ADDITION AND SUBTRACTION IS FUN!By Stephanie Underhill

HOW TO TEACH IT- LESSON Have students write either on the board or do

on a mini white board or on an ipad write problems and have them add

Have the students work in groups to make up their own problems for fellow students to solve.

HOW TO INCORPORATE INTO OTHER SUBJECTS Language Arts

2

+ 3 = 5

4 - 2 = 2

TECHNOLOGIES USED Kidspiration http://www.coolmath-games.com/

They can play games on this site http://

www.teachervision.fen.com/addition/teacher-resources/34522.html I will use this to find worksheets for my students

Textbook online, textbook websites Computers

Power point Ipad/ipod touch

White board app

ELL Give them a word bank on tests Give them extra time on tests Have peers help the students who need help Textbooks in their native language as a

reference Speak some words in their own language

UDL INTEGRATION I would give them extra time on tests. Work with peers if needed. Give them time to ask questions Accommodate according to their IEP Give them the use of calculators if needed.

ASSESS KNOWLEDGE Have them do math problems on the board. Give them a test at the end of the unit. Give them an aloud assessment on how to do

the problems. Have the each student do a math problem on

the board and “act like the teacher” Rubric

MATH NJCCCS 4.1.2 B. Numerical Operations

Numerical Operations. Numerical operations are an essential part of the mathematics curriculum, especially in the elementary grades. Students must be able to select and apply various computational methods, including mental math, pencil-and-paper techniques, and the use of calculators. Students must understand how to add, subtract, multiply, and divide whole numbers, fractions, decimals, and other kinds of numbers. With the availability of calculators that perform these operations quickly and accurately, the instructional emphasis now is on understanding the meanings and uses of these operations, and on estimation and mental skills, rather than solely on the development of paper-and-pencil proficiency.

TECHNOLOGY NJCCCS 8.1 Educational Technology All students

will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

8.1.P.F.1- Navigate the basic functions of a browser, including how to open or close windows and use the “back” key.

8.1.2.F.1- Use mapping tools to plan and choose alternate routes to and from various locations.

RUBRICCATEGORY 4 3 2 1

Mathematical Concepts

Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).

Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).

Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).

Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.

Mathematical Reasoning

Uses complex and refined mathematical reasoning.

Uses effective mathematical reasoning

Some evidence of mathematical reasoning.

Little evidence of mathematical reasoning.

Neatness and Organization

The work is presented in a neat, clear, organized fashion that is easy to read.

The work is presented in a neat and organized fashion that is usually easy to read.

The work is presented in an organized fashion but may be hard to read at times.

The work appears sloppy and unorganized. It is hard to know what information goes together.

Explanation Explanation is detailed and clear. Explanation is clear. Explanation is a little difficult to understand, but includes critical components.

Explanation is difficult to understand and is missing several components OR was not included.

Working with Others

Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.

Student was an engaged partner but had trouble listening to others and/or working cooperatively.

Student cooperated with others, but needed prompting to stay on-task.

Student did not work effectively with others.

Diagrams and Sketches

Diagrams and/or sketches are clear and greatly add to the reader\'s understanding of the procedure(s).

Diagrams and/or sketches are clear and easy to understand.

Diagrams and/or sketches are somewhat difficult to understand.

Diagrams and/or sketches are difficult to understand or are not used.

Completion All problems are completed. All but one of the problems are completed.

All but two of the problems are completed.

Several of the problems are not completed.

Use of Manipulatives

Student always listens and follows directions and only uses manipulatives as instructed.

Student typically listens and follows directions and uses manipulatives as instructed most of the time.

Student sometimes listens and follows directions and uses manipulatives appropriately when reminded.

Student rarely listens and often \"plays\" with the manipulatives instead of using them as instructed.

REFERENCEShttp://rubistar.4teachers.org/NJCCCS Websitehttp://blog.richmond.edu/

openwidelookinside/archives/3121http://www.coolmath-games.com/http://blog.richmond.edu/

openwidelookinside/archives/3121 http://whatkidsshouldread.com/childrens-books/the-

very-hungry-caterpillar-written-by-eric-carle/