Lesson Plan Sketch Template

ELEMENT

Title
Content Area
Grade
Duration
Standards and
Benchmarks

DESCRIPTION
The text in this column is provided as a guideline. Delete it and
insert your ideas for your lesson plan.
Candy Cane Math

Differentiation/UDL
Considerations
(UDL is a required
consideration in
creating all lessons)
Preparing Students for the
Lesson:
Transitions
Expected Behaviors

Content Area: Math

Grade: 1st
Duration: 30 minutes.
CCSS: 1.NBT.1 ii Within 120, read and write numerals and
represent a number of objects with a written numeral.
CCSS: 1.NBT.1 iii Compare two sets of objects, including pennies,
up to 25 using language such as three more or three fewer (PFL)
CCSS: 1.OA.6 Demonstrate fluency for addition and subtraction
within 10.
Paper candy canes will be available for the student who struggle
with writing.
For the behavior challenges: All students will be given a candy
cane upon completion of the assignment
Provide different color candy canes to show more differences.
Transitions: Students will sit at their desk, get out their pencils,
and crayons.
Expected Behaviors: Students will sit at their desks.
They will write their names on their paper before starting.
Students will attempt to complete work without help.
Students may ask one friend, sitting next to them, for help.
Students will raise their hand when they are complete and the
teacher will check.
Students can read at their desk while waiting for other students to
finish. Or they can help other students in their group.
When the class is complete we will review as a class.
Students will then turn in their work and get a candy cane.
The candy cane will be put in their backpack to go home to eat.
The learning and the purpose: The students are to have fun
reviewing addition, counting, and more or less.
It is required to state the objective to the students.
It is important for students to know how to add.
It is important for them to know and understand the terms less and
more.
It is important for students to see details in individual items, and
realize that two similar items may be different.
It is important for students to be able to count.

Lesson Plan Sketch Template

Teaching the Lesson (1-7)

1)Motivation/Anticipatory
Set

2)PreAssessment/Activating
Background Knowledge

1) Enduring Understandings: Why do we need to know how to

count? When would we need to know when something has less or
more?
Essential Questions:
Which candy cane has the most stripes?
Which one has the fewest?
What is one different thing with each candy cane?
How many stripes are there all together?
How many candy canes are there?

3) Teacher Input,
Modeling & Checking for
Understanding

4)Guided Practice
5)Independent Practice

6) Review/Re-Do

Motivation/Anticipatory Set: Draw 5 candy canes on the board.

Draw one with different colors, not just red and white.
Ask students what they are. See who likes them? Where can we
find them? When do we usually see them? Where?
Pre-Assessment/Activating Background Knowledge:
Ask students to tell the difference between them.
Then count the stripes.
Ask students which candy cane has more stripes.

Teacher Input, Modeling, & Checking for Understanding:

Take a copy of the worksheet.
Write your name on top and show students.
Count the stripes on the candy cane and write the number
underneath.
Count the stripes on the next one. Continue until they are all
counted.
Circle the one that has the most.
Draw a square around the one that has the least.
Add the stripes in each row for the total number of stripes.

Guided Practice: Do the second candy cane as a class.

Independent Practice: Students will finish the rest of the
worksheet. They can ask a friend sitting in their group. They can
raise their hand and ask the teacher.
FOR UDL: Students will arrange the candy canes in order by the
number of stripes on each. Help with counting if necessary. Glue
the candy canes on a piece of paper.

Who can tell me why adding is important?

Who can tell me why knowing if something has more or fewer is
important?
Review the worksheet as a class.

Lesson Plan Sketch Template

7) Closure

Assessment

1)
2)
3)
4)

Closure:
Show students the candy canes. Ask who has more?
Students will turn in their sheets and get their candy cane. They
will take the candy cane to their back pack to take home.
Once all students have handed in their paper and received their
candy cane, ask who has more now? Who has fewer?
a) When you get home show your parents how you count the
stripes on the candy cane. Tell them why you need to know
how to count.
Formative: Students will be assessed on their participation and
work during the assignment.
Summative:
Students worksheet will be graded.
UDL consideration: Student will be assessed on proper placement
of the candy canes.