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Stephanie Underhill
40 mins to an hour
Adding and Subtracting
Goals/ Objectives:
      -The Student will be able to add and subtract numbers correctly
      verbally or on paper 80% of the time.
      -The Student will be able to list the turnaround facts 75% of
      the time
      -The Student will be able to create their own addition and
      subtraction equations on paper and solve them 80% of the
      time.
      -The Student will be able to say aloud the addition and
      subtraction facts 100% of the time.
      - The student will be able to sketch math addition or
      subtraction problems on the board or on paper 95% of the
      time.
Rationale :
I feel that addiction and subtraction are the basis of math, if this is
taught correctly, these skills will be used throughout their math career
as a student and will be used in higher-level math.
Medium
      I will first start at the board and start by writing the numbers on
the board that I would like to add or subtract. Then I will show the
students how to add not just with numbers but with symbols as well.
For example: I will write the problem on the board 2+3=___ then
above the 2, I will draw two stars, above the 3, I will draw 3 stars. I
will then have the students count with me the number of stars all
together and then put above the 5, the five stars added to make that
number.The I will do the same for a subtraction problem.
Target Audience
        Kindergarten/first grade
Technologies used:
- Ipad/Ipod touch
-Kidspiration
-Computers
- Website- Cool Math Games
- Textbook online, and textbook websites
Lesson ideas or lesson plans that you searched in this topic.
        Kidspiration, www.aatozteacherstuff.com,
http://www.coolmath-games.com/
Teaching Strategies and Methods
        Will ask the students questions along with the lesson I will
teach them. I will use the board and the computers.
Evaluation Methods: Assessment strategies:
        I will give them a worksheet/homework and see how well they
        do.
        Resources/ Credits: the print material, electronic resources, and
        websites you already found.
              Kidspiration, the board with markers, smart board, online
        textbooks and Powerpoints.

NJCCS
       STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS)
       ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORM
STANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERS
IN A VARIETY OF WAYS.
Math - Problem Solving : Addition and Subtraction Rubric


Teacher Name: Stephanie Underhill




                      4.1.2B. 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.


              Technology NJCCCS
              Standard        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.
              Strand          F. Critical Thinking, Problem Solving, and Decision-Making




    P      Information accessed through the use     8.1.P.F.1     Navigate the basic functions of a browser,
           ofdigital tools assists in generating                  including how to
           solutions and making decisions.                        open or close windows and use the “back”
                                                                  key


    2      Information accessed through the use     8.1.2.F.1     Use mapping tools to plan and choose alternat
           ofdigital tools assists in generating                  routes to and from various
           solutions and making decisions.                        locations.
Student Name:    ________________________________________
   CATEGORY       4                             3                           2                      1
Mathematical      Explanation shows complete    Explanation shows           Explanation shows some Explanation shows very
Concepts          understanding of the          substantial                 understanding of the   limited understanding of the
                  mathematical concepts used    understanding of the        mathematical concepts underlying concepts needed
                  to solve the problem(s).      mathematical concepts       needed to solve the    to solve the problem(s) OR is
                                                used to solve the           problem(s).            not written.
                                                problem(s).
Mathematical      Uses complex and refined      Uses effective              Some evidence of        Little evidence of
Reasoning         mathematical reasoning.       mathematical reasoning      mathematical reasoning. mathematical reasoning.

Neatness and      The work is presented in a     The work is presented in   The work is presented in The work appears sloppy and
Organization      neat, clear, organized fashion a neat and organized       an organized fashion but unorganized. It is hard to
                  that is easy to read.          fashion that is usually    may be hard to read at know what information goes
                                                 easy to read.              times.                   together.

Explanation       Explanation is detailed and   Explanation is clear.   Explanation is a little     Explanation is difficult to
                  clear.                                                difficult to understand,    understand and is missing
                                                                        but includes critical       several components OR was
                                                                        components.                 not included.
Working with      Student was an engaged        Student was an engaged Student cooperated           Student did not work
Others            partner, listening to         partner but had trouble with others, but needed     effectively with others.
                  suggestions of others and     listening to others     prompting to stay on-
                  working cooperatively         and/or working          task.
                  throughout lesson.            cooperatively.
Diagrams and      Diagrams and/or sketches are Diagrams and/or              Diagrams and/or          Diagrams and/or sketches are
Sketches          clear and greatly add to the sketches are clear and       sketches are somewhat difficult to understand or are
                  reader's understanding of   easy to understand.          difficult to understand. not used.
                  the procedure(s).

Completion        All problems are completed.   All but one of the          All but two of the      Several of the problems are
                                                problems are                problems are            not completed.
                                                completed.                  completed.
Use of            Student always listens and    Student typically listens Student sometimes         Student rarely listens and
Manipulatives     follows directions and only   and follows directions listens and follows          often "plays" with the
                  uses manipulatives as         and uses manipulatives directions and uses          manipulatives instead of
                  instructed.                   as instructed most of the manipulatives             using them as instructed.
                                                time.                     appropriately when
                                                                          reminded.


                 Teaching to different subjects:
                       Language arts: Get a book that has to deal with addition and subtraction (see
                 power point). Read them the book and then do the math lesson.

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Stephs proposal updated

  • 1. Stephanie Underhill 40 mins to an hour Adding and Subtracting Goals/ Objectives: -The Student will be able to add and subtract numbers correctly verbally or on paper 80% of the time. -The Student will be able to list the turnaround facts 75% of the time -The Student will be able to create their own addition and subtraction equations on paper and solve them 80% of the time. -The Student will be able to say aloud the addition and subtraction facts 100% of the time. - The student will be able to sketch math addition or subtraction problems on the board or on paper 95% of the time. Rationale : I feel that addiction and subtraction are the basis of math, if this is taught correctly, these skills will be used throughout their math career as a student and will be used in higher-level math. Medium I will first start at the board and start by writing the numbers on the board that I would like to add or subtract. Then I will show the students how to add not just with numbers but with symbols as well. For example: I will write the problem on the board 2+3=___ then above the 2, I will draw two stars, above the 3, I will draw 3 stars. I will then have the students count with me the number of stars all
  • 2. together and then put above the 5, the five stars added to make that number.The I will do the same for a subtraction problem. Target Audience Kindergarten/first grade Technologies used: - Ipad/Ipod touch -Kidspiration -Computers - Website- Cool Math Games - Textbook online, and textbook websites Lesson ideas or lesson plans that you searched in this topic. Kidspiration, www.aatozteacherstuff.com, http://www.coolmath-games.com/ Teaching Strategies and Methods Will ask the students questions along with the lesson I will teach them. I will use the board and the computers. Evaluation Methods: Assessment strategies: I will give them a worksheet/homework and see how well they do. Resources/ Credits: the print material, electronic resources, and websites you already found. Kidspiration, the board with markers, smart board, online textbooks and Powerpoints. NJCCS STANDARD 4.1 (NUMBER AND NUMERICAL OPERATIONS) ALL STUDENTS WILL DEVELOP NUMBER SENSE AND WILL PERFORM STANDARD NUMERICAL OPERATIONS AND ESTIMATIONS ON ALL TYPES OF NUMBERS IN A VARIETY OF WAYS.
  • 3. Math - Problem Solving : Addition and Subtraction Rubric Teacher Name: Stephanie Underhill 4.1.2B. 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. Technology NJCCCS Standard 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. Strand F. Critical Thinking, Problem Solving, and Decision-Making P Information accessed through the use 8.1.P.F.1 Navigate the basic functions of a browser, ofdigital tools assists in generating including how to solutions and making decisions. open or close windows and use the “back” key 2 Information accessed through the use 8.1.2.F.1 Use mapping tools to plan and choose alternat ofdigital tools assists in generating routes to and from various solutions and making decisions. locations.
  • 4. Student Name: ________________________________________ CATEGORY 4 3 2 1 Mathematical Explanation shows complete Explanation shows Explanation shows some Explanation shows very Concepts understanding of the substantial understanding of the limited understanding of the mathematical concepts used understanding of the mathematical concepts underlying concepts needed to solve the problem(s). mathematical concepts needed to solve the to solve the problem(s) OR is used to solve the problem(s). not written. problem(s). Mathematical Uses complex and refined Uses effective Some evidence of Little evidence of Reasoning mathematical reasoning. mathematical reasoning mathematical reasoning. mathematical reasoning. Neatness and The work is presented in a The work is presented in The work is presented in The work appears sloppy and Organization neat, clear, organized fashion a neat and organized an organized fashion but unorganized. It is hard to that is easy to read. fashion that is usually may be hard to read at know what information goes easy to read. times. together. Explanation Explanation is detailed and Explanation is clear. Explanation is a little Explanation is difficult to clear. difficult to understand, understand and is missing but includes critical several components OR was components. not included. Working with Student was an engaged Student was an engaged Student cooperated Student did not work Others partner, listening to partner but had trouble with others, but needed effectively with others. suggestions of others and listening to others prompting to stay on- working cooperatively and/or working task. throughout lesson. cooperatively. Diagrams and Diagrams and/or sketches are Diagrams and/or Diagrams and/or Diagrams and/or sketches are Sketches clear and greatly add to the sketches are clear and sketches are somewhat difficult to understand or are reader's understanding of easy to understand. difficult to understand. not used. the procedure(s). Completion All problems are completed. All but one of the All but two of the Several of the problems are problems are problems are not completed. completed. completed. Use of Student always listens and Student typically listens Student sometimes Student rarely listens and Manipulatives follows directions and only and follows directions listens and follows often "plays" with the uses manipulatives as and uses manipulatives directions and uses manipulatives instead of instructed. as instructed most of the manipulatives using them as instructed. time. appropriately when reminded. Teaching to different subjects: Language arts: Get a book that has to deal with addition and subtraction (see power point). Read them the book and then do the math lesson.