Focus:

purpose, intro

Establish purpose of lesson (state objectives, focus activity, review prior knowledge).

Students are having trouble with CARRYING in ADDITION

problems or:

students are slow when adding

students want to add faster and more accurately

students want to add without pencil and paper

Upon completion of this lesson, the student will be able to add correctly and quickly.

Concept Discovery:

information, example, model

Provide information by example, model, etc. and monitor student participation.

Provide examples of when the students are going to need to know how to add quickly.

Practice:

(guided)

Practice with teacher monitoring students’ work. Aid where needed to move to student independence.

Teacher does some sample questions on the board then have the students come up and do some problems on the board. We will have a mental race to see who can solve a problem faster without using pen and paper.

Practice:

(independent)

What the students continue to work on, may be done without teacher direct involvement.

Give the kids math problems on a worksheet or before the end of class call out some problems and have them write them down and turn them in.

Evaluation:

how to measure

Scoring rubric or measure; expected outcome; grading, etc.

Test at the end of the six week. Do math problems and test the kids for speed and accuracy. Can do a pretest without telling the kids why...having them time the test.

Extension:

Related enrichment activities that extend knowledge and may involve application of knowledge.

May be short activity or longer project completed over time.

Do math problems and test the kids for speed and accuracy. You can go on to subtraction and have the students try to apply this method to subtraction.  

Closure: restate obj

Wrap up the lesson, obtain samples of each student’s work, restate objective and perhaps connect to future learning

Blooms Taxonomy questions.