Match Em Up!

Concept Attainment Model/Behaviorist (P. 115)

Mathematics Grade 1

1. MATERIALS/PREPLANNING
Materials
1 deck of cards for every 4 students
Individual white boards and dry erase makers
Vocabulary- Add, subtract, sum, difference, equal to

2. OBJECTIVE
Students will be able to create number sentences to meet a targeted number between 0 and 20.
Cognitive Taxonomy level 3 (Application), DOK Level 3- Strategic thinking
Common Core State Standards:
1.0A.8- Determine the unknown whole number in an addition or subtraction question relating 3 whole numbers
3. ASSESSMENT Perfect Assessment Tool Rationale:
Informal Assessment using white boards This assessment tool supports behavioral learning
Students will use a whiteboard to record the number because writing down correct equations on the
sentences they create with the cards. The teacher will whiteboard is a form of positive reinforcement. Students
walk around the classroom and check the work of are competing against their peers, so getting right
students. answers will motivate them to find more.

4. CENTRAL FOCUS/ PURPOSE (2 parts to include)

1. The central focus of this lesson is for students to become fluent with making number sentences. The use of cards allows
them to use different combinations and become more proficient.
2. This lesson will benefit students by teaching them to use math facts quickly. Developing these fundamental skills will help
them when moving on to bigger numbers in later grades.
1. MOTIVATION FOR LEARNING
The Behavioral model focus on extrinsic motivation via operant conditioning. Students are rewarded for finding correct
number sentences by being able to write them down on the whiteboard. The more they write down, the better their chances
of winning the game.
I will support motivation to learn by allowing winning students to clip up on the behavioral chart. This leads to bigger
rewards such as candy and small toys.
This lesson will promote a growth mindset because students will have plenty of chances to find correct number sentences.
As they find more correct answers, their confidence will grow and the game will become increasingly fun.
2. PRE-LESSON - Just before teaching the new lesson do the following:
Students, before beginning our new lesson we will do a warm-up activity reviewing how to create number sentences. We
are doing this so you can remember the thinking strategies we have learned on how to add and subtract numbers quickly.
This will be a fun activity because we will be using number cards and playing in groups.
Students will complete a page of math facts that we have used previously. They will be timed for 2 minutes as a way to help
them become quicker at completing them.

6. LESSON BODY: Provide text page #_____ for your lesson. Follow the exact steps provided in the text for the
lesson you are teaching. Clarity is the key.

3. Students Students gather into groups of 4.

4. An array of cards (twelve to twenty in total) is placed face down and one card, called the target card, is put face up.

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5. The students take turns flipping over two cards, one at a time. If the sum or difference of the values on the two cards
equals the value on the target card, the student who exposed those cards should say a number sentence to express the
relationship.

6. If they are correct, the three cards are removed and replaced so there is again a full array. If a student does not combine
the values of flipped cards to make the value on the target card, then it is the next student's turn.

7. For each correct number sentence that is correct, students will write them down on their whiteboard as a way of
keeping score.

8. In the no-memory-needed version of the game, all chosen cards are left face up (after an unsuccessful turn) and may be
used to make matches. In the light-memory version, cards are left face up until there is a match, after which all are put
face down. In the memory version, cards are put face down after an unsuccessful turn before the next player's turn.

7. ASSIGNMENT
This assignment is effective because it allows students to become proficient at skills they have already learned. This game
will be conducted towards the end of the unit in order for students to build automaticity.
The behaviorist theory states that the brain learns as a result of positive reinforcement. This theory does not study how the
brain works because the focus is on observable behavior. In this case, the observable behavior is students writing down
number sentences on the whiteboard after identifying them on the cards.

8. Student Work Examples/Technology Support

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 Additional assignments of this nature can be found on illustrativemathematics.com

Reflective Thinking/Curriculum Evaluation @50 Points

9. Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in general and
with their respective specialization.

This lesson demonstrates my understanding of the current research trends in education. Students learn best by interacting
with peers and by repeatedly practicing a skill. All learning theories support these strategies.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

This lesson supports deeper learning by helping students see relationships between numbers. As they become more
proficient at adding and subtracting numbers, they will be able to work with more complex problems.
This model supports long-term memory because the information processing theory explains that the brain stores information
through repetition. Using the skills to add and subtract numbers becomes automatic over time as students use them during
this game.
The Concept Attainment model is useful because it helps students build on their prior knowledge and make connections
between what they already know and what they will be learning. Students seek to understand the relationships between
examples an non example by looking at each number combination that appears in the game. Correct examples will be true
number sentences, and these will be recorded on the white board.
This model is useful in all subject areas, whenever there is a need for students to understand relationships between ideas.
Examples and non-examples are especially useful when learning new vocabulary words.
Advanced students will extend the lesson by using two target cards and finding totals that match their sum. They will also be
able to flip over 3 cards and find combinations using all 3 numbers.
Struggling students will be supported by using smaller numbers to improve proficiency.

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 Link to Common Core State Standards http://www.corestandards.org/Math/Content/1/OA/#CCSS.Math.Content.1.OA.C.8
This lesson supports the Common Core State Standards because students are able to understand and apply properties of
operations and the recognize the relationship between addition and subtraction. This is a critical area of development for 1st
grade students.

Link to Theory:

The behaviorist theory focuses on a stimulus and response relationship. Learning occurs through the response to stimuli. In
this lesson, students will be positively reinforced by earning points on their whiteboard and by earning a prize for winning.
Behaviorism studies outside observable behaviors instead of being concerned with what is going on internally. As a teacher,
we can observe each students level of engagement in the game.
New Learning Sciencess- Research in the learning science traditionally focuses on cognitive-psychological, social-
psychological, and cultural-psychological foundations of human learning, as well as on the design of learning environments
(Wikipedia.com). This lesson focuses on the social-psychological aspect of learning by requiring students to work in groups
finding correct number sentences. This social experience helps learning as students use enjoy the interactive game
atmosphere.
Illustrativemathematics.org contains many math games of this nature that help students gain proficiency in math facts.

Growth Mindset

This lesson promotes growth mindset by making learning a fun, collaborative experience. Students will be able to encourage others
and help those who are struggling. Throughout the lesson groups can be re-arranged so that students of equal skill level are placed
together. This will help keep students from getting discouraged and falling into a fixed mindset of feeling inferior to their peers.
Learning is rewarded by positive verbal reinforcement as I walk around the room observing students. In addition, winners from each
group will be given a clip up.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning.
What have you learned about how learning happens?
What more do you need to read or learn?
How does this add to your credibility to supervise student teachers?