DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13)

) Teacher Candidate ________Stephanie Leffler_____________ Grade Level _____1st______________ Title ___________Using the Make Ten Strategy to Add TWS L2-10.3__________________________ CONTEXTUAL FACTORS (classroom factors)
Contextual Factors of Classroom: 16 Students 9 Boys 7 Girls 6 Students with IEPs 3 Severe Special Ed Students , 3 Developmentally Delayed Students 2 ELL Students 1 German (WIDA level 4), 1 Native American (WIDA level 3) Ethnicity - 14 Caucasian, 1 Native American, 1 Black Classroom environment: Students desks are in groups of 3 5 students (see attached seating chart), Color Blocked rug is below the SmartBoard (see attached seating chart for rug assignments), 4 tables for Small Group Work, Guided Reading, interventions, and Art. Students are excited to learn and are well-trained in the classroom routine. The classroom rules are: Be Kind, Be Safe, Be Respectful, Be a Thinker, and Be Ready. Technology available: SmartBoard, Elmo, and 5 computers.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: (SIOP 1 & 2) Number & Operations Understanding meanings of operations and how they relate to one another. Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations. Understand the effects of adding and subtracting whole numbers. Content Walk-Away: Students will write addition facts by using the making ten strategy. Language Walk-Away: Students will write addition facts by using the making ten strategy. Vocabulary: add, addition, addition fact, make ten, making ten, teen number. (SIOP 9)

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Observation of student responses, questioning, and Make Ten Card Game extension activity (for both extra help and extra practice). Content Walk-Away Evidence (Summative): Growing With Mathematics Student Book page 227 & 228 End of Unit Assessment Language Walk-Away Evidence (Summative): Growing With Mathematics Student Book page 227 & 228 End of Unit Assessment (SIOP 30)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Shaina and Caleb will work with an aide during class to make sure they understand the lesson. Tommy, Lola, Kirra, and Taylor, will receive small group intervention during class time and may also be pulled out individually to work with a teacher to make sure they understand the lesson. (SIOP 17, 18)

Approx. Time
1 minute 3 minutes

ACTIVE LEARNING PLAN

Transition The Line Leader calls students down to color block rug by quiet rows. Activate/Building Background Knowledge Yesterday we learned about using a known fact to find near-by addition facts. Who can raise their hand and give me an example? Today we are going to learn another strategy you can use to add. We are going to learn how to make ten to add. What do you think that means? (SIOP 3) Display objectives and vocabulary words. Review. (SIOP 1, 2, 9) Formative assessment: Learning Goal Activating background knowledge. Success Criteria Students are able to correctly answer questions about what they have learned in previous math lessons. Assessment Strategy Questioning for understanding by observation and listening to student responses.

Modification/accommodations: (ELL, IEP, GATE, etc.) Caleb needs to sit on the front row so he can see. Try to call on Scotty and Caleb if they raise their hands to participate. Tap Kirra and Maya if they get distracted. Shaina is not allowed to sleep when she is sitting on the rug. Focus Lesson (I do it) Display discussion book page 71 and ask What is the same about the two cupcake pictures? (The number of pink cupcakes, brown cupcakes, and the total number of cupcakes). What is different? (The position of one of the cupcakes). Which picture makes it easier to see the total number of cupcakes? (The second picture). Read task one on the discussion book page and ask students hot explain how making ten relates to the cupcake pictures. (One cupcake was moved to make a complete tray of 10 cupcakes). (SIOP 4, 5, 6, 13, 14, 15) Formative Assessment: Learning Goal Student will be able to explain how to make ten on a ten mat. Success Criteria Students will answer questions about how to make ten using the pictures on the discussion book page. Assessment Strategy Listen to students explain how to use the make ten strategy.

5 minutes

Modification/accommodations: Caleb sits on the front row so that he can see the board. Make sure to pull Calebs stick so that he gets a chance to participate. Allow a little more wait time for Caleb. (SIOP 18) Reward Scotty for sitting on the rug correctly (Cool card). Have Maya, Matt, and Nate explain how to make ten to model for lower level students. (SIOP 21, 22)

Guided Instruction (We do it) 5 minutes Take a look at the addition sentences for the cupcake pictures. We need to find the missing addend. Look at the pictures, then look at the incomplete addition sentence. How do they relate? (9 brown and 5 pink, 10 in the tray and 4 next to the tray). What do you know about the missing numbers? (They are both 14 the total). Why? Which sum is easier to figure out? Why? Continue this with the pictures of purple and green cubes and the pictures of pink and purple cubes. How many cubes were moved to make ten? Are the totals the same? How do you know? Etc. (SIOP 4, 5, 6, 13, 14, 15)

Formative Assessment: Learning Goal Students will demonstrate making ten on the white board with a ten-mat and two colored magnets.

Success Criteria Students will demonstrate making ten on the white board with a ten-mat and two colored magnets.

Assessment Strategy Observe that students are able to represent the making ten addition strategy.

Modification/accommodations: Tommy, Lola, Kirra, and Taylor to have hands on experience making ten. If possible, have them come up to the board 2 at a time to move markers into a 10-mat to use the make ten strategy. (SIOP 13, 20) 1 minute Transition The Line Leader calls quiet rows to return to desks and paper passes out the workbook sheets. Independent (You do it alone) Post Student Workbook pages 227 & 228. Read the instructions and have students complete the worksheet. ***There is an error on the workbook pages. On the example (number 1 on both sides of the worksheet), change the 1st number of the 2nd number sentence to a 10. (Students are not writing the turn around, they are making ten). (SIOP 5) When they are completed they may work in small groups to complete the extension activity. Summative Assessment: Student Workbook pages 227 & 228. End of Unit Assessment. (SIOP 30) Modification/accommodations: Shaina, Scotty, Caleb and Lola will work with an aide according to their IEPs. Pull Tommy, Lola, Kirra, and Taylor for small group to complete their workbook sheet. Have 10-mats and cubes or markers for them to use the making ten strategy. Modify the Making Ten Game for lower level students. They pull a card and use markers and 10-mat to help identify the 10 plus sum. (SIOP 4, 5, 6, 14, 16) Collaborative/Cooperative (You do it together) 15 minutes Extension Activity: Making Ten Card Game To play making ten, the addition cards for this activity are placed facedown in a stack. Each student writes the numbers 11, 12, 13, , 17. Players take turns: Taking the top card Saying the equivalent 10 plus sum; for example, for the card [ 9 + 2 ], the player would say, 9 plus 2 is the same as 10 plus 1. Cross out the total. The first player to cross out 3 consecutive numbers wins. (SIOP 6, 15, 16) Formative Assessment: Learning Goal Students will understand the making ten strategy to add and be able to verbalize using the number cards from the game. Success Criteria Students will be able to look at an addition fact and be able to say the 10 plus sum. Assessment Strategy Visually observe students playing the Making Ten Card Game and listening to their answers.

10 Minutes

Modification/accommodations: Small group intervention for Lola, Tommy, Kirra, and Taylor who will need extra instruction to complete the assignment. Use 10-mats and cubes to practice making ten and to complete the workbook pages. (SIOP 5, 12, 17, 19)

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) 3 minutes Review objectives and vocabulary. Using the student workbook page, ask students what numbers they added on picture #2. (8 + 5). How did you make ten? Is it easier to figure out 10 + 3 or 8 + 5? (SIOP 27, 28)

SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? Pull up Discussion Book page 71 and GWM pages 227 & 228 What materials do I need to have ready? Cards for Making Ten game, cubes or markers and 10-mats, magnetic 10-mat and two color magnets. What is the approximate time needed for this lesson? 45 minutes

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I forgot to have students compare the 2 pictures on the Discussion Book page so my whole group instruction was not as effective as it could have been. The students looked confused when I had the discussion book page posted and I can understand why I didnt not explain this part of the lesson very well. When we did work with the 10 -mats and manipulatives, they could see and understand the making ten strategy for addition. Next time I will know that I need to be clear with the discussion book page and have students compare the pictures. Also have the other examples covered so that students are only looking at one problem at a time. Because I didnt explain the whole group lesson with the discussion book very well, the students were very rest less on the rug. Bored and confused. I could tell so I moved on quickly to the 10-mats which was good. At least that part made sense and they understood what their assignment was about. The students love games and being able to do things together. I noticed students were correcting and helping each other understand the make ten strategy. On the pre-assessment, not many students answered this question correctly and probably didnt understand if they did so this extension activity was very successful. Working with the low students again was frustrating. This was a very difficult concept for them to understand since most of them have a hard time counting. Using the manipulatives helped but solving the abstract problems on the workbook sheet without the visuals was confusing for them. When I do the review before the post assessment, I will need to make sure we cover this topic again.