Nicole+deMoll

__**PBL Lesson**__


 * Daily Lesson GAME Plan ||  ||
 * Lesson Title: Breaking apart numbers |||| Related Lessons: more/less, addition, subtraction ||  ||
 * Grade Level: Kindergarten |||| Unit: Number Computation: Addition and Subtraction ||  ||
 * ==GOALS== ||  ||
 * Content Standards:

Topic
Number Computation

Indicator

 * Analyze number relations and compute

Objectives

 * 1) Model addition by combining sets of concrete objects and describe the results using words and pictures
 * 2) Model subtraction by separating sets of concrete objects and describe the results using words and pictures
 * 3) Solve a given story problem cooperatively that is based on the combining and separating of models ||   ||
 * ISTE NETS-S

Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

Instructional Objectives: The students will be able to recognize that numbers are made up of parts in order to break apart a given number in several different ways. ||  || The students will each go to a computer and use the template in the pixie program to create as many combinations of 7 as possible. Each student will print his or her page with the combinations of 7 that he or she came up with. We will end with the students getting into partners to explain to each other the combinations they made and see if they missed any combinations. In whole group we will create and show every possible combination for 7 on the interactive white board. |||| Computer lab Pixie Interactive White board Printer ||
 * ==ACTION== ||  ||
 * Before-Class Preparation: I will need to have the interactive white board ready and Pixie up to save navigation time. I will also need to have the computers ready in the lab and have the template on Pixie ready for student use. ||  ||
 * During Class ||  ||
 * Time |||| Instructional Activities || Materials and Resources ||  ||
 * 40 minutes |||| The students will begin in a whole group setting. Using the interactive white board I will model how to break apart the number five using a template in the Pixie program. I will explain that numbers and amounts can be broken apart and I will prompt students to help me discover the ways to break apart 5. The students will be able to come to the interactive white board to create five such as making 2 red blocks and 3 blue blocks or 4 red blocks and 1 blue block. After finding all combinations of 5. I will explain and represent the number 7.
 * Note student groupings, environmental modifications needed, etc: The students will begin in whole group and then move to the computers to work individually. The students will then work in partners to discuss what they found and then we will end in whole group. ||  ||
 * ==MONITOR== ||  ||
 * Ongoing Assessment(s): I will be able to observe which students are able to make the connection and develop an understanding while I model the activity. While students are working individually I will be able to walk around and take anecdotal notes on which students are able to individually break apart 7 and which students do not understand how to make combinations. I will observe which students make numbers and amounts other than 7 and do not count the combinations and stop when there is 7 total. I will also observe to see if any students create 7 using a combination of three colors rather than two colors (which would be an extension of the prompt.

Accommodations and Extensions: Accommodations for students who do not understand will receive remedial support and I will have the students in one area so that I can support these students at the same time. I will work with these students to scaffold and give extra modeling in order to help them to see 7 broken into parts. I will also provide additional visuals so that these students can see 7 made into combinations in different ways beside colored blocks. In order to extend this activity, the students who are ready for extensions will have to create 7 using more than 2 colors.

Back-Up Plan: If the technology does not cooperate, a back-up plan would be to use graph paper and have students color in the boxes of the graph paper to create a similar effect. ||  || After the students complete the combinations, they will be able to print the page which will be collected and used for me to evaluate each student’s understanding. In addition, I will be able to circulate while students are in partners and listen to students’ ability to explain their combinations to their partner which will allow me to take notes and evaluate students’ awareness of how numbers can be broken apart. I will also observe the language and notice if any students are extending this activity into an addition problem by noticing something like “when you put 5 with 2, you have 7.” Overall, the students will be evaluated through the end result of their paper with combinations and through observations. The students will be graded as proficient (P), in progress (I), or not yet achieved (N).
 * ==EVALUATE AND EXTEND== ||  ||
 * Be specific and include the evaluation that you will use for this lesson:

P- The student was able to show 4 or more combinations to make 7 and demonstrated an understanding of how numbers can be separated and put together by connecting it to addition and subtraction.

I-The student was able to show at least 2 combinations to make 7 and demonstrated a developing understanding of how numbers can be separated and put together.

N-The student was able to show 1 or 0 combinations to make 7 and was unable to demonstrate an understanding of how numbers can be separated and put together.

LESSON REFLECTIONS AND NOTES: This lesson was an effective way for students to see how numbers can be broken apart. The students were able to develop a number sense and higher level thinking by looking at a number in a more concrete way. Many students began to make discoveries that I hadn’t expected such as finding ways to create a number by splitting it in 3 ways. Some students were able to see how a number is broken apart because of the colored blocks and the students would count all the blocks each time in order to make sure they had six in all, which was really good because they are developing the beginning skills and understanding needed for addition. ||  || Nicole, I love that you are doing a younger grade level. I think your PBL is perfect for Kindergarten. I like that you have incorporated the technology component. It sounds like you use technology often, and they are familiar with the Smart board and Pixie program. Your assessment sounds good, I prefer the observational assessment as well. There is so much you can learn from just watching your students apply strategies and asking simple questions that require the students to verbalize their thinking. Your rubric looks great for assessing the Pixie printout. One idea that came to my mind as a back up plan was to use the graph paper like you suggested to have students create different array possibilities to represent the number 7. In addition, students could us connecting cubes to build the combinations and then turn and tell their neighbor.

Nice work. Koreen Humphries

Nicole, This sounds like a great lesson that is very appropriate for Kindergartner learners! I'm sure with the interactive whiteboard the students will have a great job getting involved and understanding the concept! My suggestion is for an extension lesson having students create word problems. Maybe not ones that they have to write, but ones that they could verbally tell you. That could even be turned into a project if you have access to the right technology. I think when kids start to see math as real life as possible they really are able to grasp it so much better! Again, I think your lesson is great! :) Jillian


 * __** Collaboration Lesson **__

= Daily Lesson GAME Plan = ||  ||
 * Lesson Title: Simple Addition |||| Related Lessons: more/less, addition, subtraction ||  ||
 * Grade Level: Kindergarten |||| Unit: Algebra: Addition and Subtraction ||  ||
 * ==GOALS== ||  ||
 * Content Standards:

Topic
Number Computation

Indicator

 * Analyze number relations and compute

Objectives

 * 1) Model addition by combining sets of concrete objects and describe the results using words and pictures
 * 2) Model subtraction by separating sets of concrete objects and describe the results using words and pictures
 * 3) Solve a given story problem cooperatively that is based on the combining and separating of models

. ||  ||
 * ISTE NETS-S

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems

Instructional Objectives: The students will be able to understand that two parts make one whole in order to create simple word problems.

The students will be able to figure the total number objects in simple word problems created by peers by using pictures and manipulatives ||  || Primarywall.com Interactive White board Printer Pixie ||
 * ==ACTION== ||  ||
 * Before-Class Preparation: I will have my teacher account created and the wall ready for posting on the social collaboration website Primarywall.com. For the first class, I will need to have collaboration set up with another kindergarten class and teacher to model the activity. For the second class I will need to have the computers ready with a hyperlink for students to easily and safely enter the internet. ||  ||
 * During Class ||  ||
 * Time |||| Instructional Activities || Materials and Resources ||  ||
 * 2 classes- 40 minute sessions |||| The students will begin in a whole group setting. We will review what we are learning and review the vocabulary and idea of addition and subtraction. Using the interactive white board I will model how to post a real time “note” on our class “wall” on primarywall.com. I will then model how to reply to the note on a different computer. After working with the students whole group to interactively “write” an addition problem by discussing how we will tell the known parts and leave the unknown as the whole which needs to be figured out, we will post our problem to the wall and collaborate with another kindergarten class in the school. The other class will also post a problem. The other class will need to figure out our problem and we will use manipulatives and stickers (clip art) on a blank Pixie page to figure out the problem as a class. Both classes will then post the answer to the other class. Both classes will interactively work as a whole group to check and respond if the answer is correct, and why. On the second day of the lesson, this sequence will be repeated except all students will work in partners at a computer and will work with a partner to create a word problem to post to the wall. The students will then choose another post from another pair of students in our class and proceed to solve the problem using manipulatives and/or stickers on Pixie. The students will respond to the problem and must not only tell the answer but also why that answer makes sense and explain their thinking. |||| Computer lab
 * Note student groupings, environmental modifications needed, etc: The students will work in whole group in the first lesson and then move to the computers to work in partners in the second lesson. The students will be paired so that at least one student in the partnership is able to read/write at the level needed to write the problem, but the students will both work together to create the problem and solve a problem. The students will be grouped purposefully so that they can scaffold their learning. ||  ||
 * ==MONITOR== ||  ||
 * Ongoing Assessment(s): I will be able to observe which students are able to understand and create a word problem with known and unknown parts. I will observe which students need prompting and assistance to solve word problems even when using manipulatives. I will observe which students use other strategies and which students do not need manipulatives. While students are working in partners, I will be able to walk around and take anecdotal notes on which students are unable to meet objectives, which students meet objectives, and which students are in need of extensions.

Accommodations and Extensions: Accommodations for students who do not understand will receive remedial support through one-on-one guidance using counters and with prompting. I will work with these students to scaffold and give extra modeling in order to help them to see the parts and the whole. In order to extend this activity, the students who are ready for extensions will be able to create and solve more complex problems.

Back-Up Plan: If the technology does not work for the lesson, the back-up plan would be for students to write the problems on paper and deliver the problems to other students and then solve the problems from their peers. ||  ||
 * ==EVALUATE AND EXTEND== ||  ||
 * Be specific and include the evaluation that you will use for this lesson:

In addition to circulating while students are in partners and listen to students’ ability to explain and write their thinking which will allow me to take notes and evaluate students’ awareness of how to create and solve word problems, after the students write a post and after the students solve a post, they will be able to print the page which will be collected and used for me to evaluate each student’s understanding. I will also observe the language and notice if any students are extending this activity. Overall, the students will be evaluated through the end result of their paper with combinations and through observations. The students will be graded as proficient (P), in progress (I), or not yet achieved (N).

P- The student was able to correctly and effectively create one or more word problems with all parts correct and the student was able to correctly solve one or more word problems and explain their thinking.

I- The student was able to correctly and effectively create at least one word problem with all parts correct or the student was able to correctly solve at least one word problem and explain their thinking.

N- The student was unable to correctly and effectively create at least one word problem and the student was unable to correctly solve at least one word problem and was unable explain their thinking.

LESSON REFLECTIONS AND NOTES:

Judy to Nicole- I like the idea that you are already teaching your kindergarten students that it is not enough to have the right answer in math but having them explain their response as well. This carries the learning so much further. Your interaction with another class sounds interesting and engaging with the students. It sounds as if your students already know their way around a computer if you are letting them work in pairs with two separate programs! So many teachers are afraid of allowing students, especially at such a young age, work on the computer in small groups. I think it is great you are able to let go of the instruction and let the students explore the world of technology. They will have a huge advantage over most other first graders because of the experience they are getting in your class. I looked at both sites you mentioned and they look like great resources. In fact, I may use the Primary Wall myself. We do not have a subscription to Pixie but it looks like a neat site. I like the unique features it has. I look forward to seeing how you use digital storytelling with your students. Great lesson!

Judy

Nicole, This sounds like an excellent addition to your already fabulous lesson! I'm really impressed that this is with all Kindergarten students! I would be excited to have you in my school district because I think the kids would come up to fifth grade with a better base knowledge of math! Thanks for the website! I love getting all of these great tools from everyone, sometimes it's so hard to find the exact website or software for my projects, but through this course I'm gaining a lot of useful tools. Jillian ||  || Nicole, I am always impressed to see what kindergarten students are capable of doing. Creating a problem can be a challenge for younger students. I was thinking about how you could incorporate shapes or objects with vocab words to create an equation. For example, apple + ___ = (now post a picture of an apple and a banana). Students would need to know the vocabulary word and associate it the picture. You could make the equations as challenging as needed to stay appropriate with the age. This would also allow for students to search for the correct picture if you gave the word and left out the picture. I still have not had any experience with the Smart Board but it sounds very engaging. I really like your idea. Good luck, Sean Bosley.



= Daily Lesson GAME Plan = ||
 * Lesson Title: Adding On |||| Related Lessons: more/less, addition, subtraction, Writing ||
 * Grade Level: Kindergarten |||| Unit: Number Computation: Addition and Subtraction ||
 * ==GOALS== ||
 * Content Standards:


 * Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic**

TOPIC
Number Computation

INDICATOR

 * Analyze number relations and compute

OBJECTIVES
Model addition by combining sets of concrete objects and describe the results using words and pictures Model subtraction by separating sets of concrete objects and describe the results using words and pictures Solve a given story problem cooperatively that is based on the combining and separating of models

Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Indicator Objectives Generate ideas and topics for writing Dictate or write words, phrases, or sentences related to ideas or illustrations ||
 * Standard 4.0 Writing**
 * Compose texts using the prewriting and drafting strategies of effective writers and speakers
 * ISTE NETS-S

Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems

Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

Instructional Objectives: The students will be able to understand and display adding on by creating a number story using digital storytelling. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will need to become familiar with Windows Photo Story and practice using the program. Before the lesson I will have pictures ready and the Photo story program opened in order to model and work with students before each lesson. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1 full week during the math block.

First day: whole group

Second-fifth day: during independent math centers |||| I have found that when student learn to add amounts, they will often struggle with the adding strategy of counting on. Students are able to count the total amount of two groups of objects, but struggle to simply count on 1 or 2 without using manipulatives. The first day of this extended lesson will be devoted to a whole group lesson in which I will introduce the students to the Windows Photo Story program. This program is simple and direct for our purposes. I will then work with the students and model the project. As a class we will create a digital story using photos. After revisiting the strategy and concept of adding on, I will explain to the students that the story will be an adding on story, much like children’s counting books (which my students are very familiar with and read/look at often in the reading corner). The story will be something similar to: One day a duck was at the pond. Then 1 more duck came to play. Now there are 2 ducks. Then 2 more ducks came to play. Now there are 4 ducks, and so on. The students can use any type of animal or object.

For the remaining days of the lesson I will revisit the adding on strategy during whole group and then I will work with partner groups by pulling one pair at a time. When I pull the students they will be able to work on their digital story at the computer during center work. The group that is pulled will simply do the digital story for their center for the day. I will be able to give the group assistance with the pictures and the students can work together to type the story and computing the addition by adding on. Each group will be required to create at least 4 pages to the story (meaning they will “add-on” at least 4 times). The students can choose on each page if they will add on an amount of 1 or 2. || Classroom computers, Windows Photo Story software, clip art and digital photos to use ||
 * Note student groupings, environmental modifications needed, etc: The first lesson will be whole group. Following lessons will only begin with whole group and will then move into partner work/small group with teacher help and support at the computers in the classroom. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Since I will be working closely with students in pairs I will have many opportunities to observe each student’s input and thought process as they work with a partner to create the story and add on. I will be able to observe and take of the students that need manipulative to figure out the problem and the students that are able to add on in their head or by simply using their fingers. I can also observe students that use a number line. I will be able to take anecdotal records for these observations and compare to other observations made in this unit.

Accommodations and Extensions: Accommodations for students who are struggling with the concept and strategy of adding on will receive remedial support through one-on-one guidance using a number line. I will give these students a laminated number line to use which will allow the students to visually comprehend what is happening when you add on. I will work with these students to scaffold and give extra modeling in order to explain how this strategy works and how it can help. In order to extend this activity, students who understand this strategy will be able to add on greater amounts. In addition, these students can begin to add problems without the use of physical manipulatives and practice adding on.

Back-Up Plan: If technology does not work at any time, I will have paper books created which the students can use to draw and then write the story. When the technology works, we can transfer the story to the digital storytelling software. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

In addition to taking anecdotal notes through the observations I will make when working closely with students as they are working in partners to create their digital story, I will also evaluate the students based on a criteria. I will make my evaluation based on my observations and the finished product of the digital story. I will also observe the input of each student in each partnership. Overall, the students will be evaluated based on the following criteria: The students will be graded as proficient (P), in progress (I), or not yet achieved (N).

P- The student provided equal input to the partnership. The student was able to correctly and effectively add on during each problem without using manipulatives and with little or no support from peers or the teacher. The student created a finished product with correct answers for every page (4 pages) in the story.

I- The student provided less input than his/her partner to the partnership. The student was able to correctly and effectively add on during each problem with minimum use of manipulatives and limited support from peers and the teacher. The student created a finished product with correct answers for 75% of the pages (3 pages) in the story.

N- The student provided little or no input to the partnership. The student was unable to correctly and effectively add on during each problem and needed the use of manipulatives and relied on support from peers and the teacher. The student created a finished product with correct answers for 50% of the pages (2 pages) or less in the story.

LESSON REFLECTIONS AND NOTES: This lesson was a good way incorporate writing with math and felt very integrated. The students were eager and motivated and with my assistance during centers, the students were successful with the use of technology. Now that students are familiar with the digital storytelling, it will be useful to use this again in a similar way when we get into our money unit. ||