Conceptual Math Idea

Common Core Learning Target:

1.OA.3 apply properties of operations as strategies to add and subtract. (commutative property)
1.OA.4 Understand subtraction as an unknown-addend problem (subtract with in 20)
1.OA.5 Relate counting to addition and subtraction (counting on/counting back)
1.NBT.1 Count to 120 starting at any number less than 120.

Materials Needed:

Cubes, wrap-ups, 100 boards, 10 frames and counters, dice, number line, computer games.
Excel sheets, Saxon sheets, and Accelerated Math sheets for extra practice.

Brief description of Idea/Strategy/Lesson:

We use the EnVision Math program for the basic lessons to help us lay down the basic concepts. Then we use a variety of the above for practice or to take a child to a higher level as he/she progresses.
The basic lesson is presented to the whole group using the Smart Board. We also use cubes, 10 frames w/counters, 100 boards, and number lines for the basic lesson. The extra practice sheets we use as morning work and the other materials we use as needed to reinforce the learning target for the day.
Wrap-ups, dominoes, and dice are great for partner or cooperative groups.
The computer games help reinforce lessons on an individual level. Children who have already grasp the concepts taught can work on higher level games to extend the concepts.

Which Math Practices are evident in this math idea?

X Make sense of problems and persevere in solving

X Reason abstractly and quantitatively

 Construct arguments & critique other’s reasoning

X Model with mathematics

X Use appropriate tools strategically

X Attend to precision

 Look for and make use of structure

 Express regularity in repeated reasoning

How do you differentiate for students who are struggling with the concept?
Students who are struggling with concepts are given one-on-one or small group guidance and instruction with assistant, peer, and/or tutor as needed. They also may need extra time spent on the concept. Use Flash cards, dominoes, ruler (for number line), peg board for added practice or help.
How do you differentiate for students who have already shown mastery of the concept?
Students who show mastery of concepts are given time to extend the concept to a higher level ( e.g. take addition/subtraction to higher than 20)
These students also may have word problems that take a higher level of thinking to solve.