengthen conceptual understanding of multiplication
Lesson Includes:
Playing games to practice math concepts
Integrating different mathematical concepts into the same activity
Relating math with daily life
Materials Needed: colored unifix cubes, playing cards, dice, grid sheets, colored pencils, pencil
and paper, base 10 blocks.
I. Introduction
I would start of simply by asking Jonathan about his day and telling him that Im excited
to get to work with him and play games with him again. I would tell him that I had a few games
planned that would help us in adding up bigger numbers and in multiplying. I would remind him
that theres no pressure and our goal is to having fun while getting math practice in!
II. Lesson Development.
Activity 1 For my first activity, I want to work with Jonathan on sums that make 20 in
the form of a game, however I wanted him to be able to more directly model the problems
during the game itself and therefore I made up a game which I am calling Find the Pair.
In this game, there would be unifix cubes set out to work with. Jonathan would roll one die,
and then build this number out of the unifix cubes. He would then have to determine how
many more cubes he would need to add to this in order to get to 20. This number that he
would need to add would be the number of points that he gets for that turn. We would keep
track of points in much the same way that you would in Race to 100 because he enjoyed
that game very much when we played it last time. So the 100 piece of the base 10 blocks
would be our game board, and you would add the amount of points you received from
making the 20s pair with the 10s and 1s pieces of the base 10 blocks the first to 100 wins!
This game would give Jonathan more practice in recognizing sums that make 20 through
directly modeling and actually seeing the 20 being made. It also gives the bonus practice of
working more with place values as we add up points on the 100s board.
Questions to ask- I would ask questions both about finding the sums to 20, and about
adding up points on the 100s board. Questions I could ask while finding the pair to make 20
would be What is an easy way group together the cubes to know right away that those
numbers make 20? and How is this like adding two numbers to make 10? When placing
our points on the 100s game boards I could ask questions like How many points to you
have? How many more points is that than me? and How many points do you need to
win?
Time- 15-20 minutes

Activity 2 This activity would focus on helping Jonathan add multi-digit numbers by
writing them on paper. I plan to play the card game 99 or bust in which the deck of cards
would be placed face down and each player gets one card to begin with. The first player then
draws a card from the deck, and then must add their first card with the new one drawn by
writing down on paper and solving it that way. This becomes their new total, and the next
time they draw a card, it must be added to this running total. I plan on having Jonathan and I
play so that the first person to make it to or past 99 is the winner. My goal by playing this
game is to create many multi-digit addition problems that Jonathan can add up, and can help
me add up as well. Im hoping this will improve his ability to correctly solve math problems
using pencil and paper, as during our last session he showed some confusion when it came to
correctly using types of addition algorithms such as carrying a 1. The objective of this
activity is to work on addition of multi-digit numbers as well as conceptual understanding of
addition.
Questions to ask- I plan on asking questions about what he is doing as he is solving the
equations on paper such as Which column do you add first? What does that column
represent? and Why would you carry the one?
Time- 20 minutes
Activity 3 Jonathan told me before that his favorite part about math was multiplication,
though it seemed that he was just learning it and did not have a very firm grasp on what
exactly multiplication was yet. I plan on playing Fill the Sleds to reinforce conceptual
understanding of multiplication. During this game, we would use one grid sheet and each of
us would use a different color. To start, Jonathan would roll two dice, and the number on one
die would tell the number of rows and the other die the number of columns. He would then
color in this number on the grid and then I would have him write the number sentence in the
shaded area. We would take turns rolling the dice and coloring in our areas until the sheet is
covered as much as possible and would then determine a winner by looking at who has more
area shaded in. We could either determine this by looking at it or by adding up the products in
each of our boxes. This activity would give Jonathan more practice with multiplication
without actually asking him to do multiplication problems. I believe this would get him more
familiar with what is actually going on when you multiply two numbers by seeing how the
rows and columns of our colored sleds interact to form the product.
Questions to ask- I would ask questions that will draw attention to the how the rows and
columns are interacting, such as What do you notice about how many are in each
row/column? and How can you group the rows to show how many sets there are?
Time- 15 minutes

III. Closing
To close, I intend to thank Jonathan for playing these games with me and for focusing on
them for me. I would want to ask him what his favorite part about the session was what he
enjoyed and what he didnt. I will ask him what manipulatives he liked best and which he would
like to use more of next time, also if there was any other area of math he would like to work on
more.