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    1st Doublesfacts Math

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    api-276671806
    This document outlines a lesson plan for teaching doubles facts in math. It includes the common core standard objective, materials needed such as bingo chips and dice, vocabulary words like addends and doubles, and strategies for ensuring equal participation. The plan details the opening, presentation, structured practice, guided practice, independent practice, and closing sections. It provides examples for each section, allocates time, and lists checkpoints to check for student understanding throughout the lesson.

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    © All Rights Reserved
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    1st Doublesfacts Math

    Uploaded by

    api-276671806
    198 views2 pages
    This document outlines a lesson plan for teaching doubles facts in math. It includes the common core standard objective, materials needed such as bingo chips and dice, vocabulary words like addends and doubles, and strategies for ensuring equal participation. The plan details the opening, presentation, structured practice, guided practice, independent practice, and closing sections. It provides examples for each section, allocates time, and lists checkpoints to check for student understanding throughout the lesson.

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    This document outlines a lesson plan for teaching doubles facts in math. It includes the common core standard objective, materials needed such as bingo chips and dice, vocabulary words like addends and doubles, and strategies for ensuring equal participation. The plan details the opening, presentation, structured practice, guided practice, independent practice, and closing sections. It provides examples for each section, allocates time, and lists checkpoints to check for student understanding throughout the lesson.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    198 views2 pages

    1st Doublesfacts Math

    Uploaded by

    api-276671806
    This document outlines a lesson plan for teaching doubles facts in math. It includes the common core standard objective, materials needed such as bingo chips and dice, vocabulary words like addends and doubles, and strategies for ensuring equal participation. The plan details the opening, presentation, structured practice, guided practice, independent practice, and closing sections. It provides examples for each section, allocates time, and lists checkpoints to check for student understanding throughout the lesson.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Doubles Facts

    (Math)

    LESSON PREPARATION:
    List Common Core Standards
    objective (specific
    content/learning target)
    List materials needed for
    lesson
    List vocabulary to be taught
    Plan strategies for equal
    participation of all students
    throughout the lesson
    Determine lesson length and
    pacing

    CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition
    and subtraction within 10. Use strategies such as counting on; making ten
    (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a
    ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between
    addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 =
    4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by
    creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

    Vocabulary Words:
    Addends, doubles
    Accommodations:
    Academic
    Cultural

    Materials: Bingo chips, dice, math board games, whiteboard, whiteboard


    markers, doc cam, Go Math!: Chapter 2, Teachers Edition by Houghton
    Mifflin Harcourt Publishing Company
    Strategies for Equal Participation: Give time for students to discuss with a
    partner, pull name sticks, call on students with hands raised and circulate
    the room to keep students on task
    Lesson Length: 25 minutes

    OPENING:
    I Can Statement posted and
    taught
    Determine and engage Prior
    Knowledge
    Pre-assessment
    Review Behavioral
    Expectations
    Anticipatory Set relate to real
    world

    PRESENTATION I DO:
    Lesson aligns with objective
    Material presented in small
    steps
    Modeling/Examples 4 or more
    visual representations provided
    Check for Understanding
    STRUCTURED PRACTICE
    WE DO
    Teacher leads students
    through step-by-step practice 3
    or more examples
    Use visual models
    Check for understanding
    Correct / clarify misconceptions
    GUIDED PRACTICE YOU
    DO
    Goal is 90% accuracy
    Monitor individual and/or small
    group practice
    Provide corrective feedback
    (re-teach as needed)
    Reinforce correct responses
    INDEPENDENT PRACTICE
    YOU DO
    Short individual practice
    Provide practice for different
    abilities below, on, above
    grade level

    Pacing: Moderate during the doubles game, and then slower during math
    worksheets
    Time allotment: 3 minutes
    I can figure out what the double of a number is.
    Prior Knowledge & Pre-Assessment: Students have had previous
    experiences playing the doubles board game.
    Behavioral Expectations: I will ask students what is expected of them/how
    they should behave during lessons. If it is not already mentioned, I will
    remind students to raise their hands when they have something to say, and
    to respect what their peers say.
    Anticipatory Set: Raise your hand if youve ever seen a full carton of eggs.
    Did you know that that carton of eggs shows a double? Both sides have 6
    eggs. 6 + 6 = 12.
    Time allotment: 3 minutes
    1.
    2.

    I will show the students how a carton of eggs shows a double.


    I will also mention how spiders have a double, 4 legs on each side
    to equal 8.

    Time allotment: 12 minutes


    1.

    I will have students turn to page 38 and 39 of Go Math!: Chapter 2,


    Teachers Edition by Houghton Mifflin Harcourt Publishing
    Company.
    2. We will do pages 38 and 39 together as a class.
    3. I will ask for volunteers to show us what they did by drawing on the
    whiteboard.
    4. I will walk around while students are working and checking their
    work.
    Time allotment: (included in independent practice)

    Check for
    Understanding:
    Checkpoints during
    the book to ask about
    vocabulary words

    Check for
    Understanding:
    Individual Responses
    Questions
    Formative
    assessments while
    students are writing
    and drawing

    This section will be combine with the independent practice.

    Time allotment: 10 minutes


    1.
    2.

    I will have students break off into their normal math center groups
    (partners).
    I will have students come collect a doubles board game, 20 bingo
    chips and a die.

    Check for
    Understanding:
    Walking around,
    asking questions
    about students work

    3.

    CLOSING / TRANSITION:
    Objective (I Can) reviewed
    Students articulate learning
    goal
    Teacher determines next steps
    Clean up / prepare for next
    lesson

    Students will have 10 minutes to play the doubles game to


    reinforce the material that we covered for the day.
    Time allotment: 2 minutes
    1.
    2.

    I will make the I can statements into questions: Did we figure out
    what the double of numbers were?
    I will ask students to turn in their assignment to me.

    Check for
    Understanding:
    Completed
    Assignment

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