Lesson Plan for April 2, 2015

Anna Kingsbury

Jonathan

Learning Goal:
Improve understanding and ease of adding multi-digit numbers
More readily recognizing that 20 consists of two sets of 10 and he can therefore use his
knowledge of sums that make 10 to solve sums that make 20
Strengthen conceptual understanding of multiplication
Lesson Includes:
Playing games to practice math concepts
Directly modeling addition and multiplication stories
Integrating math with coloring
Materials Needed: colored unifix cubes, playing cards, dice, grid sheets, colored pencils, pencil
and paper, paper plates/bowls
I. Introduction
I intend to ask Jonathan how he is and remind him that this is the last time I we will get to
work together. Id let him know that we are going to play some games that would help him
add multi-digit numbers and that after we were done with that we can play the Find the Pair
game again that we played last time that he liked so much, and that if we had time we would
do the last activity involving practice with multiplication problems.
II. Lesson Development.
Activity 1 This activity is one that I had planned to play during our last session, but we
ran out of time. My intent here would be to focus on helping Jonathan add multi-digit
numbers by writing them on paper. I plan to play the card game 99 or bust in which the
deck of cards would be placed face down and each player gets one card to begin with. The
first player then draws a card from the deck, and then must add their first card with the new
one drawn by writing down on paper and solving it that way. This becomes their new total,
and the next time they draw a card, it must be added to this running total. I plan on having
Jonathan and I play so that the first person to make it to or past 50 would be the winner. I
would stop at 50 rather than 99 because I have the feeling that Jonathan would get easily
bored with this game since he does not seem to be too fond of using number sentences on
paper, although I believe it would be beneficial to him to have some more practice with it.
Therefore my goal by playing this game is to create many multi-digit addition problems that
Jonathan can add up, and can help me add up as well. Im hoping this will improve his ability
to correctly solve math problems using pencil and paper, as during previous session he
showed some confusion when it came to correctly using types of addition algorithms
such as carrying a 1. The objective of this activity is to work on addition of multi-digit
numbers as well as conceptual understanding of addition.
Questions to ask- I plan on asking questions about what he is doing as he is solving the
equations on paper such as Which column do you add first? What does that column
represent? and Why would you carry the one?
Time- 30 minutes

Activity 2 For my second activity with Jonathan, I wanted to work a little more on sums
that make 20 to make sure that he understood that adding up numbers to make 20 was very
similar to adding numbers to make 10 (which he is very good at). I intend to do this by
playing a version of the game that I played with him last time for this same purpose as he said
that he really liked it and wanted to play again. I called this game Find the Pair and it
allowed Jonathan to directly model sums that make 20 with the unifix cubes. In this game,
there would be unifix cubes set out to work with and Jonathan would roll one die, and then
build this number out of the unifix cubes. He would then have to determine how many more
cubes he would need to add to this in order to get to 20. This number that he would need to
add would be the number of points that he gets for that turn. We would keep track of points
by coloring in that amount of squares on a grid paper, and whoever fills in their entire grid
paper first would be the winner! This game would give Jonathan more practice in recognizing
sums that make 20 through directly modeling and actually seeing the 20 being made. I hope
that he will more easily recognize that 20 is broken up into two sets of ten, and he can use
this by making a sum of 10 with the number rolled, and then adding another 10 to make 20.
Questions to ask- While finding the pair to make 20 I could ask questions such as What
is an easy way group together the cubes to know right away that those numbers make 20?
and How is this like adding two numbers to make 10?
Time- 15-20 minutes
Activity 3 For the last activity, I wanted to work a little more with modeling
multiplication stories. I thought I would do this by having Jonathan roll two dice that would
serve as the numbers to multiply together and then find the answer by using paper bowls and
unifix cubes to find the product of those two numbers. For example, if he rolled a 3 and a 4
he could grab 3 bowls and place 4 cubes in each bowl and then count the cubes to find the
product of 12. I would also show him that he would get the same answer if he had 4 bowls
and 3 cubes in each bowl. My intent with this is to help solidify Jonathans understanding of
the fact that multiplication is equivalent to adding up groups of numbers, and that the roles of
the numbers can be switched to reveal the same product.
Questions to ask- As we are doing this activity, I would ask Jonathan questions such as
What roles do each number play? Is that the number of groups or the number in each
group? and Would it make a difference if you switched around the roles of the numbers?
Time- 15-20 minutes
III. Closing
To close, I would definitely want to thank Jonathan for working with me these past few
weeks and helping me learn more about how to teach kids and about how they think! I would also
want to ask him if there were any areas that he thought he had improved on in our tutoring
sessions together. I would also want to remind him that this is, unfortunately, our last session
together and that I hope he has a good rest of his school year!