Lesson Plan : M and M's Math
Teacher Name: | Ms. Berkesch, Ms. Joiner |
Grade: | Grade 1 |
Subject: | Math |
Topic: | Group, Graph and Subtract using M and M's. |
Content: | Grouping colors Explaining least of and most of a color. Grouping colors of M and M's into subtraction problems. |
Goals: | Sorting M and M's by color and counting how many they have. Graphing by coloring amount of M and M's Telling me what color they have the least of and the color they have the most of. Follow instructions and solving subtraction problems, using M and M's. |
Objectives: | The student should be able to graph and grouping M and M's to complete subtraction problems on their own by the end of the lesson. GLEC's N.ME.01.04- Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100. N.MR.01.10- Model addition and subtraction numbers through 30 for a given contextual situation using objects or pictures; explain in words; record using numbers and symbols;solve. |
Materials: | � The M & M Subtraction Book Book by Barbara Barbieri McGrath � 1lb bag of M & M�s � Ziploc bags (one for each student) � pencils � crayons � M & M graph sheet- 1 copy for each student � M & M subtraction sheet- 1 copy for each student � Estimating sheet (see attachments)- 1 copy for each student � 4 Ziploc bags with 30 or less M & M�s inside |
Introduction: | Today we are going to do graphing and subtraction problems using M and M's. If you all cooperate and work hard, you may eat the M and M's when we are done with the activity. |
Development: | Explain the process and assist when needed while explaining it. |
Practice: | GRAPHING On Your graphing sheet, color the M and M shape on the bottom the color is says. Carefully dump out your bags of M and M's. Sort your M and M's by color. This is called grouping. Count one color at a time. After you have counted the amount of M and M's for each color, color in a box over the color of M and M for each M and M you have. After you have finished for each color, re-count and make sure you colored the right amount of rectangles for each color. Then tell me what color you have least of and what color you have most of. SUBTRACTION Take out 5 green M and M's, now write a 5 in the first box in number 1. Take 3 green M and M's away from the 5 M and M's. If I am taking 3 away from 5, what operation am I using? Answer: SUBTRACTION How many M and M's are left, if I take 3 away from 5? Answer: 2 Take out 3 blue M and M's, now write a 3 in the first box in number 2. Take 2 blue M and M's away from the 3 M and M's. How many M and M's are left, if I take 2 away from 3? Answer: 1 Take out 6 green M and M's, now write a 6 in the first box in number 3. Take 4 green M and M's away from the 6 M and M's. How many M and M's are left, if I take 4 away from 6? Answer: 2 |
Accommodations: | |
Checking For Understanding: | Make sure the students can sort the colors and color in on the graph the amount of M and m's they have of each color. Have the students make their own subtraction problem at the end using the M and M's. Check if it is correct and have them explain their subtraction problem. |
Closure: | Are their any questions? Do you all understand the graphing and subtraction through this M and M's exercise? Now you may eat your M and M's. |
Evaluation: | The student have successfully followed instructions. Students are able to group and count colors. Students are able to graph the information. Able to explain the least and most amount of M adn M's. The students can follow instructions on the subtraction problems given. Students make their own subtration problem and explain it. |
Teacher Reflections: |
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