Mproctor_lesson_plan

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Lesson Plan Template

Melanie Proctor
Mathematics
1
The Concrete Proof of Addition

Write a brief, yet concise, description of what occurs in this lesson (50
words).
What will students learn during the lesson?
In this lesson the teacher will demonstrate how to use concrete manipulatives to solve
addition problems. The students will mirror the teacher as she demonstrates. Then the
teacher will show different addition problems on the whiteboard and let the students try to
solve the problems on their own using the manipulatives. Once the teacher is confident that
the students understand how to use the manipulatives she will give the students a worksheet
with addition problems. The students will complete the worksheet and turn them in when
completed.

Lesson
Overview

Common
Core/State
Standard

Go to the state standards website:

http://www.tn.gov/education/standards/index.shtml
Reference State, Common Core, ACT College Readiness Standards
and/or State Competencies. Select the grade content/level appropriate
standards that are being met in this lesson. Copy and paste here:

State Standard
GLE 0106.1.4 Move flexibly between concrete and abstract representations of mathematical
ideas in order to solve problems, model mathematical ideas, and communicate solution
strategies.
Common Core
CCSS.Math.Content.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem.1
Go to the NEW NETSS standards http://cnets.iste.org/and select grade
National
level (K-2, 3-5, 6-8, 9-12) appropriate standards/profiles that are being
Education
met in this lesson. Copy and paste here.
Technology
Standards for
Students
(NETSS) met
in this lesson
3. Engage in learning activities with learners from multiple cultures through email and other
electronic means. (2, 6)

Dr. Susan Sutton, 2014

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Instructional
Objectives

Clear, Specific, and Measurable NOT ACTIVITIES. Student-friendly.

The objective for this lesson [learning outcome] should identify

the A, B, C & D.

Being given an addition worksheet and concrete manipulatives the students

will demonstrate how to use the manipulatives to answer the addition
problems with 80 % accuracy.
Prior Knowledge

What prior knowledge will the students have to have to be able to do

this lesson? You might look at the year before Common Core/State
Standards to see what they were suppose to learn before doing the
state standard you chose.

In kindergarten the students should have learned how to

use manipulatives to understand numbers and they were
supposed to have learned to count to 20.

Need or
Purpose

Why do students need to learn this lesson?

Students need a lesson on addition to learn what happens

when you two numbers are added together. Using the
manipulatives brings in a deeper understanding of what it
means to add things together.
Teacher
Preparation

Explain what the teacher has to do to get ready for the lesson including
activities such as gather materials, bookmark websites, create research
guides, schedule labs, gather parent permission for fieldtrips, etc

The teacher will need to put together a goody bag for each child that contains the
manipulatives that will be used for the lesson. She will also need to prepare the
worksheet as well as have the problems ready for the whiteboard.
Explain what the students do in this lesson that puts them in an active
Active
learning situation.
Participation
In this lesson the students will receive a goody bag with colored rocks that
they will use for their counting. They will be able to use the manipulatives to
come up with their own solutions to addition problems.

Formative
Assessment

The criteria should directly align with the instructional objectives and
standards. How will you monitor student progress? Also describe your
plan for providing feedback to your students during the lesson?

During the lesson I will have students use their manipulatives to show how
they get their answer and I will call on students to come to the board to write
their answers. Once the student has written an answer I will ask the other
students to give a hand signal as to whether they agree or disagree. If a
student gets an answer wrong we will go over how they got the answer they
got and ask if they can explain what they did wrong. Once the students begin
working on their worksheets the teacher will circulate around the room to
Dr. Susan Sutton, 2014

Mproctor_lesson_plan
check and see if the students are getting the correct answer on their papers.
The teacher will also observe how the students are arriving at the answer.

Materials

List all materials and include how each will be used during the lesson.
Must align with the Instructional Objective

Concrete manipulatives the students will use the count the manipulatives to
be able to find a solution to the addition problems.
Worksheet - this will be the work that the students do to follow up on the
lesson that was taught.
Instructional Procedures
An Essential Question encourages students to put forth more effort
Essential
when faced with complex, open-ended, challenging, meaningful and
Question
authentic questions.

When students arrive at an answer for a problem the teacher will then ask,
Can you put your counters together another way to be able to get to the
same number? Example, it the original problem was 5 + 6 = 11 then what
are other ways that you can get 11?
Lesson set

Motivator/Hook - How will you open the lesson to motivate the

students? How will you relate this lesson to previous learning & to real
life experiences, to explain the importance of the learning to the
students? (student involvement required)

The teacher will ask leading questions to open the lesson, such as, if you
were if you were at home and you had 3 pieces of candy and your friend
gave you 4 more pieces of candy how many pieces of candy would you
have? Or if you were shopping with your grandma and she needed 6 cans of
soup and she already had 4 how many more cans would you need to get
her? As the questions were asked I would let the students respond. I would
see if any of them would have a problem that they could come up with.
List the instructional procedures step-by-step, in sequential order as
Techniques &
they occur in the lesson. What will you do? What will the students do?
Activities
How will you keep learners engaged? Within the procedures a variety
of classroom teaching strategies (methods) are identified.
Student centered activities are included as well as guided
practice of the learning is included.

Dr. Susan Sutton, 2014

Mproctor_lesson_plan
The teacher will ask leading questions to open the lesson, such as, if you
were at home and you had 3 pieces of candy and your friend gave you 4
more pieces of candy how many pieces of candy would you have? Or if you
were shopping with your grandma and she needed 6 cans of soup and she
already had 4 how many more cans would you need to get her? As I am
asking these questions I will get two of the students to come up and get the
goody bags that I have prepared with the colored rocks in them. I will have
them pass one to each student. Once all of the students have a bag I will let
them open the bags. I will explain to them that we are going to use these
rocks to learn how to add numbers together. I will then proceed to write an
addition problem on the board. I will draw rocks on the board for each of the
numbers and have the students pull the same number of rocks at the same
time. We will count each one together so that we all get the same number. I
will look around to see that everyone has the same amount. We will then
proceed to pull more rocks for the second number/I will draw them. Once we
get the second set of rocks together then we will count all of them to see
how many we have all together. I will then explain to them that when they
have two numbers they can add them together to get a larger number. We
will do 2 or 3 more problems together. I will then begin letting the students
show how they can get the same answer by adding different numbers
together. I will let the students come up to the board and show what
numbers that they added together to get the same answer. We will do this
until each student has had a chance to come up to the board. Once we have
completed this I will then hand out the worksheet and have the students
begin working on the worksheet. I will circulate around the room and give aid
to any student that I may see struggling. I will also be looking to make sure
that the students are arriving at the correct answer.
Extension

How will I provide modified instructions for gifted students? I call this
Gear-up. Extensions are additional activities to expand the learning
on the lesson. If students finish early what will the supplemental
activity be? - I will have them do.

If some of the students get done with the worksheet pretty

quick, the teacher will give them another worksheet that
has 10 addition word problems on it. This should be a
reachable challenge for them.
Remediation

How will I provide modified instructions for below average? I call this
- gear-down. Remediation activities include methods to re-teach the
learning for students who need more instruction. If a student falls
behind I will ..

If a student falls behind I will partner them up with another

student who can guide them in the lesson. Children can
and do work well in co-operative situations and can even
learn better from a peer. I will keep close watch to make
sure the struggling student understands.
Dr. Susan Sutton, 2014

Mproctor_lesson_plan

Adaptions
Modifications

How will I provide modified instruction for special education? How will
you adapt the learning for learners with special needs? Choose one
disability and tell me how you would adapt this lesson for that
disability.

For the slow processors I will give them a worksheet with fewer problems on
it and give them extra time to do their work. I will also let them work with a
partner or partners and help with additional instruction if needed. I will ask
more questions and guide them to the correct solution.
CLOSURE

Reflection / Wrap-Up. How will you close the lesson, summarize the
lesson content, relate the lesson to future lessons & tie it to previous
lessons? (student-involvement required). How will I review subjectmatter and purpose with students?

When the students get finished with the worksheet, we will come back
together and I will let the students reflect what they have learned. I will let
each student read a problem that they have done and give their answer.
Once everyone has been able to respond I will once again explain to them
why being able to add numbers together is so important and how they will
always use this knowledge.

Summative
Assessment

Describe the assessment process that you will use to measure whether
the students achieved the instructional objectives. How will you assess
the student performance/mastery of skill? What are the criteria for
achievement, and performance level? How will you assess that students
have learned? How will you monitor student progress? The criteria
should directly align to the instructional objectives and standards. Also
describe your plan for providing feedback to your students.

I will collect the worksheets that the students have completed. I will grade
the worksheets to see if how the students have done. For any student that
has struggled with this lesson I will pull them aside and go over some of
the problems that they have missed so that I can see exactly how they are
struggling.

NOTES:

Dr. Susan Sutton, 2014

Mproctor_lesson_plan

Dr. Susan Sutton, 2014