Vertical Dot Addition Vertical Dot Addition Vertical Dot Addition Vertical Dot Addition Elizabeth SobierajElizabeth Sobieraj

Theodore Roosevelt Elementary SchoolTheodore Roosevelt Elementary SchoolCheektowaga Sloan School DistrictCheektowaga Sloan School District

Mrs. Ernst’s First GradeMrs. Ernst’s First GradeFall 2007Fall 2007

Theodore Roosevelt Elementary School

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.

Purpose• To assess students ability to apply

and communicate the basic addition skills and strategies necessary to write and solve vertical addition problems.

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.

Objectives1.0 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.

Essential Question

• Why is it important to be able to know how to write and solve both

horizontal and vertical addition problems.

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.

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?

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.

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

Performance Indicator1.N.27 Students use addition and subtraction problems with one-and two-digit numbers without regrouping.

Assessment Tools• The students are assessed based

on a three point rubric.• A student friendly rubric was also

provided to the students.

Vertical Dot Addition RubricAttribute 3 2 1

Format of Addition Sentence

Addition sentence is written vertically, and the + sign and line representing the equals sign are in the correct place.

Addition sentence is written vertically but either the + sign or the line representing the equals sign is in written incorrectly or in the wrong place.

Addition sentence is not written vertically and/or both the + sign and the line representing the equals sign are written incorrectly or in the wrong place.

Attribute 3 2 1

The sum Both sums are correct.

One sum is correct and one sum is incorrect.

Both sums are incorrect.

Attribute 3 2 1Dots/

NumbersAll dots are colored in (on dot cards) and the dot cards are lined up correctly with the number next to them.

1 to 3 dots are missing color and/or 1 to 3 numbers do not match the number of dots next to them.

4 or more dots are missing color and/or 4 numbers do not match the dots next to them.

Attribute 3 2 1Number

FormationAll numbers are written correctly (there are no numbers that are reversed).

1 to 3 numbers are written backwards

4 or more numbers are written backwards.

1 + 2--------- 3

4+ 3--------- 7

Name: Miss Sobieraj

STUDENT WORK:

DISTINGUISHED

3 2 1

Format of Addition Sentence

Addition sentences are written vertically, and the + sign and line representing the equals sign are in the correct places.

Addition sentence is written vertically but either the + sign or the line representing the equals sign is in written incorrectly or in the wrong place.

Addition sentence is not written vertically and/or both the + sign and the line representing the equals sign are written incorrectly or in the wrong place.

The Sum Both sums are correct.

1 sum is correct and 1 sum is incorrect.

Both sums are incorrect.

Student Work:

Proficient

3 2 1

Format of Addition Sentence

Addition sentence is written vertically, and the + sign and line representing the equals sign are in the correct place.

Addition sentence is written vertically but either the + sign or the line representing the equals sign is in written incorrectly or in the wrong place.

Addition sentence is not written vertically and/or both the + sign and the line representing the equals sign are written incorrectly or in the wrong place.

The Sum Both sums are correct.

1 sum is correct and 1 sum is incorrect.

Both sums are incorrect.

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.

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.

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.

Improvements (thanks to my peer review

group)

1. Addition of a pretest 2. More differentiation 3. Addition to parent letter about using

dominos at home4. Addition of more technology.

• 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!