1. Lesson Modification Project: “Cover-Up” Brandi R. Teran TTE 316: Math & Technology December 9, 2015

2. Overview of Lesson Objectives: Operations and Algebraic Thinking: 1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.B.4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that make 10 when added to 8. 1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.C.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; 1.OA.D.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true Big Ideas: Addition can be thought of as physically or conceptually placing two or more quantities together The operations are related to each other. Addition names the whole in terms of the parts, and subtraction names a missing part. Models can be used to solve contextual problems for all operations and to figure out what operation is involved in a problem. Models also can be used to give meaning to number sentences. Lesson: After students have worked on word problems, they will play “cover up” game and practice problems involving unknown change. Player 1 will let Player 2 know how many counters are in total and then will hide some. Player 2 will determine the number of counters that are missing. Players will take turns and write number sentences using given number known+ unknown number= total number of counters. Together, students will talk about strategies used in order to determine unknown number. 1-2 GRADE

3. Positives of the Lesson Goals and Objectives for the lesson were met Think/Pair/Share: Student’s were able to discuss strategies with partners and other peers. Number of counters increased after several rounds and helped kept the students engaged. Question asked to support/extend student thinking: Can you explain how you solved the problem? Can you show me using a different method? Can you write the steps that you used in order to solve the problem? Tell me in words how you figured out the unknown number.

4. Areas for Future Growth Lesson: Present this lesson at the beginning of the Math Menu. (Allowing this lesson to be presented first would have given each student a partner to work with. This would have allowed me to have deeper conversations with the students as they were working). Give students more space to work in. (I would have loved to give my students the opportunity to scatter throughout the room and find somewhere comfortable to work in). Add pictures to recording sheet. (Have pictures of “inside” and “outside” next to the word. This could have made it less confusing when students fill out their recording sheet). Teacher: Called on more second graders. (During whole group instruction, I noticed I called on only second grade students to read the instructions. If I could do this lesson, I would change this to allow for equal participation from both grade levels.

6. The video excerpt… Why did I choose this excerpt? This excerpt showed how students understood ways to find out unknown change. Teacher asked questions to understand/support students thinking. Opportunity for teacher to engage in the activity and walk through the steps This clip took place towards the end of the small group activity. Before this, students were playing “cover up” activity with their partners.

7. Video Clip

8. Analyzing video * Take some time to write down some thoughts on the video… Questions/clarification on video? Are there any ideas on questions I could have asked to further students thinking? Opinions/ thoughts/ constructive criticism? Let’s Discuss…