Stop! Let's Justify

Subject: Math

Topic: Review of Math Facts

Grade: 1st

Established Goals/Standards

1.MD.3 Tell and write time in hours and half hours using analog and digital clocks.

1.OA.7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction and creating equivalent but easier or known sums.

1.NBT.1 Count to 120, starting at any number less than 120.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.3 Compare two two-digit numbers based on meanings of the ten and one’s digits.

Understandings:

Students will understand that they need to justify their answer. When students are able to explain their answer, they are more likely to catch any mistake that they make.

Students will know several different strategies to solve the mathematical equations that they are given, and be able to explain how to others how they found their answer.

Students will be able to:

• Solve two-digit and one-digit addition problems.
• Solve simple addition and subtraction problems.
• Tell time within the hour and half hour.
• Compare numbers up to 99.
• Fill in the blank for numbers that are missing.

Essential Questions:

Can you prove your answer to me?

How did you find that answer?

Show me another way to solve that problem.

Performance Task: Summary in GRASPS form

Goal(s):

Be able to justify how they found their answer.

Role:

The student will be in the role of learner

Audience:

The whole class

Situation:

Whole Group Lesson

Performance:

I will project math questions on the board, and the student must solve it and prove to me why they came to that answer. The class with then vote on if they agree or not, and if not, they must explain why they don’t agree.

Standards:

The students will be assessed based on if they are able to correctly solve the equation/math problem.

Key Criteria:

The questions will vary on how they must justify. For simple math problems they must explain how they got the answer using three different methods. For a little harder math problem, such as two-digit numbers being added to a one-digit number, they will have to justify using two methods. For time questions, they will have to count by fives to show me how they came to the time they state. For the questions that are comparing numbers, they will have to explain how they came to that answer. For the fill in the blank questions they will have to explain how they came to that answer. I will make a checklist to make sure that each student answers at least two questions and check off their name.

Other Evidence:

I will mark off how many times the class has to correct the student. My goal would be for each student to answer a question correctly twice.

Learning Activities: Consider the WHERE elements

W(where are we going?)-We are going to rug to practice our math skills.

H(how will we hook the students?)-I will review the different ways for students to solve the problem. Once we review each type of problem, they will get their turn.

E(how will we equip students for expected performances?)-We will review all of the different ways for students to solve the problem.

R(how will you rethink or revise? What are likely or predictable student misunderstandings and/or performance weakness in this unit?)-The greatest difficultly I see is that they will be switching gears on what they are answering. This would mean they may solve an addition problem, then a time problem, then a fill in the blank question.

E(How will students self-evaluate and reflect on their learning?)-They will have to prove their answer.

*Math presentation is attached below**