Spider bond lesson

Author: Nicole Sherman

Based on lesson by:

Date created: 09/15/2012 11:35 AM EDT ; Date modified: 09/25/2012 3:17 PM EDT

Lesson Title

Subject/Topic Area

Elementary, Mathematics

Grade/Level

Grade 1

Standards

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USA- Common Core State Standards (June 2010)

Subject: Mathematics

Grade: Grade 1

Domain: Operations and Algebraic Thinking 1.OA

Cluster:

Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Cluster:

Understand and apply properties of operations and the relationship between addition and subtraction. 3. Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 4. Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8.

Area: Understand and apply properties of operations and the relationship between addition and subtraction.

Standard:

3. Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Lesson Objectives

Students will be able to make a double number bond.

Lesson Rationale

The students will be able to apply prior knowledge of a single bond to construct a double bond that requires the students to not only identify one set of parts that make up a whole, but to identify two sets of parts that make up one whole number.

Lesson Essential Question(s)

How do we write a number bond for a given number?

Beginning of the Lesson/Orientation

Instructional Strategies

I will explain to the students that we will be learning about a double bond and doing an activity that will be asking the students to make a spider out of their double bonds.

I will begin by refreshing the students memory on bonds and adding bonds. I will have the students a few examples to do on their dry erase boards independently.

I will then begin by introducing what the word double means to the students. I will explain to the students that I will be teaching them how to make a double bond with one whole number.

I will first model for them what a Double bond looks like. I will demonstrate for the student an example: “The whole number is ten, give me an example of two parts that equal the whole.” Then I will ask the students to give me another part, part that equals the whole and I will put it on the opposite side of the first bond.

Formative Assessment (ongoing)

Students were asked to demonstrate all of the possible outcomes that make the whole number 5 using a number bond.

Time Frame

15-20 minutes

Assessment/Rubrics

Observations

Presentation of the Lesson

Instructional Strategies

I will give the students a new bond sheet that has a picture of a double bond on it for the students to get some practice in. We will do a few together as a class.

Then I will have the students do a mock up of their own of the number bond they would like to do. The students will write it in their dry erase board at their desk. I will be walking around checking the students work to be sure they are on the right track.

Then I will give the students five black circles and four black strips.

I will ask the students to take out a white crayon and to write on their circles first their whole number and then to write their four parts.

Once I have checked their work, the students can then begin gluing the legs to the whole/ body.

Formative Assessment (ongoing)

Students were asked to demonstrate all of the possible outcomes that make the whole number 5 using a number bond.

Time Frame

25 minutes

Practice:

Instructional Strategies

The students will work independently at their desks to construct their own double bond to make a spider.

Formative Assessment (ongoing)

Students were asked to demonstrate all of the possible outcomes that make the whole number 5 using a number bond.

Time Frame

15 minutes

Closure and Summarizing:

Instructional Strategies

I will have the students share some of their spiders with the class to show the whole numbers they used and the two different combinations/ parts to make up their spider. I will then collect the students work to display outside the classroom on our class spider web.

For my students that might have difficulty assembling, I will make sure I have a model to show them how I assembled the spider. If the student has trouble with the double bond, I will refer back to what they know about making a bond and guide the student through the process in a different more effective way.

Summative Assessment

Students will write as many bonds as they can with the number five.

Time Frame

5 minutes

Analysis of data, reflections/modifications

Analysis

The lesson turned out well. However, I would make a few changes to the lesson when I go to do it in the future. I will explain the size difference of the circles to the students that way I can just give the students the circle and allow them to write the numbers independently. This will cut down on time as I walk around to make sure they are doing it correctly and write the correct number in the correct circle. The student loved this activity and had a great time taking part in a hands on constructing activity that also applied to the topic.

Materials Needed For The Lesson

Materials

1. black circles ( five each= 100 total)

2. black strips for legs ( four each)

3. glue stick/ glue

4. white crayon

5. dry erase board

6. dry erase marker

7. ELMO to project examples

8. model of spider bond