Page 1 of 12

School of EducationService – Leadership – Competence – Character

1st Partner Practice Lesson Benchmark due January 15 Lesson Design Template

Teacher Candidates Tanya Witruk and Malorie CookMentor Teacher NAUniversity Coordinator NASchool Lockwood ElementaryGrade 1stSubject Math1. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of your lesson?Addition & Subtraction facts, and basic equations1.2 –How long is the lesson, approximately?30-35 minutes1.4 – Total number of students 21 gen ed./ 6 sped. Male 13 Female 141.5 – Number of limited English proficiency (Transitional Bilingual) 11.7 – Number of students designated as Special Education (IEP) 41.8 – Number of students with 504 plans 21.10 – Describe the range of abilities in the classroom.This is an inclusion classroom with both a GENED and SPED teacher. This is a co-teaching environment that caters to students of all abilities. 1.11 – Describe range of socio-economic backgrounds of the students (Free or Reduced-Price Meals).This classroom is made up of students from middle and upper middle class families. Approximately 12% of students in the school qualify for free or reduced-price meals.1.12 – Describe the racial/ethnic composition of the classroom (Race/Ethnicity).Eighteen of the 27 students in the classroom are Caucasian. Seven students are Asian or Asian/Pacific Islander, 1 or 2 students belong to two or more races, and 1 or 2 students are either Hispanic, Black or American Indian/Alaskan Native.

Page 2 of 12

3. Learning Targets – What are the objectives for the lesson?3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.EALR 1.2: Students learn how to add and subtract, and how these concepts (addition and subtraction) are interrelated.3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.1.2D-Demonstrate the inverse relationship between addition and subtraction by undoing an addition problem with subtraction and vice versa.3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? They need to be aligned with the GLEs/performance expectations and EALRs/standards. Students will restate in their own words that addition and subtraction "undo" each other or are opposite functions. Students will define "count on" and "count back" in their own words. Students will "count on" and "count back" from any given number under 20 with 80% accuracy. Students calculate sums equal to 10 for both addition and subtraction problems with 80% accuracy.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?Inverse- To "undo" OR something similarCalculate- To work out an answer (by adding, subtracting, multiplying, dividing, etc.)Count on-Starting at a number and listing all numbers that come after it (i.e. counting on from "5," 6, 7, 8, 9, 10...)Count back- Starting at a number and listing all the numbers that come before it (i.e. counting back from "5," 4, 3, 2, 1, 0...)

1st Partner Practice Lesson Benchmark due January 15

Page 3 of 12

Submitted with final project, due March 12, directions to follow4. Lesson Assessment – How will students demonstrate their learning?

4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson.You will complete section “4. Lesson Assessment” later, near the end of the project, skip this section for now.

What questions might you pose to push student thinking and check for understanding?What feedback do you plan to provide?How might you correct student misunderstandings?

Description of Check for Understanding

Evaluative criteria: e.g. rubric, check list, point system, other indicator

What the assessment is designed to assess Feedback to students

InstructionalTheoryintoPracticeLessonStructure

Page 4 of 12

5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.5 – Describe the sequence of steps in the lesson in the following table using Instructional Theory Into Practice (i.e., ITIP).

Objective and Purpose (why)

Anticipatory Set (interest)

Input (content)

Modeling (show)

Check for Understanding (get it)

Guided Practice (guide w/help)

Independent Practice (own)

Closure (summary)

Time Learning experiencesObjective and Purpose2/5 min. Student Stated Objective: I will count on to 20. I will count back from 20. I will learn that

adding and subtracting are inverse actions and undo each other.

The lesson will be introduced by having the students count their snap blocks in unison along with the teacher creating a tower of 10 red and 10 blue. They will count on from 10 when making their blue tower. The students will then count back from 20 in unison with the teacher as they remove the snap blocks one at a time. The students will state that they “undid” their tower and that adding is an inverse action to subtracting. Using Pressley and McCormick’s (2007) principles of effective classroom practice (p. 216) we will create a dialogue throughout the lesson so we are able to discern students understanding of the topic and provide clarification when needed. Utilizing the snap blocks will also ensure their active participation throughout the lesson. Academic language regarding inverse and calculate will be demonstrated, and defined during the objective and will be continually reinforced and practiced during the lesson.

Pressley, M. & McCormick, C. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.

Anticipatory Set2/5 min. http://www.youtube.com/watch?v=feRV7t5djwY&feature=related

To get students excited about the lesson and capture their attention, we will start off by playing the "Adding and Subtracting Song" from YouTube. It has a mild rock beat that will help grab the students’ attention and interest. Considering Dr. Denton’s comments regarding lessons that don’t always follow the distinct order presented here, it may be a good idea to play this clip at the beginning of the lesson before stating the objective and having students get out the snap blocks. This clip would give students the gist of the lesson and provide some examples without making them do specific equations as an assignment. The song stimulates the auditory senses and the cartoon stimulates the students visually, creating interest; according to Medina (2008) interest is directly associated with attention.

Page 5 of 12

This video clip presents the concepts at a level that the students can understand and empowers their feelings of self-efficacy regarding the task (Pressley & McCormick, 2007). From here we can continue the lesson, scaffolding higher thinking skills, taking the students into a state of disequilibrium and helping them work in the zone of proximal development (Pressley & McCormick, 2007). Along with empowering their self-efficacy, we will connect it to prior experiences by reviewing what they already know. This will help students feel more confident in the skills that they already possess.

Medina, J. (2008). Brain rules. Seattle, WA: Pear Press.

Pressley, M. & McCormick, C. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.

Page 6 of 12

Input7/15 min. Now that our students know what they will be learning about, we must now

show them how to use this new math concept "inverse." Using a PowerPoint presentation we will introduce students to the inverse relationship between addition and subtraction by providing key definitions, soliciting existing knowledge as well as introducing new ideas/concepts. In order to ensure that our students pay attention to the presentation, we have created a PowerPoint that is visually stimulating in hopes of grabbing their attention for the entirety of the demonstration. According to Medina (2008), when it comes to our attention "What we pay attention to is often profoundly influenced by memory...we use previous experience to predict where we should pay attention" (p.61). Because of this idea, we have included simple "counting on" and "counting back" activities, as well as simple addition and subtraction problems within the presentation to help make the students feel more at ease because this is something they already know how to do. From this existing knowledge, we can help students build new knowledge about the inverse relationship of these two operations (addition and subtraction). Along with being brightly colored, the PowerPoint contains a lot of pictures and moving animations which are intended to get students interested and excited about the new material. Medina (2008) states that, "...we have known for a long time that "interest" or "importance" is inextricably linked to attention," which is why we have created a presentation that appeals to the interests of first grade students (p.62). In general, Medina (2008) asserts that "People don't pay attention to boring things," and our aim with the PowerPoint presentation is to stimulate the students interests and maintain their attentions so that they can learn something new that will attach itself in their minds and get stored for later use (p.77).

We have also included a handout that can be sent home with students so that they have a reference tool to use when they are doing homework. This handout breaks down the inverse relationship of addition and subtraction into simple actions which would be a value learning tool for students when they are stuck on homework or need more clarification when working away from school.

ReferenceMedina, J. (2008). Brain Rules. Seattle, WA: Pear Press.

Artifact 1: PowerPoint (see link)

http://www.slideshare.net/maloriecook/inverse-relationship-between-addition-subtraction

Artifact 2: (See below)

Page 7 of 12

Modeling7/10 min. Pressley and McCormick (2007) use the terms "master" and "apprentice" when

talking about modeling in order to highlight the relationship between teachers and student, on this they state, "Masters show their apprentices how to do tasks that are important and they make their actions obvious, ensuring that the apprentice sees the actions and hears a rationale for why the actions were taken" (p.160). When modeling this new concept, we will demonstrate the inverse relationship of addition and subtraction through the use of a manipulative, which in this case are colored snap blocks. Using the overhead/document

Page 8 of 12

camera, we will count out ten blue blocks and ten red blocks; the use of two different colored cubes will help emphasize the inverse relationship of addition and subtraction visually. We will take 5 blue blocks and 4 red blocks and then ask the rhetorical question, "if we have 5 blue and 4 red how many blocks do we have altogether?" We will then write out the equation 5+4=9. After explaining once again that we have 5 blue and then added 4 red to get a total sum of 9, we will ask students to think about what would happen if we took away the 4 added red blocks. We will then write out the equation 9-4=5. At this point we will invite students to join in and follow along (with their own colored blocks) as we work on the next problem upfront. This time, we will select 6 blue and 4 red and write out the equation 6+4=? and will call on a raised hand to solve the equation; we will then write out the entire equation 6+4=10. "Now that we have 10 blocks altogether, what would happen if we took away the 6 blue blocks?" After waiting for a response we will then write out the equation 10-6=4. We will give an example starting off with a subtraction problem using 7 as the total number of blocks and then will take away 6 red blocks. How many blue blocks are left? (7-6=1). We will then ask our students to look at the partners 6 and 1 and ask them to find the sum which is 7 (7-6=1 therefore 6+1=7). We will then explain that addition and subtraction are the inverse of one another OR in other words, they "undo" each other. We will give 4 more examples before letting our students solve some equations on their own.

3 blue + 4 red =7 total blocks 7 total cubes-3 blue cubes=4 red blocks9 blue + 1 red= 10 total blocks 10 total cubes-1 red cube=9 blue blocks

We will then demonstrate this concept starting with a subtraction problem

10 total blocks-8 red blocks=2 blue blocks 8 red blocks+2 blue blocks=10 total blocks6 total blocks-3 blue blocks=3 red blocks 3 blue blocks+3 red blocks=6 total blocks

ReferencePressley, M. & McCormick, C. B. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.

Check for Understanding5 min.

To check the students understanding of the concept, both of the teachers will walk around the room, looking at students work and asking them questions. We will give them one or two simple equations to solve regarding addition and subtraction. We will also ask them the same questions using different items to check for understanding. For example, if they are using their snap blocks to demonstrate the equations, we would ask them “What if you had apples? What would your answer be?” This would give the students the opportunity to demonstrate their understanding of the concept with different modalities.

Using Medina’s (2008) ideas of sensory integration we could involve simple movement by asking group questions and having the students move to one area or another dependent upon the answer. For this lesson we could ask “If you put four more apples in the basket would that be addition or subtraction?” Students would then move to the area designated for addition. Next we could ask “If you took seven apples out of the basket would that be addition or subtraction?” and have the students move to the subtraction area. This would give us the ability to check the whole class for concept understanding in this lesson.

Page 9 of 12

Medina, J. (2008). Brain Rules. Seattle, WA: Pear Press.

Guided Practice10/15 min. After we have modeled the inverse relationship between addition and subtraction

AND checked for understanding, we will give students an opportunity to demonstrate to us (their teachers), and their classmates, what they have learned. For guided practice we will have students work in their table groups (3-4 students) and come up with an answer for each question presented by the teachers; this activity will be ran like Jeopardy, where the students are the contestants. In order to ensure that each student is held accountable in demonstrating their understanding of the inverse relationship between addition and subtraction, students names will be pulled from a jar (at random), and every student will have an opportunity to answer a question when their name is called. Once a question has been presented, students will be allowed to huddle together in their table group for 15 seconds, and talk about a possible answer to the question posed. After the 15 seconds, we will pull a name from the jar and call out a student's name--the student whose name is called will be expected to stand and deliver their answer to the class. Even though students are allowed to confer with their tablemates after the question is presented, each student must answer a question on their own.

Based on Medina's (2008) assertion that people learn best from presentations/lessons that involve multisensory integration, the above activity was designed to appeal to multiple senses. According to Medina (2008), "Our senses evolved to work together-vision influencing hearing, for example-which means that we learn best if we stimulate several senses at once" (p.167). Our Jeopardy game show activity requires that students not only use their eyes (to see the equation), but also their ears (to listen to their tablemates/teacher directions) and their bodies to stand up and deliver their answers. The following is an example of how "Addition and Subtraction Inverse 'Jeopardy'" would run.

What is the inverse of the following addition equation?: 2+3=5(The equation will be displayed on the overhead/smart board for students to see)Students are given 15 seconds to converse with their tablemates--we select one name from the jar..."John," what is the inverse of 2+3=5?John responds, 5-2=3. (Praise is given and another name is pulled) Samantha, what is another way to write the inverse of the original equation?Samantha responds, 5-3=2 (Praise once more).This activity would continue until every student has had an opportunity to answer a question. After the activity, we will have students finish a worksheet with their tablemates. The following is the worksheet that will be handed out to students (the worksheet is printed on blue to involve the senses--blue is also a "calming" color which will help students prepare their minds for independent practice).

Page 10 of 12

ReferenceMedina, J. (2008). Brain Rules. Seattle, WA: Pear Press.

Page 11 of 12

Independent Practice10/15 min. Before letting students practice this new concept on their own, it is important to

keep in mind that as 1st graders, they can only store about 4-5 pieces of information in their short term memory at one time (Pressley & McCormick, 2007, p.94). By having the students "rehearse" what it is they have already learned (via modeling), we can work to ensure that they will be able to recall the new material at a later time. To do so, we will have students, in a choral format, state that "addition and subtraction are the inverse of one another, they "undo" each other;" having students once more recite what they are learning about follows Medina's (2008) concept of repetition and retention. The students will then be told that they are to practice this new relationship they have just learned. We will then distribute a worksheet with 10 problems for them to solve (the problems have sums equal to or less then 10). The following are the problems the students will be asked to solve (students will be encouraged to use the colored blocks to aid them):

10-7= 7+3=5+3= 8-3= 6+3= 9-6=5-2= 2+3=2-1= 1+1=

This activity will reinforce the concepts presented during the modeling presentation and will give students the chance to practice what they have learned. We will give the students 5 minutes to complete this worksheets (while they are working on the activity both teachers will check in with students to check for understanding). After the 5 minutes is up, the whole class will be called together to go over the answers. Before we go over the answers, students will be told how to grade their papers; if they get the answer right they place a dot next to it, if they get the answer wrong the entire problem is to be circled. While the students are correcting their work one of us will walk around the classroom to answer questions and make sure students are on task. Working collaboratively, both teachers will scan student work for common errors and go over those problems as a class. During this time we will invite students to ask questions in order to help address anything that is unclear.

ReferencePressley, M. & McCormick, C. B. (2007). Child and adolescent development for educators. New York, NY: Guilford Press.

Closure2/5 min.

Utilizing Medina’s theory of repetition being crucial to long-term memory, we will close the lesson with a brief description of an activity that they can do at home. The flashcard activity involves identifying the direct inverse relationships on the given flashcards. For example: They have a card with 5+3=8 they will need to find the card that is the opposite. 8-3=5.

Medina, J. (2008). Brain Rules. Seattle, WA: Pear Press.

Artifact 4: Memory promoting activity

Page 12 of 12