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Commutative Property Lesson

The document summarizes a 1st grade math lesson on the commutative property of addition. It outlines the objective, standard, materials, teacher preparation, instruction, assessments and accommodations. The lesson included a review, game, matching activity and worksheet. The teacher grouped students by ability level and ensured struggling students worked with excelling peers. An assessment showed the pairing strategy was effective as students helped each other learn.

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135 views4 pages

Commutative Property Lesson

The document summarizes a 1st grade math lesson on the commutative property of addition. It outlines the objective, standard, materials, teacher preparation, instruction, assessments and accommodations. The lesson included a review, game, matching activity and worksheet. The teacher grouped students by ability level and ensured struggling students worked with excelling peers. An assessment showed the pairing strategy was effective as students helped each other learn.

Uploaded by

api-263048936
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Megan Davison

Observation #1

Commutative Property of Addition


Mathematics
Subject Topic: Commutative Property of Addition
Grade: 1st Grade
Number of students: 18
Time: 2:10pm- 2:55pm
Objective:
The students will understand how to apply the commutative property of
addition.
Standard:
1.OA.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.)
Materials:
Matching cards for groups
White board markers (2)
Worksheet
Teacher Preparation:
I cut out matching cards for the students to use during the matching game.
The partners will each receive a bag with several matching cards.
Make worksheet for students to review concept after completing work.
Assign partners and teams before the lesson. Separate stronger learners
from struggling learners.
Instruction:
Review (5 minutes)
o To review the commutative property of addition, I will start off with
the students stating what the commutative property is.
o I will then place examples on the board. I will draw sticks for
students to come up and write the flipped equation.

Game (20 minutes)


o After I review with the students, (I have previously gone through the
students and put them in three equal groups. I have placed

struggling students going against other struggling students) the


students will split into three groups.
o I will first go over my expectations during the game.
One person comes up from each team at a time
If your team gets a point, we celebrate silently by waving our
hands in the air.
If the students get too loud, we will stop game and return to
desks to do seat work.
o Three students will come to the white board at a time.
o I will show them a card with an equation on it and the students must
flip the equation and write their answer on the board.
o The first one to have the right answer and place their marker onto
the ledge earns a point.
o We will play one round, giving each person a chance to come up to
the board.
o I will pick the students to go to the board based on the ability level.
If they are struggling, I will have them go against two other
struggling students. (I wouldnt want a struggling learner to go
against an exceling student)
o The team with the most points will earn a sticker from the treasure
box.

Matching (10 minutes)


o I have previously cut out pairs of cards for the students to match.
The cards will say different equations on them and the students
must find the flipped equation that matches.
o I have previously chosen the partners by their ability. I placed
students who were struggling with this concept with students who
were excelling. I wanted to see the students who were excelling
working and teaching the students who have been struggling.
(sometimes students learn better hearing it from their peers).
o I will call the partners up to receive a bag from me and they must
quietly find a place around the room to match their cards.
Remind the students about bubble space.

Worksheet (if time)


o I will have the paper passer pass out the commutative property of
addition worksheet to the students to complete.
o I will be walking around observing and helping students.

Clean up (5 minutes)
o I will have the students put all papers away, and clear their desks.
o The students will then stack their chairs
o Then, pick up the floor around them.

o Once the floor is clean, I will dismiss the students to get their
belongings from their lockers.
Transitions:
Once the students come in at about 2:10, they will be coming in from
recess. Once all students are in the class I will begin the lesson.

After the lesson, I will have the students get ready to go home. The
students will collect all their belongings from their locker and return to their
bus/ride line.

Assessments:
I will formally assess the students by having them work with a partner to
separate the pairs of matching cards. I will also formally assess the
students by having them come to the board to flip the equation during the
game.

I will informally assess the students by asking them questions about the
commutative property and having students come to the board to write
answers.

Accommodations:
For accommodations, During the game, I will write part of the equation for
the students who are struggling
Team one

Team 2

Team 3

Jackson H
Olivia
Xavier
Logan
Skylar
Hayden

Traverse
Vyncent
Alyssa
Emma C.
Zach
Jackson S.

Aidan
Joel
Emma M.
Thailan
Carisol
Parker

Partners
Jackson H & Thailan
Traverse & Logan
Olivia & Emma C.
Vyncent & Alyssa
Joel & Parker
Xavier & Skylar
Hayden & Emma M.
Aidan & Carisol
Zachary & Jackson S.

Reflection:
The lesson went very well. The game I played with the students was very
effective. I was able to assess them while they got to play a game, which they
like. During this activity I was able to see who was struggling with the content and
who was excelling. I made sure to pair the students with equal learning levels.
The next activity that I did was a matching game. I planned the partners prior to
the lesson. I made sure that the struggling students worked with a student that
was excelling. This way, the students that are struggling will learn from someone
who is excelling. This worked really well and I was able to see students helping
other students. After the students finished the matching activity, they were to
return to their seats to complete a worksheet. Most of the students were able to
get to the worksheet but not finish it. The students were given time the next day
to finish the worksheet. I think the lesson went very well and the students were
very engaged in it. I think the pairing of the students worked very well and I plan
to keep doing that throughout this semester.

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