Lesson Plan:

# Missing Numbers: Math Review

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Subject
Standards
September 21, 2015

## Learning Objectives

Students will be able to identify missing numbers in an equation.

## Lesson

### Introduction (10 minutes)

• Explain to the students that today they will be reviewing their math facts while completing fun puzzles.
• Ask the students to stand next to their desk for a brain warm up exercise.
• Play a quick game of Math Around the World: a game in which two students stand at a desk, and the caller (usually the teacher) gives them a math question. The student who answers correctly and with the fastest time moves to the next desk, and the student with the incorrect or slowest answer sits down.

### Explicit Instruction/Teacher Modeling (10 minutes)

• Project or draw the first worksheet on the board.
• Read the instructions to the class.
• Activate prior knowledge by asking questions about the worksheet. Good examples include: Each row and column is a math equation. Who can tell me what an equation is? and It says to Multiply and Divide before adding and subtracting. Can anyone tell me why?
• Discuss the first puzzle equation as a class. Explain your thought process aloud as you write.

### Guided Practice/Interactive Modeling (20 minutes)

• Ask students to complete the puzzle and worksheet in one of two ways:
• Continue asking questions and filling the puzzle in yourself, allowing students to give their thoughts.
• Have each student come up to the board and fill in the next blank number space, then defend and discuss their response with their peers.

### Independent Working Time (30 minutes)

• Pass out the other worksheets and ask students to complete these on their own.

## Extend

### Differentiation

• Enrichment: For advanced students, allow them to do more difficult missing number worksheets and possibly branch out into Sudoku or Ken Ken puzzles.
• Support: For students in need of support, allow them to work in small groups to complete the worksheets. Students in need of support can also greatly benefit from one-on-one working time with the teacher or with an advanced student for peer tutoring.

## Review

### Assessment (15 minutes)

• Student participation can be a quick form of active assessment.
• Students will turn in worksheets to be graded for assessment.

### Review and Closing (10 minutes)

• See if any students have questions about the activity.
• Ask reflection questions. Examples include: Did anyone discover something about equations while working on this activity? Do you use math outside of class?