Math - Math Mission - L1

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,EDUCATION LEVEL: 
	Elementary 
	YEAR: 
	3
	JOURNEY OF INVESTIGATION: 
	Math Mission
	DOMAIN: 
	Math
	ADDITIONAL DOMAIN: 
	None
	STUDENT OUTCOMES: 
	· Count the number of pencils, sticks and rods and practice addition and subtraction;
· Solve addition problems by putting items together;
· Use basic addition in calculation procedures to solve problems;
	TEACHER OBJECTIVES: 
	· To have students practice the numbers from 0 to 100;
· To enable students to develop basic math skills: addition, subtraction and multiplication;
· To aid students in solving basic math problems.
	LANGUAGE OUTCOMES: 
	· Use simple verb tenses;
· Establish agreement between subjects and verbs in sentences appropriate for the 3rd grade;
· Use contextual clues in sentences to determine meanings of words or expressions;
· Practice the simple present in affirmative sentences.
	TEXT TYPES AND GENRES: 
	None
	BNCC
	(EF02MA05) Construir fatos básicos da adição e subtração e utilizá-los no cálculo mental ou escrito.
(EF03MA06) Resolver e elaborar problemas de adição e subtração com os significados de juntar, acrescentar, separar, retirar, comparar e completar quantidades, utilizando diferentes estratégias de cálculo exato ou aproximado, incluindo cálculo mental.
	LESSON: 
	01 
	LESSON TYPE: 
	( x ) Regular 
(  ) Around the school 
(  ) Arts and crafts 
(  ) Multimedia 
(  ) Cooking 
(  ) Field trip 
	PRIOR KNOWLEDGE: 
	None.
	KEY VOCABULARY: 
	How many do you have? How many in total?, draw, plus, minus, equals
 
	LEARNING EXPERIENCE ACTIVITY 
	1 (20-25 minutes)
	MATERIALS AND MEDIA 
	· Popsicle sticks, colored pencils or rods.
	PREPARATION IN ADVANCE 
	Get popsicle sticks, colored pencils or rods in different colors and quantities.
	PROCEDURES 
	1. Introduce or review the numbers from 0 to 100 by playing with popsicle sticks, colored pencils or rods. You can color them before class or ask the students to do it as a warm-up activity.
 
Give two items to Student A and ask:
(?) “HOW MANY ITEMS DO YOU HAVE?”
Give two items to Student B and ask:
(?) “HOW MANY ITEMS DO YOU HAVE?”
(?) “NOW, EVERYBODY, HOW MANY ITEMS DO THEY HAVE IN TOTAL?”
Use this procedure many times to practice addition.
 
2. Give 5 items to Student A and ask:
(?) “HOW MANY ITEMS DO YOU HAVE?”
Ask the same student to give 3 items to Student B and ask them:
(?) “HOW MANY ITEMS DO YOU HAVE NOW?”
Use this procedure to practice subtraction.
 
3. Give different sets of colored pencils or rods to everyone. For example, 2 red ones to a student, 2 yellow ones and 1 black one to another student, 4 blue ones to a different student, etc. Ask students:
(?) “HOW MANY STUDENTS HAVE 2 RED ITEMS?”
(?) “HOW MANY STUDENTS HAVE 5 GREEN ITEMS?”
(?) “HOW MANY BLUE ITEMS DO YOU HAVE IN TOTAL?”
(?) “HOW MANY STUDENTS HAVE 2 PAIRS OF ITEMS?”
(?) “HOW MANY STUDENTS HAVE DIFFERENT ITEMS?”
(?) “HOW MANY ITEMS DOES EACH STUDENT HAVE?”
 
4. Make a circle with the students and sit down on the floor. Get the popsicle sticks again and give two to each student, including yourself. Give your 2 sticks to a student and say:
– Two sticks plus two equals four.
The student then passes it on to another student. The student will continue by saying:
– Four sticks plus two equals six. (And so on.) 
5. When the last student gets all the sticks from everyone, the sticks go back to the teacher. Next, do the opposite, for instance:
 
– Twenty sticks minus two equals eighteen.
Have the students pass the sticks around so that they can practice subtraction.
6. Assign activity 1 and allow students a few minutes to complete the task. Check answers as a class.
Reminder: If you have fast finishers, you can have them compare their answers in pairs/small groups as the other students finish the activity.
	LEARNING EXPERIENCE ACTIVITY 
	2  (25 - 30 minutes)
	MATERIALS AND MEDIA 
	· Appendix 1 – Basic Operations – L1
· Sheets of paper
· Activity 1 – Basic Operations - L1
	PREPARATION IN ADVANCE 
	· Cut Appendix 1 and hide the cards around the class or the school.
	PROCEDURES 
	Organize students into small groups and tell them there are cards hidden around the class or the school, and they must find them and solve the word problems on them.
Present the first problem and solve it together with the class to make sure they understand the task.
Hand out a sheet of paper to each group and set a time limit for them to find the problems and write their answers on the recording sheet. 
Walk around the class to monitor their work. When the time is up, check how many problems each group could find and solve. Ask them some questions:
(?) “DID YOU FIND THE PROBLEMS EASY OR DIFFICULT?”
(?) “WHICH WAS THE MOST DIFFICULT PROBLEM?”
(?) “WHICH WAS THE EASIEST ONE?”
(?) “WAS YOUR GROUP COLLABORATIVE?”
(?) “DID YOU HELP YOUR CLASSMATES?”
(?) “IS THERE ANYTHING TO IMPROVE FOR NEXT TIME?”
Call on volunteers to read the problems aloud and write the solutions on the board. Ask them questions to help them correctly interpret the math problems:
(?) “WHICH OPERATION DO WE HAVE TO DO TO SOLVE THIS PROBLEM?”
(?) “WHICH WORDS FROM THE MATH PROBLEMS INDICATE ADDITION OR SUBTRACTION?”