Math Worksheets and Lesson Plans - Doubling
Doubling Grade Level/Age: First Rationale: The students are learning about addition. They already know what the addition is and they are able to compute simple math problems. Therefore most of the children should already understand the two signs that are used in addition the plus sign and the equals sign. Students need to be able to recognize different rules in addition. Doubling is a rule that will allow for the children to do math quicker and more efficiently. Objective(s): After singing the "Ants Go Marching" and discussing the rules of doubling, students will be able to create their own math sentence, through the use of symmetry, that accurately displays doubling. Assessment: The students are making an ant that will be able to show their understanding of the concept. They will have written their own math sentence. The students will be able to repeat this process many times during the use of stations and a worksheet that they will do another day (this worksheet will make a good addition to a students portfolio). Step-by-Step Procedure: Exploring: Then children will return to their seats. I will dismiss the children by two's and have them march back to their seats. Standing in front of the class I will demonstrate how to picture doubles. I will place two dots of paint on my ant template and fold the paper in half (along the pre-made fold). I will ask the children, "How many dots do you think the ant will have now?" After taking their suggestions I will show them the ant. Before passing out the materials I will explain to the children that we are doing a group activity. Some students may finish faster than other students may but we will wait to go on to the next step when everybody is ready. I will than pass out the attached ant template. Each child will have paint supplies, which include a small pie pan of paint, per group of tables and a Q-tip for each child. The paper passer outers will hand out the ant templates and the Q-tips. (Each group can have one color of paint). I will then tell the children that they can put one to six dots on the ant. When everyone has finished placing the dots on their paper I will ask the children to fold their paper in half along the same fold that is already there. (I will ask the classroom teacher and the aide to help me with the children who don't get it). Because this is a group activity I will have the children follow at my pace. Extensions one: As the children finish their pictures I will have them separate into stations. The stations will be as follows: Extension two: I will also leave Mrs. Symonds with the work sheet that is attached to this LEP, so that she can refresh the students with it another day. The directions will be included on the worksheet. Summarizing: After the paint dries I will have the children write the number sentence on the bottom of their ant. All they will have to do is add the numbers and fill in the blanks. I will ask the children to bring their paintings to the back round table so that the pictures can dry. I will go around to each group of students with a paper cup to collect the dirty Q-tips. I will collect the paint plates and take care of them after the activity is through. When all the students are finished I will ask them if they have any questions about what doubling is. I will then ask the students to tell me what they can about doubling. I will then display the children's work on a bulletin board. I will also have the stations set up while the kids are finishing their paintings; I will ask the aide if she would help me to do this, by placing the tubs out on the back table and the rug. When all the students are done I will explain each of the stations verbally, I will ask if they have any questions. I will then split them up into three groups and allow them to go to the stations. I will walk around to help all the students at the stations. Anticipated Length of Learning Experience: 45 minutes Student Grouping: (Circle as apply:) Whole Group Small Group Individual Other Materials Needed for Learning Experience: Management Considerations: When I have the kids sit on the round of the rug I will have them push out to the green rug so that the center circle is bigger. This will allow for the children to march inside and not be cramped. I will also make sure that each child is able to march before the lesson begins. I will also ask the teacher if the children have worked with paints this year and see if they need to be reminded of the rules that go along with painting. After Talking to Mrs. Symond's she told me that her students understand the rules of working with paint but to remind them that they have worked with paint in class and in art class. She said to have them roll up their sleeves, and to remind them to be careful not to get the paint all over themselves. I will collect the used Q-tips and the paint tins after the students have finished. Inclusion Considerations: The students may have trouble understanding the concept of unfolding the ant template and folding it in half along the pre made fold, so I will ask the classroom teacher and the aide to help me to assist the students with this process. I will also have the children who are having difficulty adding the dots to use a tally. This should help because they use this everyday in calendar. Reflection on Implementation of LEP: I thought that overall the entire lesson went great. The kids responded well to me and the activity that I put in front of them. My first hurdle to jump was when I was teaching the students, was when the words in my song had a small tongue twister. The last sentence in each verse stated "And then 2 in all go marching on again." The problem is that the kids were used to saying "And 2 go marching, marching on again." Mrs. Symonds Told me after that I could have told the children that this was the way we were going to sing it today. I handled it by asking the children how they thought that they would change it. Together we came up with a solution, and it worked out great. When I had the children sing and march I had to stop them a few times to get them to march side by side. For some reason they wanted to march in a straight line. I wanted them to march in pairs because it would help to show the doubles. When I told the children that they were doing doubles and they didn't even know it they seemed to be amazed with themselves. This was a neat thing to see. When I sent the kids back to their seats I did this part of the activity as a group. This worked well because they do this a lot in the classroom, therefore they listened to me and followed the directions. There was one problem though the two younger children in the class were using their dots as finger paints. But believe it or not it still worked when they opened up the fold. I was also surprised to see that when the kids put the dots on both sides of the fold it still worked. All in all I think that the lesson went well. I have included my teacher's comments to this lesson plan because I think that they bring out the good parts in my lesson. I really liked the way my lesson went. I got to hang up the kid's work and every time someone walks in the room they comment on them. Another upside is that they really understood the concept that I was teaching them. They have been able to answer all the questions that I asked them about Doubles. "The Ants Go Marching" The ants go marching 2 and 2, Hurrah-Hurrah The ants go marching 3 and 3, Hurrah-Hurrah The ants go marching 4 and ___, Hurrah-Hurrah The ants go marching 5 and ___, Hurrah-Hurrah The ants go marching 6 and ___, Hurrah-Hurrah The ants go marching 7 and ___, Hurrah-Hurrah The ants go marching 8 and ___, Hurrah-Hurrah
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