# Template for Mini-Lesson Development - DOC 7 by 8cKEpz8

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```									                          Template for Mini-Lesson Development
Subject, Skill Indicator, and Description: Math 2.3.1 – Relate problem situations to
number sentences involving addition and subtraction.
Example: You have 13 pencils and your friend has 12 pencils. You want to know
how many pencils you have altogether. Write a number sentence for this
problem and use it to find the total number of pencils.
Assessment: Develop several versions of short mastery tests for this skill.
Identify prerequisite skills:
 Write and solve number sentences from problem situations involving
 Create word problems that match given number sentences involving
Note: Turn the list of prerequisite skills into a logical sequence of instructional
activities (mini lessons) that span about nine days. Each mini lesson should be
designed to last about 5-10 minutes.
Connection to Other Learning:
Note: Find ways to connect the current skill to real life and prior learning. Be sure
to do it at least once formally at the beginning of the first mini lesson. Let
students know that everything they do can be put into a number sentence/math
problem. For example, 5 people live in my house – mom, dad, Jeff, Cindy, and
Rosie. Rosie and Cindy went to the mall. What number sentence could
represent this? 5 – 2 = 3
Mini Lesson 1 Number sentences to story problems. Write a number sentence on
the board, such as 14 + 28. Have student tell you what this number sentence
means. It means that there is the number 14 and you add the number 28 to it.
So we could say that there are 14 students in the gym and 28 more students walk
in. We need to know how many students are in the gym in all. Discuss how
putting words with a problem does not change the way we compute the
number sentence, but makes it real and easier to understand. Give students a
number sentence and have them write their own “story” to go with it. Allow a
few to share. Use subtraction, too.
Mini Lesson 2 Recite a story problem and have the students write the number
sentence that matches it.
Mini Lesson 3 Use a balance scale to solve problems. For example, place 7
cubes on one side of the scale. Write a 7 on the chalkboard to represent those
cubes for an addition problem. Place 2 additional cubes on the same side as
the 7 cubes. Leave a space after the 7 on the chalkboard and write a 2 on the
board to the right of the 7. Have students tell you how many cubes would need
to be on the other side of the scale to make it balance. They should say 9
because there are 9 on the other side. Write the number 9 on the board to the
right of the 2, leaving a space for the equal sign. Ask students how the numbers
on the board go together. They should state that it is an addition problem and
the number sentence is 7 + 2 = 9. Repeat a few times to allow for understanding
of the use of the balance scale, and be sure to use subtraction, too.
Mini Lesson 4 Use the balance scale again to demonstrate the finding of a
missing number. For example, using the same problem as in mini lesson 3, place
7 cubes on one side of the scale and 9 cubes on the other side of the scale. Ask
students why the scale is not balances. Using the numbers 7 and 9, how can one
make a complete number sentence? 7 + _ = 9. Repeat and be sure to use
subtraction, too.
Mini Lesson 5 Draw a tree on the board (as good as you can!). Make 6 circles in
the tree to represent apples. Draw 2 more circles on the ground. This will
represent 2 apples falling off of the tree. Ask students to write a number
sentence to go along with the drawing. Discuss answers. The correct answer is
8 – 2 = 6, because there are 8 apples in all, but 2 have fallen off, leaving 6 on the
Mini Lesson 6 Draw a number line on the board. Label where the 0 and 10. Start
at 0 and draw a “hop” to the number 2. Place an arrow here, pointing to the
dash representing the number 2. Draw another “hop” three more lines to the
right. Place an arrow here where the dash represents the number 5. Ask
students what number sentence would match this number line problem. Answer
is 2 + 3 = 5. Repeat with subtraction.
Mini Lesson 7 Repeat mini lesson 6 to gain additional understanding of number
Mini Lesson 8 Put students in pairs and have them write one addition and one
subtraction problem for ‘what is the missing number.’ Example: 13 - _ = 7. Have
students trade their problems with their partners and work them.
Day 9 Assess mastery of the skill for all students using a short 5-item test of the
intended skill
Day 10 Analyze results of mastery test and use results to plan for remediation.
Learning styles, multiple intelligences addressed in these mini-lessons:
 Verbal/Linguistic
 Logical/Mathematical
 Visual/Spatial
 Bodily/Kinesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalist
Levels of Bloom’s Taxonomy addressed in these mini-lessons:
 Remembering
 Understanding
 Applying
 Analyzing
 Evaluating
 Creating
List of resources provided with this lesson? Balance scale, cubes

Developed by: Amanda Smith, Title I, Oakdale Elementary
Assessment:
1. Use the picture above to select the correct number sentence that matches
the picture.

a. 3 + 2 = 5      b. 5 – 2 = 3     c. 5 – 5 = 0        d. 2 + 3 = 5

Find the missing number for numbers 2 and 3.

2. 11 - ___ = 5

3.___ + 7 = 21

Choose the number sentence that matches the number line for problems 4 and
5.

4.

0                                            10

a. 4 + 3 = 7     b. 5 + 2 = 7    c. 1 + 6 = 7 d. 10 – 7 = 3

5.

0                                       10

a. 9 – 4 = 5     b. 8-4=4 c. 4 + 4 = 8    d. 10 – 5 = 5

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