1. ADDITION AND SUBTRACTION IS FUN!
By Stephanie Underhill

2. HOW TO TEACH IT- LESSON
 Have students write either on the board or do on a
mini white board or on an ipad write problems and
have them add
 Have the students work in groups to make up their
own problems for fellow students to solve.

3. HOW TO INCORPORATE INTO OTHER
SUBJECTS
 Language Arts

4. 2 + 3 = 5

5. 4 - 2 = 2

6. TECHNOLOGIES USED
 Kidspiration
 http://www.coolmath-games.com/
 They can play games on this site
 http://www.teachervision.fen.com/addition/teacher-
resources/34522.html
 I will use this to find worksheets for my students
 Textbook online, textbook websites
 Computers
 Power point
 Ipad/ipod touch
 White board app

7. ELL
 Give them a word bank on tests
 Give them extra time on tests
 Have peers help the students who need help
 Textbooks in their native language as a reference
 Speak some words in their own language

8. UDL INTEGRATION
 I would give them extra time on tests.
 Work with peers if needed.
 Give them time to ask questions
 Accommodate according to their IEP
 Give them the use of calculators if needed.

9. ASSESS KNOWLEDGE
 Have them do math problems on the board.
 Give them a test at the end of the unit.
 Give them an aloud assessment on how to do the
problems.
 Have the each student do a math problem on the
board and “act like the teacher”
 Rubric

10. MATH NJCCCS
 4.1.2 B. Numerical Operations
Numerical Operations. Numerical operations are
an essential part of the mathematics
curriculum, especially in the elementary grades. Students
must be able to select and apply various computational
methods, including mental math, pencil-and-paper
techniques, and the use of calculators. Students must
understand how to add, subtract, multiply, and divide
whole numbers, fractions, decimals, and other kinds of
numbers. With the availability of calculators that perform
these operations quickly and accurately, the instructional
emphasis now is on understanding the meanings and
uses of these operations, and on estimation and mental
skills, rather than solely on the development of paper-and-
pencil proficiency.

11. TECHNOLOGY NJCCCS
 8.1 Educational Technology All students will use
digital tools to access, manage, evaluate, and
synthesize information in order to solve problems
individually and collaboratively and to create and
communicate knowledge.
 8.1.P.F.1- Navigate the basic functions of a
browser, including how to open or close windows
and use the “back” key.
 8.1.2.F.1- Use mapping tools to plan and choose
alternate routes to and from various locations.

12. RUBRIC
CATEGORY 4 3 2 1
Mathematical Explanation shows complete Explanation shows Explanation shows some Explanation shows very limited
Concepts understanding of the mathematical substantial understanding of the understanding of the underlying
concepts used to solve the understanding of the mathematical concepts concepts needed to solve the
problem(s). mathematical concepts needed to solve the problem(s) OR is not written.
used to solve the problem(s).
problem(s).
Mathematical Uses complex and refined Uses effective Some evidence of Little evidence of mathematical
Reasoning mathematical reasoning. mathematical mathematical reasoning. reasoning.
reasoning
Neatness and The work is presented in a neat, The work is presented The work is presented in an The work appears sloppy and
Organization clear, organized fashion that is easy in a neat and organized organized fashion but may unorganized. It is hard to know
to read. fashion that is usually be hard to read at times. what information goes together.
easy to read.
Explanation Explanation is detailed and clear. Explanation is clear. Explanation is a little Explanation is difficult to
difficult to understand, but understand and is missing
includes critical several components OR was not
components. included.
Working with Student was an engaged partner, Student was an Student cooperated with Student did not work effectively
Others listening to suggestions of others engaged partner but others, but needed with others.
and working cooperatively had trouble listening to prompting to stay on-task.
throughout lesson. others and/or working
cooperatively.
Diagrams and Diagrams and/or sketches are clear Diagrams and/or Diagrams and/or sketches Diagrams and/or sketches are
Sketches and greatly add to the reader's sketches are clear and are somewhat difficult to difficult to understand or are not
understanding of the procedure(s). easy to understand. understand. used.
Completion All problems are completed. All but one of the All but two of the problems Several of the problems are not
problems are are completed. completed.
completed.
Use of Student always listens and follows Student typically listens Student sometimes listens Student rarely listens and often
Manipulatives directions and only uses and follows directions and follows directions and "plays" with the manipulatives
manipulatives as instructed. and uses manipulatives uses manipulatives instead of using them as
as instructed most of appropriately when instructed.
the time. reminded.

13. REFERENCES
 http://rubistar.4teachers.org/
 NJCCCS Website
 http://blog.richmond.edu/openwidelookinside/arc
hives/3121
 http://www.coolmath-games.com/
 http://blog.richmond.edu/openwidelookinside/arc
hives/3121
 http://whatkidsshouldread.com/childrens-books/the-very-
hungry-caterpillar-written-by-eric-carle/