Vertical Dot Addition

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Vertical Dot Addition

• Elizabeth Sobieraj
• Theodore Roosevelt Elementary School
• Cheektowaga Sloan School District
• Mrs. Ernsts First Grade
• Fall 2007

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Theodore Roosevelt Elementary School
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Background Information

• This lesson was prepared for a general education
  class of 20 students.
• The class is made up of 10 girls 10 boys.
• There are no students classified as having a
  learning disability, however 5 students were
  receiving services in Math.

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Purpose

• To assess students ability to apply and
  communicate the basic addition skills and
  strategies necessary to write and solve vertical
  addition problems.

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Time Frame

• This lesson will take place during one 45 minute
  Math period. Students who do need more time are
  allowed to finish this before moving on to their
  own independent morning work.

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Objectives

• 1.0 The learners will be able to write vertical
  addition sentences.
• 2.0 The learners will be able to find the sums of
  vertical addition sentences.

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Essential Question

• Why is it important to be able to know how to
  write and solve both horizontal and vertical
  addition problems.

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Enduring Understanding

• There is more than one way to write an addition
  sentence-both vertically and horizontally.
• Pictures and/or dots are ways that will help us
  count numbers and add them together to form
  addition sentences and find the sums.

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Guiding Questions

• Where does the sign and line representing the
  equals sign go in relation to the numbers
  (addends) in the vertical addition sentence?
• Does it matter if I switch the order of the
  numbers in a vertical addition sentence?
• How do I read the vertical addition sentence?

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Student Tasks

• Compare and contrast a horizontal and vertical
  addition sentence.
• Practice writing and finding the sum of vertical
  addition sentences on individual chalkboards.
• Complete assessment-write vertical addition
  sentences from dot cards.

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NYS Learning Standard MST

• Area Mathematics
• Content Standard 3- Mathematics
• Content Strand Number Sense Operations
• Band Students will understand numbers, multiple
  ways of representing numbers, relationships among
  numbers, and number systems.
• Level Elementary
• Grade Level 1

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Performance Indicator
1.N.27 Students use addition and subtraction
problems with one-and two-digit numbers without
regrouping.
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Assessment Tools

• The students are assessed based on a three point
  rubric.
• A student friendly rubric was also provided to
  the students.

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Vertical Dot Addition Rubric
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Name Miss Sobieraj
Teacher Exemplar
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STUDENT WORK DISTINGUISHED
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Rubric
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Student Work Proficient
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Envt/Mgt Modifications

• Overview of Rules establishes routine and
  expectations. Students are then held responsible
  for their actions.
• Preferential Seating allows for proximity
  control and avoids distracting stimuli.

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Instructional Modifications

• Students repeat directions/instructions students
  will understand better if they can restate the
  directions in their own words. Then, all
  students can actively participate in the
  activity.

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Content/Material Modifications

• Students may use a second manipulative
• This is more hands on than the dots and the
  students may be more comfortable with this
  manipulative.

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Improvements (thanks to my peer review group)

• Addition of a pretest
• More differentiation
• Addition to parent letter about using dominos at
  home
• Addition of more technology.

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• Many thanks to my peer review group Ashley,
  Sarah, Jill, Vanessa, Melissa, and Mr. Arnold who
  helped to bring about many positive changes to
  this this learning experience!