Beacon Lesson Plan Library
Rockin Review
Deborah Ford Santa Rosa District Schools
Description
Students receive math fact cards. They review their cards and solve each fact. When the teacher writes an answer on the board, the student brings the fact card and receives a sticker if it is correct.
Objectives
The student solves basic addition facts using concrete objects and thinking strategies, such as count on, count back, doubles, doubles plus one, and make ten.
Materials
Addition and subtraction fact cards, 35 per student
Ziploc bag of 20 counters, one per student
Scrap paper, one piece per student
Chalkboard or dry erase board
Stickers for reward
Pencils
Preparations
1. Copy/use fact sheet from the classroom's math curriculum to prepare addition and subtraction cards. Have enough fact cards ready for each student to receive 3 to 5.
2. Have box of stickers ready.
3. Have scrap paper ready.
4. Put 20 counters in little Ziploc bags for each student.
Procedures
1. Pass out 3 to 5 addition and subtraction fact cards to each student.
2. Pass out the Ziploc bags with the counters. (I use little red circles that are made out of cardstock that I also use for playing bingo.)
3. Pass out the scrap paper to each student.
4. Tell them: Class, the first thing you will do is stack your cards in one pile. Now take out your pencil and write down the first problem on your scrap paper. Do you know the answer to this problem? If so, write it down. If not, then pull out your counters to help you get the answer.
5. For example, I have a problem here that I just can not remember, 3 + 4. So I take out my little bag and pull out 3 counters and then I pull out 4 counters. Now what do I do? (student response) That's right, I count all of them to get my answer. What is my answer? (student response) Very good, it is 7. When you finish with a problem, put the counters back in the bag so you don't get confused on your next problem.
6. Now you do the next one. Look at a card you have, write down the problem, and calculate the answer. If you don't know the answer, just use your counters.
7. When all students are ready, the teacher calls out a number and writes it on the board. For example, the number 3 is written on the board. All the students who have a math fact with the answer of 3 are to bring the card/cards to the teacher. Each student who brings the correct card receives a sticker for each math fact (could have more than one card). The sticker serves two purposesit rewards the student instantly for the correct answer and the students focus on the task at hand.
8. Once all of the cards that have the answer 3 are brought to the teacher, then another number is written on the board. For example, number 10 is written on the board. All the students who have a math fact where the answer is 10 are to bring the card/cards to the teacher.
9. This continues until all cards are brought to the teacher.
10. If students still have cards, then the teacher assists them in solving the math problems. This also assists the teacher in evaluating which students need remediation.
Assessments
There are 3 forms of assessment. First, the teacher observes the students using the concrete objects to solve the problems. Second, the students write down the problems and answers on the scrap paper. Third, they give the teacher the appropriate fact card when an answer is written on the board. All three ways assist the teacher in evaluating whether the students know the math facts. If a student gets a wrong answer the teacher can say: Ok Adam, show me the counters for the first number of this problem (5). Now show me the counters for the second number (2). What do you do now? Student: Count all of the counters together. Teacher: Good, go ahead and count them. What did you get? Student: 7. Teacher: Very good! Now correct it on your paper and bring me the math card.
