License Plate Math

Title of Activity: License Plate Addition
http://www.lessonplanspage.com/MathAddingLettersWithValuesAssignedToThemIdea3.htm
Grade Level: 2nd grade
Minnesota State Standard: Grade 2, Strand: Algebra, Standard: Use number sentences involving addition, subtraction and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.
2.2.2.2 – Use number sentences involving addition, subtraction, and unknowns to represent given problem situations. Use number sense and properties of addition and subtraction to find values of the unknowns that make the number sentences true.

Learning objectives:
1. The student will be identifying the relationship between the unknowns and number.
2. The student will be able solve the equation created by substituting the number for the unknowns.
Materials:
• License Plates (create with 3 – 6 letters/numbers depending on student proficiency)
• White Board
• White Board Marker
• Eraser
• Chart with letter/number correspondence (see sample below)
Snappy Launch:
• Hold up sample license plate and ask, “If I asked you to add these letters together could you?”

Procedure:
1. Students get white board, marker, eraser
2. Set up chart (already created)-
Chart show how each letter represents a number:
A = 6
B = 3
C = 2
D = 7

and so on…you can have as many letters as you deem suitable for your students.
3. Hold up License Plate (Example: BAD = 3 + 6 + 7 = 16)
4. Students write the license plate as is (copy onto their board)
5. Students write equation with the numbers
6. Students solve
7. Discuss and solve solution together on board with student input
8. Continue with other license plates
Closure:
Ask students to explain what they learned. Sum up activity.

Evaluation:
Informal: observation, participation, body language

1. What introductory information is necessary for children to have prior to starting this activity?
Prior to beginning the activity, students must understand the parts which make an equations and know what the mathematical symbols such as +, -, =, etc. represent. Students must be familiar with the mathematical facts which will be reflective in their equation such as addition facts or subtraction facts. Of course, second graders are still mastering their facts so having the students have prior experience with manipulatives, and allowing them to use manipulatives during this activity is beneficial.
2. What grade level is appropriate for this activity?
Second grade is an appropriate level for this activity as they were exposed to real-world situations involving addition and subtractions basic facts and number sentences in first grade. With this activity, the process has been taken a step further and unknowns have been introduced but yet introduced in a non-threatening manner. Moving forward, in third and fourth grade, the students will continue to work with unknowns and being or solve for the unknown.

3. How will you engage students with different learning styles?
Visual – students will be able to see what the unknowns represent and use the white board.

Auditory – instructions are verbal, group activity and conversation will enhance learning

Tactile – manipulatives will be made available to students to assist with solving problems

Read/Write – copy problem, write problem

4. How does his activity connect to the real world?
This activity provides the students with the very basic concept of the unknown variable. Unknown variables are a part of everyday life such as determining how many more cans of pop you need to get if you have 7 guests over, 3 already have something to drink and the remaining would like a can of pop. Being able to understand the meaning behind the unknown allows for the ability to create simple equations in one’s head and solve problems efficiently.

5. Why is this activity with its concepts important for students learning?
Becoming familiar with the unknown variable allows students to gain confidence and become comfortable with the idea of letters in math problems. If we begin slowly and calmly introduce new concepts and allow enough time for students to learn and understand, not just do, I feel their attitude towards mathematics will remain positive and they will become lifelong mathematical learners.

6. What are your comments regarding this activity? Would you use it in your classroom?
This activity is a wonderful introductory lesson to equations and unknowns. What I like most about the lesson is it can be tweaked to a wide variety of abilities and is also suitable for group work. I would use this in my classroom as I feel it contributes to the foundation of algebraic knowledge. Unfortunately, I did not have an opportunity to present this lesson to anyone.