Lesson Plan

Teaching Methods I- Final project

Section B

Lesson Plan

Presented to: Dr. Reem Al Hout

Prepared by: Mirna Hamdanieh

Carla Ghanem

Spring 2020/2021

This lesson plan is prepared for Grade 1, age group 6-7 years old, for Math Subject, and it’s
going to cover different types of intelligence and education strategies prepared by the teachers
(Mirna and Carla).

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Lesson Plan

Topic: Addition

Step 1: Goal and Objective

Goal: Students will be able to understand the addition equations.

Objective: By the end of the lesson students will be able to add numbers up to 10, using vertical
method and number line.

Step 2: Motivation

The hook or the focus: We will show students a short story video covering addition to grab
their attention and make them eager to learn more about addition. After that students will
summarize what they understood from the video. The teacher will explain the term “addition”

Motivation Question: We present the questions:

 “Why addition is important?” We ask this question to show students the importance of
addition in their daily lives.
 “Where can we use addition?” We ask this question to show them that they are using
addition all the time without knowing.
 “Have you ever played monopoly, snakes and ladders or card games?” , “Did you know
that we use addition in those games?”, “Give us an example of addition in these games.”
We ask these question to show them that even in games we use addition and that
addition can be fun.

Relate to real life experience:

 Think of an occasion where you received amount of money for example (Eid, birthday…)
and you wanted to add the money to know if you can buy your favorite toy.
 Think of the times you added the points on a quiz to know your grade.
 Share the times you went to the supermarket with a budget to buy snacks and you had to
add the prices to know if the budget is enough.

Setting the background Knowledge:

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We write on the board a list of items that are found in the classroom then the students will have
to use prior knowledge of counting to write the totals of each item, and ask learners if they are
used to add different items.

Step 3: Presentation

1. Introduce the concept using countable manipulative: Using physical objects

will make addition concrete and much easier to understand. This is important to
use a variety so students begin to understand the concept independent of what’s
being counted. Using this hands on activity we are targeting kinesthetic learners
because they need to learn using their sense of touch.
Students and the teacher are sitting on a circle shape at the floor, the teacher will
bring a box where there are many plastic chips and put 3 on the floor then she will
put another 2 “…. One Two three chips , one two there’s number two so we have
three and we have two ,now we want to add them together. This is the addition
sign (+) this means to put them together.

2. Transition to visuals: This is an inductive strategy to help students who are

spatial and intrapersonal that is why we choose an activity that is both visual and
solitary. Teacher will show students an addition problem video and the students
will solve it individually on paper while the teacher give support.
3. Use the number line: We’re going to apply inductive teaching strategy where we
draw the number line on the board, put 4 pens and 3 pencils. Ask students what is
the total? Put your finger on the number line at number 3 to start with, and then
count up four places to reach 7. This a visual and logical learning style to help
students who learn by observing and students who learn by reasoning and
numbers.
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4. Counting Up: Using Hands on activity the students learn a new way of counting
this strategy helps kinesthetic learners. Once students know how to use a number
line, you’ll want them to use the same “counting up” strategy in their heads. You
can then have them practice this by counting aloud on their fingers. Lets’ stick
with 4+3 as an example:

- Tell your students that we put the bigger number in our head and the smaller
number on our fingers so this will make addition easier
- The teacher either uses her hands or uses the papers as the picture above.
5. Group work: Using think –pair share strategy, we are targeting interpersonal
learners who learn better by collaborating and communicating with others.
Teacher will give each group an “addition machine” and an equation where
students will experiment together to come up with the total. Then they will share
their work and experiment with their classmates. We expect the students to take
turns and listen to others.

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Step 4: Application

Demonstration: Teacher will put paper plates on the floor and write a number on each plate then
will ask the students one by one to step on two numbers that give a certain total. For example the
teacher will ask a student to step on the two numbers that give a total of 6, so the student is
supposed to jump on the plates that hold the numbers either 3 and 3 or 5 and 1.

Connecting the concept to the real world: We will take the students on a trip to the
supermarket, dividing them into two groups and giving them a budget of 10$. Group 1 will be
asked to buy fruits within the budget and Group 2 will be asked to buy vegetables within the
budget. Here the students will have to add the prices to stay within budget. When we are back to
the classroom each group will share the price list of the items they bought and their experience.
This helps linguistic learners to use words in a speech.

Applying new concept: We divide the students into groups and we ask each group to be creative
in using arts and craft to create addition equations. For example they can cut images from
magazines such as cars and organize them on a card board in the form of an addition equation.
They can cut 10 cars pictures and put 3 cars in one group followed by addition sign (+) creatively
done by drawing it or using a magnet or etc…then 2 cars in the second followed by an equal
sign (=) and finally five cars in the total .Then each group will present their project to the class.

Or another example is the images below:

Differentiation: we will use Collaborative learning to help

students with learning difficulties and gifted students. Students with learning difficulties will also
participate in groups but will be given the smaller roles in the group such as coloring and more

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Lesson Plan

time to fulfill their roles and support from their peers which will improve their confidence and
give them added value.

On the other hand, talented students will be asked to prepare notes to support their peers which
will give them a greater role. And they will also be challenged to solve 3 addends. For example
they will solve 1+3+2= 6. We are using inclusion in the classroom to make these special students
feel included.

Digital Resources: By using interactive tools and digital applications, mixed ability classes get
the opportunity to approach a topic or subject from different angles. For example students with
differences might only watch a video on addition, while the talented students might watch and
give a conclusion of what they watched in addition to write the equations solely. This method of
differentiation allows different materials, platforms and tools to be used to bring the same
learning outcome and give pupils confidence in their digital skills.

Step 5: Evaluation

 Informal Assessment: Devising a rubric to assess students’ understanding and

application of the concept in the class, therefore we used descriptive assessment.

Criteria Excellent Fair Poor

20-18pts 18-12pts 8-0pts
Use of Student uses Student uses 3 Student uses 1
Mathematical the words out of the 5 or 2 out of 5
Terminology (addition-plus- mathematical mathematical
add-sum- terminology terminology
equals
to)correctly
Demonstrate an Student is able
equation using to use physical
countable objects
manipulative

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Lesson Plan

Solve equations Student solves Student solves Student gives

with sum up to the whole part of the wrong answer
10 equation equation
correctly with correctly
correct
answers

Use the number Student uses Student uses Students is not

line the number the number able to add
line easily to line to add but using the
add numbers he/she faces number line
small
difficulties
Relate addition Student is able Student is Student is not
to real life to easily give able to give able to relate
examples real life examples addition to real
examples related to life life examples
related to examples but
addition with the
teachers
support
Each question will be graded as right or wrong, each question will be worth 5 points for a
total of 20 points.
Evaluation of the assessment:

Formal Assessment: Teacher will divide the students into three groups where the groups will
rotate to the 3 tables to pass the three activities after the teacher rings the bell:

1st group: students are going to use the wooden tongs to give an answer for the equation as the
image below:

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Lesson Plan

2nd group: Students at this table will use the number line to add the equations as the image below:

3rd group: This stage will be the last one where students are going to solve a worksheet covering
the addition equations using the number line and their hands

Step 6: Closure

1- As the lesson comes to an end, I will ask students to discuss was what learned today, and
decide if they mastered the objective. I will raise questions related to addition and they
will give quick answer. For example I will say two plus three equals…. Students will
give the answer quickly.
Then we will play a game to end up the session, the game will be that the students will be
divided into two groups the first group will be holding a card of a sum of two numbers
and the second group will be holding different numbers from 1 to 10, group 2 must
search for two students from group 1 to make the sum of the card they have.
2- I will inform the students that in the next lessons they will learn is to subtract numbers up
to 10 instead of adding them.
3- The following homework will be assigned to the learners.
The learners have the opportunity to use either the number line or their hands to solve the
addition equations, and then they will rate their understanding by putting a point in the
table divided to 3 parts: I understand, I still need more help, I don’t understand.