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Diff 504
Grade: 1
Objectives:
Students will develop their fluency for addition through the application of various strategies such as
counting on, making ten (out of 2 numbers), coloring in a tens frame, using a number line, drawing a
picture, when adding 3, I need a TVetc.
Students will practice solving three number addition equations using the Wheres My Egg? Recording
Sheet, penguin cards (with three number addition equations), and the penguin eggs (with matching sums)
provided.
Students will demonstrate their ability to solve three number addition equations by completing the
Wheres My Egg? Recording Sheet, matching the eggs to the penguins on the board, and by working as a
class to solve the three number addition word problem.
Standards:
New York
Common Core Curriculum
Common Core Learning Standards for MathematicsGrade 1
OPERATIONS & ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction.
2. Solve word problems that call for addition of three whole numbers whose sum is less than
or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction.
3. Apply properties of operations as strategies to add and subtract.
Examples: If 8+3=11 is known, then 3+8=11 is also known. (Commutative property of
addition.) To add 2+6+4=2+10=12. (Associative property of addition.)
Add and subtract within 20.
6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8+6=8+2+4=10+4=14);
decomposing a number leading to ten (e.g., 13-4=13-3-1=10-1=9); using the relationship
between addition and subtraction (e.g., knowing that 8+4=12, one knows 12-8=4); and
creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known
equivalent 6+6+1=12+1=13).
Responsibility Teacher 1
Responsibility Teacher 2
Responsibility
teacher 3 (if
needed) or
teacher aide
Co-Taught Lesson
Diff 504
ANTICIPATORY SET:
Teaching model used:
ONE TEACH and ONE
ASSIST
N/A
Teacher 1s responsibility will be
providing whole group instruction
during the anticipatory set. She
will review the skills that were
covered earlier in the week,
adding three numbers. She will
ask the class to list the strategies
they can use when adding three
numbers. She will practice the
TV strategy with them (refer to
lesson plan). She will familiarize
them with the activity they will be
doing today as well as give
directions for the beginning of the
lesson (where to go and what to
bring).
Teacher 1s responsibility is to
instruct her group of students,
which includes reviewing the
strategies that can be used when
adding three numbers, making
sure they understand the activity,
answer any questions, assist any
struggling students, direct early
finishers and students in need of
enrichment to their next task,
keep students on task, minimize
distraction, control student
behavior..etc.
Teacher 2s responsibility is to
instruct her group of students,
which includes reviewing the
strategies that can be used
when adding three numbers,
making sure they understand
the activity, answer any
questions, assist any struggling
students, direct early finishers
and students in need of
enrichment to their next task,
keep students on task,
minimize distraction, control
student behavior..etc.
N/A
N/A
PROCEDURES:
Teaching model used:
PARALLEL
ADAPTATIONS or
UDL connections
PARALLEL
Co-Taught Lesson
Diff 504
CLOSURE:
Teaching model used:
PARALLEL
ASSESSMENT of
STUDENT
LEARNING:
Teaching model used:
PARALLEL
N/A
Co-Taught Lesson
Diff 504
MATERIALS:
Teacher 1 is responsible for
gathering and preparing all
materials needed for the lesson.
N/A
N/A
N/A
N/A