MAPS OER - Game Day

Created Feb. 6, 2024 by Olivia Kranz


MAPS Math Lesson Plan


Title: Game DayAuthor:Olivia Kranz
Subject(s): Math
Grade Level(s):1stTotal Time:60 minutes

Overview / Description: On math game days, the students play games that align with standards they are currently working on or previous standards they have learned throughout the year as a review. The students get about 10 minutes at each station then rotate to the next after the time has passed.

Learning goals/objectives: 

After completing this activity, students should be able to...

  • Add and subtract within 20.

  • Count to 120 starting at any number less than 120.

  • Read and write numerals and represent a number of objects with a written numeral.

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



Content Standards:

  • CCSS.MATH.CONTENT.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

  • CCSS.MATH.CONTENT.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

  • CCSS.MATH.CONTENT.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

CCSS.MATH.CONTENT.1.OA.B.3 Apply properties of operations as strategies to add and subtract.2 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.)

Math Practice Standards: (Check all that apply.)

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

 x                
 CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.  x
 CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.  
 CCSS.MATH.PRACTICE.MP4 Model with mathematics.  x
 CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.  x
 CCSS.MATH.PRACTICE.MP6 Attend to precision.  x
 CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.  x
 CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated reasoning.  x


Materials:


Learning Activities:

Describe each step of the learning activity including strategies that will be used to meet the learning objective (application, concept development, problem set, etc.).

WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)

Learning Activity Task                                                WHO is responsible
for this step?		Approximate time
for task
Counting Collection - The students receive a piece of paper along with a bag filled with some objects (paperclips, popsicle sticks) and estimate how many are in the bag. They need count the collection together and draw a picture that represents how they counted the collection. For example, if they counted by ones they would need to show each object as an individual. If they counted in groups of ten, they could make a bundle of ten, draw a quick ten, or circle ten dots.
SM
10 minutes

Addition Game - Roll, Add, and Race - The students have a dice and each have a game piece (cube). They start at one and roll the dice. Next, they add the number that they rolled to the number they are on on the game board.

SM10 minutes

Subtraction Game - Subtracting to Swim - The students roll two twice and subtract the number on the red dice from the number on the blue dice. They say the difference and move that many spaces on the game board.

SM
10 minutes
Path to 100 - The students take turns turning over 2 cards, and use the card numbers to make a 2 digit number. For example, a 5 and a 2 can be 25 or 52. Next, they need to record the number in a spot on the path. Numbers have to be placed in order from 0 to 100. If a number can’t be placed, the turn is lost.
SM
10 minutes
Organization activity - The students receive small pieces of paper with different ways to add and subtracts and different ways a story problem might say to add or subtract. The students need to recognize that the pieces of paper are talking about addition and subtraction and need to group the papers into the two correct columns or groups. SM10 minutes

Assessment:

For the assessment, the teacher will be walking around the classroom and stopping at the different stations with the students to prompt deeper thinking. The teacher will be assessing the students by seeing how fluently they are answering addition and subtraction sentences and by seeing what areas might need to be retaught (example: tens and ones). 

Wrap-Up/Closing:

Extension Activity (for intervention or enrichment): Worksheets on tens and ones

ATTACHMENTS  

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