Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
o
o
o
o
o
o
o
o
o
o
S:
10 beads! (Hold up the bracelet.)
T:
Take 1 bead away.
T/S:
(Push 1 white bead away from the set, as
shown.)
T:
How many beads do we have now?
S:
(Count the beads as needed.) 9 beads!
T:
Write a number sentence to show what
we did.
T/S:
(Write 10 1 = 9.)
T:
Push that bead all the way up until it is
hiding in your hand.
T/S:
(Push the bead into the palm, as shown.)
T:
We have 9 beads.
Repeat the process of taking 1 bead away and writing the new number sentence for the following
suggested sequence: 9 1, 8 1, and 7 1.
Next,
demonstrate taking away zero by repeating the previous steps. Use the following
exchange:
o T:
We have 4 beads. This time, take 0
away.
o S:
(Look at their beads.)
o T:
How many beads do we have now?
o S:
4 beads!
o T:
Hmmm. Lets try that with a larger
number. Push all your beads back to the
middle so we can start with 10.
o T/S: (Push beads back to middle, showing
all 10 beads.)
o T:
We have 10 beads. Take away 0
beads. How many beads do we have now?
o S:
10 beads!
o T:
Write the number sentence to show what we did.
o S/T: (Write 10 0 = 10.)
Repeat the process of taking 0 beads away and writing the new number sentence for the
following suggested sequence: 9 0 and 6 0.
Hand out the problem set worksheet. Work through problems 1-5 with students, fully demonstrating
how to solve the problems. Have students volunteer answers, and be sure to ask how they know!
Students should then complete problems 6-10. Check these aloud in class.
Lesson Closure:
Ask students, What did we learn today? Lead the discussion with any of these questions:
Name
Date
2.
6 1 = ___
6 0 = ___
If you want, make a 5-group drawing for each problem like the ones above.
Show the subtraction.
3.
4.
7 1 = ___
5.
7 0 = ___
6.
10 1 = ___
7.
10 0 = ___
8.
8 1 = ___
9.
8 0 = ___
10.
9 1 = ___
9 0 = ___
12.
6 1 = ___
13.
8 1 = ___
9 0 = ___
Subtract.
14.
7 1 = ___
___
15.
8 0 = ___
17. Fill in the missing number. Visualize your 5-groups to help you.
a. 6 0 = ___
b. 6 1 = ___
c. 7 ___ = 7
d. 7 1 = ___
e. 8 0 = ___
f. 8 ___ = 7
g. 9 ___ = 9
h. 9 1 = ___
i. 10 ___ = 10
j. 10 ___ = 9
16.
91=
Exit Ticket
Name
Date
Complete the number sentences. If you want, use 5-group drawings to show the subtraction.
1.
2.
9 1 = ___
3.
8 = ___ 0
4.
8 = ___ 1
10 = 10 ___
Lesson Reflection:
This lesson seemed to be successful. Most of the students appeared to be engaged throughout the
lesson, volunteering answers and following the material. The majority of the students passed the assignment
with at least an 80%. There were a few students who did not do so well. Three students didnt finish all of the
problems.
How I would teach this lesson differently next time.
1. I would find a fun activity for the students to do that would help them to better understand bases and
exponents. I want to be sure to engage those students who are kinesthetic learners.
2. I would put more emphasis on finding the value of exponents. Several students are finding the value by
multiplying the base by the exponent. I would be sure to explain to the students that this is a common
misconception and emphasize that the exponent tells how many times the base is multiplied by itself.
3. I would find a better way to teach the vocabulary introduced in this lesson. A lot of my students havent
worked with exponents and bases before. This is a relatively new concept that these students will be using a lot
in their future school work. I want to be sure to build a strong foundation for this concept.