Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Julianna Ronto Date: 10/29/2020 Time: 9:05am-10:05am
Subject: Math Grade Level: 4th/5th grade
I. Topic & General Goal Repeated Addition: Students will find the total number of items
in a group with repeated addition.
II. Reference to PA or CC.2.2.4.A.1 Represent and solve problems involving the four
Common Core operations.
Standards
III. Lesson Objectives 1. After saying multiplication facts (x1) aloud, students will
answer multiplication facts independently.
2. After learning how to skip count, students will use skip
counting to calculate the total number of objects in equal
groups independently.
3. After learning how to utilize repeated addition, students
will use repeated addition to calculate the total number of
objects in equal groups independently.
IV. Materials Student iPads, teacher laptop, online/physical math packet,
teacher highlighter, markers, cardstock (for anchor chart),
V. A. Introduction Hybrid Lesson: Six students will be in person and three will be
participating live from Microsoft Teams remotely.
 Review the skip counting by 2s song.
 Listen to the song again and then have them join along
and sing aloud.
 Teach the skip counting by 3s song.
 Show the same Rocket Math page A from yesterday.
 Review that if you multiply any number by one, the
answer (product) equals that same number.
 Give the students 2-3 minutes to work on the outside of
the page have and read through the answers together.
 Help the students decide a goal for how many they want
to get correct by the end of the week (Friday).
 Put a timer on for 1 minute. Students will see how many
they can do in 1 minute. See if they met their goal yet.
B. Procedures  Say: Let’s learn different ways to find the total number of
objects in a group.
 Write “There are ______ groups of _______.” on the
board and on a notecard. Use as a sentence frame.
 First, we will learn about skip counting to find the total
number of objects.
 Show four groups of four spiders on the anchor chart, but
this time skip count 4, 8, 12, 16.
 Say “There are 4 groups of 4 spiders.”
 On the robot page, call on students to help skip count.
 They will do the last two independently.
 Ask: Is it hard to count by 3s? Or 7s? That is why we are
learning these songs about skip counting.
 Review the answers.
 If time is permitted, ask a student to draw equal groups or
say “There are ______ groups of _______” to challenge
their peers.
 Next, we will learn about repeated addition to find the
total number of objects.
 Show 4 groups of four Halloween spiders on the anchor
chart. To decide how many total objects, I can use
repeated addition to solve. Since there are four groups of
four, I write out 4+4+4+4=___
 Think aloud: What is 4+4? What is 8+4? 12+4?
 There are 16 total spiders.
 Turn to Repeated Addition page.
 In the example, there are three groups of two (referring
back to the note card). So, I would write 2+2+2=6.
 For the first problem, how many groups are there? How
many are in group?
 Go through each problem and have the students say
“There are ______ groups of _______.” Then guide them
in solving the addition sentence.
 Students will complete the last three problems
independently.
 Review the answers.
C. Differentiation Content- Teaching information in a variety of formats
(manipulatives, visual/anchor chart, verbal, musical)
Process- Flexible pace of independent learning, progressive
worksheets (that allow students to progress to more challenging
problems more quickly), verbal support
Environment- Students can choose where to complete
assignments if at home
D. Closure  If students finish, they will go on Education.com to
complete the ‘Skip Counting’ and ‘Multiply by 2’ games.
VI. Assessment 1. Informal- Give students one minute to solve
multiplication facts on the Rocket Math worksheet.
2. Formal- Have students complete page 8 (Skip Counting)
in their math packet in class and review their answers.
3. Formal- Have students complete page 9 (Repeated
addition) in their math packet in class and review their
answers.
VII. Modifications and/or Small group instruction; preferential seating to students who need
Accommodations closer proximity; repeated directions; visual examples; multi-
sensory approach; physical packet sent for a student at home;
check-ins during independent work; positive reinforcement;
multiplication charts and number lines available