Amber's+Unit

1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. || 1. Creativity and Innovation 4. Critical Thinking, problem solving, and decision making
 * = Lesson One: Daily Lesson GAME Plan = ||
 * Lesson Title: Using Addition to Count Money Earned |||| Related Lessons: Using Subtraction to Spend Money ||
 * Grade Level: K |||| Unit: Simple Addition and Subtraction with Sums to 10 ||
 * == GOALS  == ||
 * Content Standards: Mathematics: Operations and Algebraic Thinking
 * ISTE NETS-S

Instructional Objectives: Students will use a spreadsheet to show how to add two numbers to various sums up to ten after participating in a variety of scenarios where they earn “money” for completing different tasks. Students will also be able to complete the language frame: plus _ equals by using the numbers they gain from the activity. ||
 * == ACTION  == ||
 * Before-Class Preparation: Set up spreadsheet with functions to add numbers together in rows as a way for students to self check their answers. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 min.

5 min.

20 min.

. |||| Introduce lesson vocabulary - Addition** – ** combining groups of objects together to make one group.

Introduce activity: Show students chart with several types of jobs listed along with a monetary value. Explain to students that they are to pick two jobs and receive the corresponding amount of play money. They will then input each value into the spreadsheet. Once the value is input they may count the dollars together to see how much money they made at their two jobs. They can self check their answer using the spreadsheet. Students can repeat process as time allows.

Students will complete activity listed above. || Chart with various jobs listed along with corresponding monetary values, play money, spreadsheet.

Same as above. || Accommodations and Extensions: Students will enter their numbers into the spreadsheet with teacher assistance. Students with difficulty counting can be paired with a partner to assist them in counting.
 * == MONITOR  == ||
 * Ongoing Assessment(s): Check for understanding throughout the lesson by checking the sums that students get when adding their dollars together.

Back-Up Plan: If spreadsheet does not work students can complete this activity without them. They can use paper to write their numbers. ||
 * == EVALUATION  == ||
 * Students will be asked to voice one of their addition problems they created in this activity to the class by using the following language frame “ _ __plus__ ___equals__ __”. (Replying in a language frame is a format students are familiar with as they use them throughout the day. This is also an evaluation format that is used frequently in math.)__ ||

1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. || 1. Creativity and Innovation 4. Critical Thinking, problem solving, and decision making
 * = Lesson Plan Two: Daily Lesson GAME Plan  = ||
 * Lesson Title: Using Subtraction to Spend Money |||| Related Lessons: Using Addition to Count Money Earned ||
 * Grade Level: K |||| Unit: Simple Addition and Subtraction with Sums to 10 ||
 * == GOALS  == ||
 * Content Standards: Mathematics: Operations and Algebraic Thinking
 * ISTE NETS-S

Instructional Objectives: Students will use a blog to write about various differences from subtracting numbers 0-10 after participating in a play store where they spend “money” as a way to subtract. Students will use a prewritten equation and fill in their numbers. Students will also be able to complete the language frame: __minus__ _ __equals__ __by using the numbers they spend in the activity.__ ||
 * == ACTION  == ||
 * Before-Class Preparation: Set up class store where students will use pretend money to “buy” various objects. Make paper with subtraction equation with blanks for students to fill in. Also write introduction on class blog explaining what the students will be doing in this activity. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 min.

5 min.

20 min.

15 minutes |||| Introduce lesson vocabulary - Subraction** – ** To take away.

Introduce activity: Show students pretend store and explain to them that they will start with a certain amount of money and purchase one thing from pretend store. Then they will count how much money they have left. Show students how to fill numbers into equation.

Students will complete activity listed above. As they purchase an item they must fill in the numbers into the equation. For example if they start with $5 and spend $2 and are left with $3, they would write 5-2=3.

After students have had several chances to purchase items and fill the numbers into a blank equation, we will come back together and blog together about the experience. In the blog post students will write about several of our experiences/equations and students will tell me using the sentence frame _ minus___=____.__ || Play money (one dollar bills only) along with pretend objects for students to buy and play cash register, paper with subtraction equation written on it.

Same as above.

Access to class blog page. || Back-Up Plan: If we cannot access our blog site, we will write on chart paper and enter the post at a later time. ||
 * == MONITOR  == ||
 * Ongoing Assessment(s): Check for understanding throughout the lesson by checking the answers that students get when writing their numbers into the equation. Accommodations and Extensions: Students that struggle will work with a partner. Also blog will be written by teacher because students are unable to read and write on their own.
 * == EVALUATION  == ||
 * Students will be asked to voice one of their subtraction problems they created in this activity to the class by using the following language frame “ _ minus _equals ”. (Replying in a language frame is a format students are familiar with as they use them throughout the day. This is also an evaluation format that is used frequently in math) ||

1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. || 1. Creativity and Innovation 4. Critical Thinking, problem solving, and decision making
 * = Lesson Plan Three: Daily Lesson GAME Plan  = ||
 * Lesson Title: Digital Storytelling: How we used addition and subtraction to know what we earned and spent |||| Related Lessons: Using Addition to Count Money Earned; Using Subtraction to show Money Spent ||
 * Grade Level: K |||| Unit: Simple Addition and Subtraction with Sums to 10 ||
 * == GOALS  == ||
 * Content Standards: Mathematics: Operations and Algebraic Thinking
 * ISTE NETS-S

Instructional Objectives: Students will create a digital story showing how they earned money and spent money. They will use addition and subtraction sentence frames in their digital story: ___+____=____; and__ ___-_____=_____.__ ||
 * == ACTION  == ||
 * Before-Class Preparation: Seta template on PowerPoint with addition and subtraction equations so students can insert clip art to show the money they “earned” doing various jobs in lesson one, and where students can insert clip art to show how they spent their money in lesson two. Get microphone and set up recording on PowerPoint. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 min.

15 min.

30 min.

5 min. |||| Review addition and subtraction. Review some of the addition problems students created in lesson one by looking at spreadsheet. Review as a class some of the ways students spend money by reading the class blog post.

Introduce activity: Show students paper with blank equations. Tell students they will work in groups to fill in the equations and create a story to tell about each one. There will be pretend money available if they need to use the manipulatives to help them solve the equations. Show students how to finish a PowerPoint using the information they decided upon on their group paper. They will complete each slide by filling in an addition equation with numbers and inserting clip art to match the equation. Next show students how to complete the rest of the slide by inserting numbers and clip art into the equation. Then show students how to record in PowerPoint. Model recording what the pictures show. For example: I earned two dollars mowing the lawn and two dollars raking leaves and then I had four dollars. 2+2=4. The next day I went to the store and spent one dollar on candy and was left with three dollars. 4-1=3.

Students will complete activity listed above. They will work in groups of four. At their desks they will complete a paper by filling in the equations for addition and subtraction. They can use money manipulatives if they need to. As they wait to be called on they can practice their story. Each group will get called upon to complete the PowerPoint slide by transferring the equation they made up from their paper to the slide. They will then add graphics and then record their story.

Watch digital story. || Equation paper, pretend money, PowerPoint with template set up, microphone.

Same as above

.

PowerPoint with voice added (digital story) ||
 * == MONITOR  == ||
 * Ongoing Assessment(s): Check for understanding as each group works together to complete their paper. Teacher can check paper to see if sum and difference are correct.

Back Up Plan: If PowerPoint does not record, I will save the slides and we can record at a later time. Students will still be expected to voice an equation sentence. ||
 * == EVALUATION  == ||
 * Students will state addition and subtraction problems in a sentence frame while recording their slide for the digital story. (___+______=______; _____-_______=____) ||