Janelle Keller

Subject: Math
Grade Level: 1
Start Date: November 25,2019
End Date: November 25,2019

Long-Term Learning Targets Addressed: What CCLS literacy standard are you working toward? What content
standard? (Note: These standards might take multiple lessons to accomplish.)
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such
as counting on; making ten; decomposing a number leading to a 10; using the relationship between addition and
subtraction; and creating equivalent but easier or known sums

Supporting Learning Targets Assessed: What lesson targets Ongoing Assessment: What evidence will you gather
will move students toward the long term target? during the lesson?

Teacher: The evidence gathered through the lesson will include,

Students will be able to add and subtract within 20 using the -Students will participate in fluency kinesthetic activity.
most efficient strategy. -Adding and subtracting within 10 using one or more
strategies taught from this module. Students will
Student: choose from the following strategies:
I can relate addition and subtraction equations. -Mental Math
-Addition Chart
-Number Bonds
-Making Ten
-Counting On
-Ten Frame
-Count All
-Students will participate in an application problem,
turning and talking to find the most efficient strategy
with a partner.
-Students will participate in all small group math areas.
-Students will complete exit ticket with 80% success
-In teacher led small group, teacher will assess
understanding that students can create 4 related
equations.
-Teacher will progress monitor and be taking anecdotal
notes, as needed throughout the small group lesson.
-Students will complete the Exit Ticket after small
group areas, but before transitioning.
-Students will complete a Thanksgiving add/subtract
packet to continue practicing math strategies

Agenda Overview: Identify the sequence of activities. Teaching Notes: What do I need to remember?
Whole Group Fluency I need to have my application problem written on an
Counting to 100 by 10s, doing jumping jacks anchor chart ready.
Application Problem using related equations I need to have all small group areas organized from
Turn and talk previous week.
 Janelle Keller

Small Group Centers/15 minute Rotation Schedule I need to have problem sets, exit tickets accessible
Review:
Previously taught strategies, Fact Family All pencils need to be sharpened, back up EXPO
markers
Learning Target:
T: “ Today we are working on being able to add and subtract Post pictures of students participating in small group
within 20 using the most efficient strategy and creating areas.
related number sentences. What do you think this means?”
S: “I can relate addition and subtraction sentences within 10 Lesson 38 subtraction expression cards.
using a number bond with two parts and one whole”
Use wipe off houses to show fact families with related
Concept Development: addition and subtraction equations.
(I Do) Model using subtraction expression cards. I break
down the equation with two parts and one whole. Use the
fact family house wipe-off I model the first
subtraction/addition sentence
(We Do/You Try) With a partner create two more equations.
Students use the problem set, subtraction expression cards ,
lesson 39 to continue on worksheets.
(You Do) Students will complete the Exit ticket after
practicing math strategies in small groups showing more
than one equation.
Lesson Vocabulary: Instructional Shift #6: What academic Materials: What materials will I use? Is the text at the
vocabulary will I teach? Domain specific vocabulary? appropriate level of text complexity? (Instructional
Shift #3)

New vocabulary: Teacher provided:

Review vocabulary: subtraction expression cards, addition Markers, puzzles, dice, erasers, 120 chart, pencils,
chart, addend, expression, fact family number line, 120 cards
Opening:
 How will this lesson or series of lessons help students make progress towards the learning target(s)?
 What will cause students to be curious and want to learn?
 How will I provide students with a vision of the learning targets in a way that gives them ownership of their
learning?
Instructional Plans Duration Meeting Students’ Needs

Have the students turn and talk about what an efficient 2 minutes  What support(s) and/or
strategy might be? per group extension(s) do you anticipate
How might one student have a different strategy? students will need?
This lesson ties the module together by having students  How will you adjust the process
show their confidence with number bonds. of and resources used for
Students know that an equation consists of two parts and learning to fit each students’
one whole/total. We talk together about how strategies readiness, interest, or hearing
take time but we can use them to check our work. profile?
Many students like to show their work with as many
strategies as they can but we can discuss how using one Students are in small groups for centers
during math time. These groups are based
 Janelle Keller

strategy and checking with another can be efficient. on performance and the academic needs
Learning targets are posted, we review them in the of the students. Due to behaviors/social
beginning of each lesson whole group, we discuss the groups have been formed (leader vs
learning targets for small groups, and then I lead my small follower)
group with exactly how we are going to meet that learning
target. Accommodations are made for students
who need extra writing time, repetition of
direction, close proximity to teacher.
Students are working on accountability.
They are also working on independence
during math, and completing the math
area/center. Scaffolding will be used as
necessary.

All areas are related to student interest

and student skill to keep students
engaged.
Work Time:
 What sequenced steps will the students and I take to ensure that all students meet the learning target?
 Is it appropriate to let students grapple first rather than see a model first?
 How will students know what quality looks like, and how will I support them in producing quality work?
 How will students work or practice together during learning?
Instructional Plans Duration Meeting Students’ Needs

(I Do) Teacher Model: “Watch me as I…” 10 Two groups will complete this problem
minutes set independently, I will stop and ask
 Model a subtraction sentence, taking two parts from per group them to explain what they are doing and
one whole why they are doing it. We have students
 How can I solve this subtraction sentence using a using mental math as a strategy, we have
strategy I already learned? students using counters to count all and
 Why did I choose this strategy? take away. My students are allowed to
 What are my parts? Whole? choose their strategy to solve but
 All these numbers are part of a….. ultimately, they need to understand a
 What does the commutative property tell me? fact family. One group will need
 Model writing the number sentences under each reminders that the whole number is
part. Tell your partner the two parts and the whole always the biggest number, I will use real
using a number sentence. life scenarios (candy they might like). I
(We Do/You Try) Teacher/Students: will provide thinking time, partner work,
 Choose a subtraction sentence and one on one assistance as needed.
 Draw your number bond using the parts and whole Behavior modifications may be
 How do you know what number to take from? necessary. To keep students engaged, I
 Continue working as a group and explain how all will review previous lessons where they
three numbers all related. have confidence to continue on. If my
 Students should be able to explain that all three one group finishes early, we will practice
numbers make up a fact family. “We add our parts partners to ten as this is a prerequisite
and we take away from our whole.” for module 2.
 Students work together or independently, teacher
assists as needed. While students are in small group
 Janelle Keller

 Teacher explains that the exit ticket will show they instruction with me, other students are
understand that there is more than one number working on number sense to 120,
sentence for every number bond. They will show differentiated for their ability. Other
their understanding in the exit ticket after they students are working on IXL to review
complete their math areas. and challenge math skills. Remaining
students are using the commutative
property to add and subtract within 12.

Closing and Assessment:

 How will students demonstrate their understanding toward the supporting targets?
 What information do I need in order to plan my next instructional steps?
Instructional Plans Duration Meeting Students’ Needs

(You Do) Exit Ticket: Students will be provided a math story. 3 minutes Students will independently complete
They will need to use a math strategy and complete the exit per group their exit ticket. They will need to choose
ticket by showing more than one math sentence that their own strategy to solve the math
matches the story. If students can show a strategy, write story, accommodations will be provided
more than one math sentence, they are ready to complete for specific students. They will need to
Module 1. They have understood two parts make one whole provide two related math sentences to
and decomposing from a whole number gives us an show understanding. Students will
unknown part. Students are ending Module 1 by receive 10 minutes to complete, most
Thanksgiving and we will review and begin the next module, students will only need a few. When
after Thanksgiving Recess. students finish, they quietly transition
into American Reading.
Homework:
 What can students practice on their own after this lesson? How can the learning from this lesson be shared at
home to reinforce students learning?
 What can students do to prepare for the next lesson? What learning could take place at home, allowing time
in class to be spent sharing, discussing, and practicing?

After this lesson, students can practice adding and subtracting through daily life. They will know that as a whole, there
might be two parts. As we approach the Thanksgiving season, they can turn their corn into a number bond, or know
that theirs two legs on one Turkey, how many people can this Turkey feed? If they are throwing snowballs, how many
do they throw at mom, how many at dad, how many are left? I always related our math lessons to real life. It will
continue the learning outside of the classroom. I will be sending home and addition and subtraction review packet for
Module 1. This will be due on the day we return from Thanksgiving Recess. I will also include partners to ten, and
decomposing a ten as this is related to Module 2. I have made students Index Cards with partners to 10 to play at
home (memory) with their family.