Artifact 3

Artifact #3: Unit Plan EDU 500 Core of Education
Overview
The Unit Plan and the five subsequent lesson plans it contains develops the math
component of my portfolio. The basic premise of it involves the introduction of addition and
subtraction operations through manipulative and then progressing to the investigation of a mural
incorporating mathematical operations throughout. Students will use the knowledge gained to
create their own math questions based upon this piece of art. I have included this artifact mainly
because it shows detailed work in the preparation of each lesson with careful consideration to the
curriculum standards set down by both the regions of NY State and Ontario. This is done in a
specific manner utilizing a creative environment so as to bring out excitement and interaction
with the classroom environment. However, this unit plan is not solely limited to curriculum
standards. My work here covers attentive consideration in planning, assessment and culturally
responsive teaching.
For each lesson plan there is deliberate plan to introduce, build upon and create situations
of independent learning with Mathematics, in an interactive and engaging manner. Having a
student focus on manipulative in the form of student images gets students engaged and involved
in exploring the operational concepts. Then students can move onto exploring the environment
surrounding them to find the math that is hidden in pictures surrounding the classroom. This is
done deliberately, with the aim of involving subject matter with objects that are important to the
students. Instruction is done so with more of a guiding manner in mind allowing student more of
a free range when exploring the surrounding area. There are ample formative and summative
assessment opportunities to evaluate the progress of each student every day, with the goal of
better enabling specific instruction per individual student. There is a culturally responsive theme
that runs throughout the Unit plan that promotes everybody working together to overcome our
problems and figure things out.
A pattern of support and independence emerges from student-teacher interaction similar
to that of Artifact #3. In the initial lessons support is given to the students with the ideas and
concepts of the operation concepts of basic mathematics. This is later replaced by allowing
students free reign to move about the classroom investigating artwork that incorporates
mathematics into it. The steady progression invokes the gradual release of responsibility model
through the shift of responsibilities from the teacher to the learner. It also covers several
philosophies beginning with scaffolding and ending with constructivism. Bruner scaffolding
concept stated that support was to be offered and then removed as the student became more
confident with the material. This is accomplished by initial lessons offering much more support
to the students. Later lessons are more constructivist (Piaget, 1964) by allow student to students
to build upon the mathematical ideas introduced by testing ideas and approaches with the
surrounding environment. Students would also be working together to complete their work,
which would bring out the more knowledgeable other (MKO) described by Vygotsky.
Connections to Standards
INTASC STANDARDS
This artifact shows a commitment to the content standards #4 - #5. Standard #4
states that instructors should understand the central concepts, tools of inquiry, and structures of
the disciplines with the end goal of creating learning experiences that make the discipline
accessible and meaningful for the learner. This is accomplished in this artifact by creating a
progressive environment that draws the learner into greater exploration using math as a tool to
further investigate. Standard #5 focuses on how the instructor connects the concepts using
differing perspectives to engage learners in critical thinking, creativity and collaborative

thinking. This unit plan has specific portions that direct students to work together in a
collaborative manner to creatively figure out and produce their own math questions. The whole
idea of using artwork surrounding the classroom is to engage student to think critically about the
numbers involved in it.
NYS Code of Ethics for Educators:
Again, much like Artifact #2, the principles that apply here are numbers 1 and 2. There is
a commitment to the growth of students with regard to social and civic potential by having
students work together to create math problems and see the concept of individuals coming
together to overcome difficulties in their path incorporated inside the mural used. The mural
itself creates an interactive classroom that engages the student and makes the application of math
fun.
The Ontario Ethical Teacher Standards:
The standards that this artifact covers with regard to the Ontario Ethical Teacher
Standards, are CARE and RESPECT. There is a direct focus on growing the concepts of
mathematics by positively influencing attitudes and promoting discovery of math in objects that
inspire students to interact with the learning environments.
P-12 NYS Common Core Learning Standards:
The P-12 NYS Common Core learning standards that apply to this artifact address
Standard Strand in operations and algebraic thinking for grade 1, specifically focusing on work
with addition and subtraction. It also addresses other topics for grade1 such as: 1. represent and
solve problems and involving addition and subtraction and 2. Understand and apply properties of
operations and the relationship between addition and subtraction.
NYS Learning Standards:

Ontario Ministry of Education Expectation:
The Ontario Ministry of Education expectations addressed by this artifact cover Grade 1
mathematics, specifically number sense and numeration.
TEAC/CAEP Claims:
The TEAC claims that apply to this artifact are claims 1, 2, and 3. The understanding of
the mathematical curriculum is shown throughout the unit plan and different elements of it are
addressed in each lesson plans. Thought has been put into accommodations for diverse learners
in creating the mural in a way that represents all students and effort has been taken to account for
diverse learners to participate as well, manipulatives, group work and support provided by the
teacher.
Council for Exceptional Children (ECE):
The 1st principle applies to this artifact. The principle states that a teacher must
maintain challenging expectations for individuals with exceptionalities to develop the highest
possible learning outcomes and quality of life potential in ways that respect their dignity, culture,
language, and background. This unit plan is created in a way to challenge students to interact
with their environment (in this case a mural) and find the math that surrounds us. Towards the
end of the unit students take the knowledge they have learned to create numerical questions also
from the environment. This is done only after being supported by the instructor as to give them a
stable base upon which they will attempt to build higher levels of understanding on. Thus they
will have a good ability to maximize the learning outcome
Unit Plan: EDU 500

Peter Kolodziej
Medaille College
EDU 500: Core of Education
Dr. Belete Mebratu
Section I Unit Data

A. Teacher Candidates First and Last Name: Peter Kolodziej
B. Subject/Content Area: Mathematics
C. Grade Level: 1
D. Unit Topic: Algebraic Operations
E. Lesson Topic:
1. Understanding the meaning of operational and equal signs.

2. Addition
3. Subtraction
4. Word problems
5. Communicative and Associative properties of Mathematics
F. Duration of the Lesson: 50 minutes or 1 period

G. Materials
Giant Mural that surrounds the classroom.
Math Work books.
Colored Popsicle sticks.
Various cut outs of pictures.
Section II Unit Description
Introduction/Significance of Unit:
It is important for students to understand the standards listed above because the abilities
learned in these segments will support the child for the rest of their lives. Most of us dont
realize how much we rely on simple addition or subtraction skills in our everyday life. The
concepts of addition or subtraction, are ideas we heavily rely on to help us make better decisions.
From choosing how many onions we need in a soup at the supermarket, calculating how much
money we have to buy onions, what is the best deal for the onions, or how many minutes we
have to buy the onions, simple mathematics affects everything we do. It becomes critical that
students are familiar with and be comfortable in using these operations, because they will use
them so much for the rest of their lives.
On a scholastic level simple mathematical operation comprehension learned with
confidence can set the basis on which further mathematical study can be built upon.
Mathematics is truly a field of study where previous knowledge is important for an expansion of
known topic or a development of a whole new concept. Being able to use previous knowledge
and us it well is very important and in this lesson plan the ideas of adding and subtraction can set
the stage for a students mathematical success for the rest of their lives.
The operations may be simple to us but for a first grader this is really the first time they can
see mathematics in the form that we all become accustom to as we grow into the field. Column
arrangement and place value introduction can be difficult to a student who is used to seeing a
horizontal or simple usage of fingers approach to questions. Boys in particular tend to have a
harder time with the organizational skills needed with Column arrangement. If frustrations
develop from the effort and time that is needed to gain a good understanding, it could negatively
affect the students attitudes for the rest of their scholastic career.
The importance of these lessons to the students future success cannot be underestimated,
especially from an emotional view point. We as teachers need to be cognisant of this when
helping to encourage follow through and working to alieve the frustration felt at something that
can be very confusing. The potential of a student can be greatly affected by their success in this
unit.
Central Focus:
The central focus of this lesson and its sub components is to comprehend addition and
subtraction operational questions all the while displaying an understanding of the associative and
commutative properties of addition. The values that the students will become familiar with range
from 1 to 20 and they can be involved in questions that are sentences or simple formulaic ones
that can shows either the addition/subtraction operation. Mathematical questions can start with
the addition/subtraction of 2 numbers and then grow to 3 or more numbers.
Objectives:
By the end of the unit, the students should be able to:
1. Solve addition and subtraction bases problems with numbers up to 20 using various
mental strategies. Questions can either be in sentence or numerical form.
2. Exhibit understanding of the Associative and Communicative properties of
Mathematics.
Assessment:
The objectives of this unit are simple, but to master them takes a lot of practise and
follow up by the teacher. During class instruction the teacher must evaluate each students
comprehension of addition and subtraction for numbers with in twenty. This assessment can take
place on a formative level while the teacher is working on questions with the class and on a
summative level with worksheets to evaluate individual learning. These summative assessments
can be distributed after the lesson or after the unit. Because this unit involves mathematics there
will be work given in the form of 20 30 questions on a sheet of paper. There will also be
test worksheets or work done in math books that are given to the students to be completed in a
set amount of time (usually one period). This would be an example of summative assessments
that would evaluate a students comprehension and comfort level for individual lessons or end of
unit evaluations. Although they may be called tests but they shouldnt be communicated as such
to the students. This way the stress is taken away and the teacher can evaluate what educational
gaps and problems that need to be worked on.
Anticipatory Set/Student Engagement:
To open the class I would refer to the decorations up on the walls of the classroom. I
have thought about this for a long time and have always wanted to have a mural of actions and
activities with stick figures up on the walls. Think along the same line as my Bristol board
presentation but with events going on all around the room. At first they may just seem like
pictures but then we can look at the numbers behind them. We can start with a review of
Kindergarten concepts regarding counting and cardinality, algebraic thinking and operations in
base ten, by looking at the pictures and using them as a base to talk. For example, the teacher
might say how many stickmen are swimming in the picture over there? Lets count. and then
take them through counting together as a class encouraging the students to participate or
prompting them for the correct numbers. From this the class could then start to bring in
operations and the teacher could ask students to build questions on the board from the
information in the pictures. The students will be motivated because they can look and find the
information for themselves and play with the numbers while the teacher guides them.
Classroom Management
With the topic of this unit students can become pretty frustrated and confused pretty
easily. And although the activity of the anticipatory set can be very participatory and engaging it
is still math and takes individual effort and focus in order to master the tasks ahead. This will be
particularly difficult for students that have trouble with paying attention or focusing for a
prolonged set of time. There can be ways the classroom can be set up to help students with these
difficulties. A specific set of rules and underlying classroom procedures can create a better
learning environment with regards to math.
a. Boys and girls are to sit in a mixed format. That is in a boy, girl, boy, girl pattern. At this age
the distractions will be kept to a minimum because boys and girls will usually seek out other
friends of the same sex. By separating them it creates a small zone around them.
b. If students are having difficulty with the work/problems they must be comfortable with the
idea that they can get help from the teacher. Students should never wait to get help, but try right
away to seek help when they dont know.
c. Not knowing or getting the answer wrong is completely ok. The incorrect answer simply
shows us what concept has to be worked on.
d. Understand that math doesnt have to be hard. We just need to learn how to figure out the
solution. This one addresses how we feel about math and attempts to give the student power
over it.
e. Math is simply playing with numbers. Again this takes the mystery away from math and puts
it into a perspective that they can understand. Kids know number and they know how to play.
Combining them becomes easy.
This list above not only touches on rules but also on teacher-student interactions. It is
critically important that the student knows that they can get help from others, which in this case
is primarily the teacher and to a lesser extent their peers. There is a very big psychological
element to mathematical ability, especially in the North American culture. We tend to believe it
is difficult simply because we hear that it is. It is a self-perpetuating circle. If the teacher
promotes the rule set and creates a comfort zone of actions to be taken when difficulties arise, the
student can have a sense of power in overcoming their frustration. At this age there is often a
sense of complete despair when they dont know what to do. It usually manifests itself with
crying and very little of the work being accomplished, but only after the student tries to go
unnoticed so as to get the class over with.
Section III: Reflection
1. Culturally Responsive Teaching:
The creation and use of the main teacher tool (mural) will be done so to create an
environment of stick people who are working through their problems together. I mention
numerous times in the following lesson plans that the stick people will be drawn with many
different colors (and sometimes patterns) to illustrate that even though the stick people are
different they are all working together in one way or another to solve their problems or move
through the situation. Students should be able to pick any stick person that they like and identify
with it because there will be no physical characteristics attributable. This mural should be a
metaphor for students to work together to get through issues, support each other and move on in
life.
2. Accommodations:
To accommodate students the mural will be draw large enough for all students to see.
The students can always move around for a closer look and examine the mural at their leisure.
Because students always have access to the mural (it will be up at the beginning of the year) they
will become comfortable with it. This will help with ELL or special needs students who may
need more time with materials to feel comfortable in the task ahead. The mural will be complex
enough that students who may be advanced can examine, create and work with new material that
they would like to pursue.
3. Prerequisite Skills:
Students should be able to count up to 20 and be familiar with grouping objects together
to make more or taking them away to make less.
4. Anticipated Misconceptions:
This unit is the beginning of basic math skills that will serve student for the rest of their
academic careers, let alone the rest of their lives. It is important to move at a pace that is not
rushed and supports learning of the core curriculum defined by both the Education boards of NY
State and Ontario. That being said, students will probably not completely grasp all of the
concepts at the end of the unit. Many students might not be familiar with the basics of grouping
objects together or taking them apart. With math especially, there is a certain amount of work
and practise that must occur for students to become competent with addition and subtraction
operations. It is important to realize this and plan review sessions that support the material so it
can be better incorporated into the knowledge constructs of the child. These lessons may contain
too much to do and be difficult to complete and keep the pace that best supports the learning of
the child.
5. Academic Language:
Students will become familiar with operational symbols and the actions associated with
them. The English language has many ways of describing adding and subtraction of numbers.
Relating them to a numerical question will be easier for the students after this unit. They will be
able to talk and describe with more complete sentences the actions taking place with regards to
mathematics.
Lesson Plan 1
Section 1: Lesson Data
A. Teacher Candidates First & Last Name: Peter Kolodziej
C. Grade Level (PK 12): Grade 1
E. Lesson Topic: Understanding the meaning of operational (addition/subtraction) and equal
signs
G. Materials
Effective Planning
Two websites for curriculum standards from NY State and Ontario reference.
1. http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf
2.http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning
_standards_ela.pdf
Instruction and Implementation
White board and marker
One large cut out of the addition symbol
One large cut out of the subtraction symbol
One large cut out of the equal symbol
Pictures of various items designed to get an emotional response of happy or sad (ice cream and
baby with lollipop. More to be included if needed for more examples, but the amount should be
no less than 2.)
Two cut out pictures of faces; one happy and one sad.
Worksheets two different sets of worksheets; one for group work and another for individual.
Section 2: Instructional Data
A. Standards
New York State Common Core Standards
Standard Strand: Operations and Algebraic Thinking
Grade: 1
Topic: Work with addition and subtraction;
Item number and statement: 7. Understand the meaning of the equal sign, and determine if
equations involving addition and subtraction are true or false. For example, which of the
following equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Ontario Curriculum Expectations
Standard Strand: Grade 1 Mathematics
Grade: 1
Topic: Number Sense and Numeration
Item Number and Statement: Operational Sense
Solve problems involving the addition and subtraction of single-digit whole numbers, using a
variety of mental strategies (e.g., one more than, one less than, counting on, counting back,
doubles.).
B. Central Focus:
Students will learn and investigate the operational meaning and differences between all
three mathematical symbols: addition, subtraction and equal. For example, students should
know that addition involves putting groups/numbers/items together, subtraction involves taking
groups/numbers/items away and equals is the resulting answer after an operation is used.
C. Objectives
At the end of the lesson, students should be able to:
1. Understand the operational meanings and differences between each of the mathematical
symbols: addition (+), subtraction (-) and equals (=).
D. Assessment Plan
Students will have two sets of assessments done. The first will be a formative assessment
done during the class while the teachers prompts the students to pick correct symbols that go
with the go together and take from questions. For example, there will be 3 pictures where
two objects put together will make a happy face or sad face. To put that in a more concrete
explanation I will pick a student to show when given ice cream creates a happy face and when
taken away makes a sad face. The teacher will be able to see if the students are understanding
the concepts if they pick the correct symbols for put together and take away. The next part
will consist of writing down the correct symbols down with a work sheet designed in a similar
way as the class work right before. This will be done by the students in groups of 3. The teacher
will evaluate the students work by walking around and assisting if there are any difficulties with
comprehension. These activities and the teachers observations of the students progress make
up the formative assessment of student learning.
When students are finished they will do an individual summative assessment worksheet
that will be designed to reflect the numbers of objects either combined or subtracted to create
more or less. Students will see pictures of objects that will be consistent with the previous
worksheet. However it will involve less feelings and focus more on adding or subtracting groups
of objects to make more or less. For example, two piles of bananas combined to make a
bigger pile of bananas or a big pile of bananas, or a child to make the pile smaller. The student
will have to pick the correct mathematical operation for each picture. The teacher can collect
these worksheets to evaluate the comprehension of each student after class is finished.
E. Opening / Anticipatory Set
The teacher will start the class by calling them to the carpet and then asking them what
their favorite ice cream is. When the students give their answers the teacher will build a list on
the board. The list will be looked at and talked about with the class.
a. Teacher Talk: Okay, I want to make a list of everybodys favorite ice cream?
b. Teacher Talk: Great list everybody. This is a great list. I also like these flavors. Does
anybody else like these flavors? Why do you like them?
c. Students will express their likes and dislikes and talk about various flavors of ice cream.
Student Talk: I like cookies and cream, because my dad likes cookies and cream.
F. Main Body / Procedure
After the ice cream list is built, the class will start with asking for a volunteer (usually
someone who has made a positive difference in class; either finishing there morning agenda
properly or cleaning up properly, etc.) and asking what would happen if we put together the
student with an ice cream.
a. Teacher Talk: Good morning everybody. Tim, you did a great job helping Susan put all the
shapes away this morning, so you can help me with a question. Does anybody know what this
is?
b. Student Talk: Ice cream!
c. Teacher Talk: Right. Now if I give this to Tim how do you think he will feel? Happy or
Sad?
d. Student Talk: Happy!
e. Teacher Talk: Very good. Lets write this down on the board. The teacher will then proceed
to draw Tims face on the board, and ice cream cone and a happy face.
f. The teacher will then ask if we put these things together or took them apart. Teacher Talk:
Okay class. What did we do with Tim and the ice cream? Did we put them together or take
them apart?
g. Student Talk: We put them together.
h. Teacher Talk: Very good. That is correct. Do you see this picture? This is a plus sign and we
use it to show that we put things together. We put the ice cream together with Tim. The teacher
will put the cut out of the addition symbol in between the picture of Tim and the ice cream.
i. The teacher will then show the equal symbol. Teacher Talk: Does anybody know what this
picture is? It is an equal sign. This shows what happens after we put things together. The
teacher will put the cut out of the equal symbol between the picture of the happy face and the
other two pictures of Tim and the ice cream.
j. The teacher will then use a drawing with a lollypop that can come off. By repeating the same
process the teacher will show that by taking away the lollypop can create a sad face. Teacher
Talk: What happens when we take away the lollypop from the baby?
k. Student Talk: The baby has a sad face!
l. The teacher will illustrate on the board with the subtraction operation using the subtraction and
equal symbol cut outs in the same procedure done with the addition/equal symbols mentioned
above.
m. The teacher will then assign groups of three to work on a worksheet together. This worksheet
will have 10 questions; eight of which will have answers of happy/sad faces so consistency with
the classwork is maintained while the remaining two questions will have objects that make up
more or less depending on if they were added together or taken away. Teacher Talk: Ok now
everybody sit in your groups and do this worksheet. Help each other to figure out what sign;
plus or minus goes in the proper spaces and also where the equal sign goes.
n. While the students are working on these worksheets the teacher will circulate around the room
evaluating student work and assisting when required. If groups are finished early then individual
students can work on the second worksheet which will focus more on addition/subtraction of
groups of objects to make larger/smaller groups of items.
The individual work can accommodate gifted students who would be up for the challenge while
the group work can accommodate any remedial or special needs students who may need the
support of the group.
G. Closure / Endings
a. Teacher Talk: Okay everybody. Well done and good job cleaning up. Now who can tell me
what this symbol is? The teacher will hold up the plus sign. What does it do?
b. Student Talk: It is a plus sign and it puts things together.
c. Teacher Talk: Yes, thats right! What about this one? What does it do? The teacher will
hold up a subtraction sign.
d. Student Talk: It is a minus sign and it takes away.
e. Teacher Talk: Very good. Now what sign do we use if we put the students together with the
teacher?
f. Student Talk: The plus sign.
g. Teacher Talk: And what sign do we use if we take away all of the girls in the class?
h. Student Talk: The minus sign.
i. Teacher Talk: Great job everybody. Lets get our science stuff out now. Does anybody need
to go to the bathroom now before we start?
Section 3: Reflections
1. Culturally Responsive Teaching
My reason for using ice cream is to create a consistency among all students regardless of
culture, gender, economic status, etc. Ice cream is something that everybody can relate to
because it is a simple way to enjoy oneself on a nice summer day. It can be an experience that
crosses all cultures. For students that may be allergic to dairy we could use another treat that
they like.
Most students at this level are familiar with putting together something to make more of it
and taking something away to make less of it. This lesson builds upon the existing experiences
shared across all students and assigns the mathematical operations to ideas previously
understood. This takes them one step further to understanding the mathematical process that we
are familiar with when we see a typical addition/subtraction question.
2. Accommodations
The operational concept of mathematics can be difficult enough for any child to grasp and
understand confidently. To accommodate ELL and special needs students large visuals (pictures
of the mathematical symbols or faces) can help grab their attention and illustrate clearly the
mathematical concepts. The usage of feelings can also help students with learning delays since
they are easier to understand. Not everybody can relate to numbers at this age, but they do know
how something can make them happy or sad.
3. Pre-requisite skills
In order to be successful in this lesson students must be able to understand the concept of
putting together and taking away. They must also be aware of the emotional reaction that
certain objects elicit when they are experienced, such as ice cream for example.
4. Anticipated Misconceptions
Students may have a difficult time when moving from two items being added together or
taken apart to create a feeling, or adding/subtracting two groups to create more or less. The
teacher will have to monitor the groups when they get to the last two questions of the group
worksheet and see how well each group works through it. If all groups are having difficulty with
them then a quick example on the board or with physical objects may have to be presented to the
class.
Another possible concern is the time it will take to become confident with said topics. It
may require more repetition with the next few lessons and some review segments to re-inforce
the ideas and concepts of the individual operations and the associated symbols.
5. Academic Language
The vocabulary that must be learned or at least become familiar with will be the
nomenclature of the three mathematical symbols introduced. These names and the operational
actions; such as put together, take away and after we put together or take away must be
familiar to the students so they can see the symbol and automatically associate the meaning or
vice versa.
Lesson Plan 2

E. Lesson Topic: Addition
G. Materials:
Effective Planning
_standards_ela.pdf
Colored Popsicle sticks preferably in groups of three or four primary colors
1 large art mural that spans all four walls of the classroom preferably up high so all student can
see the actions going on in the mural.
Student Math workbooks
Worksheets two different sets of worksheets. One for group and one for individual.
A. Standards
Grade: 1
Topic: Adding and subtracting within 20;
Item number and statement:

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 a 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);
Grade: 1
Solve a variety of problems involving the addition and subtraction of whole numbers to 20, using
the concrete materials and drawings (e.g., pictures, number lines);Solve problems involving the
addition and subtraction of single-Digit whole numbers, using a variety of mental strategies (e.g.,
one more than, one less than, counting on, counting back, doubles.).
B. Central Focus:
The central focus of this lesson is to have students become familiar with adding numbers
with in 20. For example, two sets of numbers added together will form a number up to and
including 20. 3 + 5 = 8, 7 + 9 = 16 or 2 + 18 = 20. The class will examine addition of numbers 0
through 20. The addition and equal symbols will be reviewed and greatly used in this class.
C. Objectives
1. Add numbers together to form numbers within 20.

D. Assessment Plan
The lesson assessments will start with the review of counting and operation signs learned
previously. The assessment will be formative here as it should be easily recalled by students.
When the class starts to look at putting numbers together we will do so together as a class. The
numbers will be found from the mural placed around the room. Students will be prompted to
collect these numbers and think of the operational pattern that is shown in the mural. For
example, the mural will have a mountain with 3 stickmen skiing down and 2 stickmen in a
snowball rolling down. The teacher will ask how many stickmen are going down the hill and
then ask the class to build the math question on the board, using the correct numbers and
operational sign. Later, the class can use Popsicle sticks to manipulate physical numbers in
relation to the question. This will also be a formative assessment.
The summative assessment will take place after the class has done several questions on
the board together. It will consist of a worksheet with 10 - 20 addition questions on it for the
students to figure out either in groups or individually depending on how well the formative
assessment goes. These papers can be evaluated later to assess individual student learning and
identify any deficiencies or gaps in learning.
E. Opening/Anticipatory Set:
The opening of the lesson will involve looking at a very detailed mural surrounding the
classroom on each of the four walls. The students will be familiar with the mural because it will
be there either at the beginning of the school year or put up just before the start of the unit. Most
children will have looked at it, some closely, but some not at all. There will be questions asked
of the students to find certain areas of action in the mural. On the board the teacher will write a
list of things that need to be found.
a. Teacher Talk: Can anybody find a big octopus that is attacking a boat?
b. The students will point at the proper picture or describe where it is. The teacher will continue
to ask where the items are going through the list and checking them off one at a time. Teacher
Talk: Good job everybody! Good job finding everything. Did everybody see the pictures?
They will have to look around the room and look carefully to find the specific picture. It is a kind
of Wheres Waldo? that will hook the interest of the class at the beginning of the class. From
there we can use the picture and the numbers in it to build the math question.
F. Main Body/Procedure:
As the class settles down onto the main carpet the teacher will call for the attention of the class.
a. Ask the class to look at the mural that is on the surrounding walls and ask what they see.
Teacher Talk: Hello everybody, can you tell me what you see in the pictures up on the wall?
b. The students look at the mural and tell the teacher what they see. Student Talk: We see a
.
c. Teacher will listen to their answers and let them talk for a while. Then the teacher will direct
the students attention to one specific part of the mural and ask how many people, items, animals,
monsters, etc. are present. Teacher Talk: Can anybody tell me how many sharks are in that part
of the mural?
d. The students will count the specific objects prompted by the teacher for a part of the mural.
Student Talk: We see three sharks!
e. The teacher will get feedback and then lead the class to count the correct number. Teacher
Talk: Ok class. Lets count the sharks together. After the answer is done on the board the
teacher will then ask the students about how many people, items, animals or monsters are
performing two separate actions. Teacher Talk: How many sharks are chasing fish and how
many sharks are chasing stick people?
f. The student will then answer the prompts of the teacher regarding specific objects. Student
Talk: Three sharks are chasing fish and two sharks are chasing stick people.
g. The teacher will get the answers and write them down on the board. The teacher will then ask
how many people, items, animals, monsters, etc. are present in the specific part of the mural.
Teacher Talk: How many sharks are chasing fish and stick people?
h. Student Talk: Five sharks.
e. The teacher will write the answer down on the board and ask the class how the first two
numbers were put together to get the third number. Teacher Talk: How did we get 5 sharks?
This is where the teacher will introduce the plus sign and the equal sign. To back this up the
teacher will use the Popsicle sticks to show students or let them manipulate for themselves how
the two numbers together create the total.
f. The students will use the Popsicle sticks to physically show the action of adding two numbers
together to get the answer.
g. The teacher will repeat this procedure with 2 other pictures from the mural for reinforcement
of the concept of addition.
i. The teacher will then write a simple problem on the board and have everybody do the question
in their math book. Teacher Talk: Okay everybody lets write down this math question in our
work book and try it. I will check it when it is done. The teacher will assess each book and give
feedback to the students as they finish it. If the students need more review then more questions
on the board can be done.
j. The students will write the math questions on the board in their math book and use the Popsicle
sticks if needed.
k. Upon successful completion of the problem(s) on the board a worksheet will be handed out to
the class to work on in groups of three. If time allows then a further worksheet can be handed out
to the class for individual completion.
H. Closure/Ending:
a. The teacher will ask at the end of class after the cleanup has finished what operation we were
doing with the numbers. Teacher Talk: Okay class. We put two numbers together today. What
did we do to these numbers?
b. Student Talk: We added them together.
c. Then ask how many teachers are in the classroom and how many students are in the classroom.
Teacher Talk: How many teachers are there in the class today?
d. Student Talk: One teacher.
e. Teacher Talk: And how many students are in the class today?
f. Student Talk: Eighteen students.
g. These two numbers will be added together to get the total number of people in the classroom.
Teacher Talk: How many students and teachers do we have together?
h. Student Talk: Nineteen.
i. Teacher Talk: Great Job everybody. Lets get ready for lunch now.
Section 3: Reflection
This class uses stick people instead of the stick men that many of us grew up with as a
child. The pictures are open to interpretation as the figure will be a typical stick person image.
They will have no skirt to illustrate female vs male. The goal here is to be more androgynous
and let the student think what they could be. Stick people can be drawn with many different
colors. So many so that it would reflect the unique differences that we all have but still shows
that we are one and the same, regardless of our individual differences. The stick people would
not be sticks to reflect the normal body sizes of individuals. By having stick figures that are
slightly different would reflect the makeup of the class and would allow students to see which
stick figure they identify with. Teachers could always ask them what stick person they want to
be in the mural.
2. Accommodations
The lesson plan will support ELLs and students with learning disabilities by the usage of
physical props such as the Popsicle sticks. The mural will be large enough to support any
students who have visual impairments or they will be allowed to move closer to see easier. Any
students who are having difficulty can be assisted further by the teacher when the class is
working on worksheets. If students are gifted then the difficulty of the worksheets can be
increased or students can be asked to create their own mural on a piece of paper with equivalent
math questions created from it.
3. Prerequisite Skills
For students to be successful in this class they should be able to identify the number of
objects from the picture and transfer them to the page/whiteboard. Students should be able to
understand the concept of joining groups together. A students ability to work in a group or on an
individual level is also important.
Students may have difficulty with the actual process of adding the two numbers together.
The Popsicle sticks should facilitate some understanding when grouping together 2 numbers, but
this may take time to work with the operational process. There could also be some confusion
when asking how similar objects from the mural are acting differently. For example when
looking at a group of 5 sharks the teacher may have to describe the differences between one
group and the other to illustrate the point. Teacher Talk: These 3 sharks are chasing the fish,
while these 2 sharks are chasing the octopus.
Students will become more familiar with the operational verbs such as add and
equals in addition to words that are synonyms, such as put together and make. Also the
question of how many for different objects from the mural should be familiar to the student.
Many students should already be familiar with numbers up to 20, but this should provide some
review. The discourse on how to speak and read a mathematical question with addition will be
introduced to the students and grow familiar with frequent use.
Lesson Plan 3

E. Lesson Topic: Subtraction
G. Materials
Effective Planning
_standards_ela.pdf
1 large art mural that spans all four walls of the classroom preferably up high so all student can
see the actions going on in the mural.
Worksheets two different sets of worksheets. One for group and another for individual.
A. Standards
Grade: 1
Topic: Adding and subtracting 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 a 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);
Grade: 1
Solve a variety of problems involving the addition and subtraction of whole numbers to 20, using
the concrete materials and drawings (e.g., pictures, number lines);
Solve problems involving the addition and subtraction of single-Digit whole numbers, using a
doubles.).
B. Central Focus:
The main focus of this class will be subtracting numbers from numbers as high as twenty.
For example, subtracting one set of numbers from another set of numbers as high as twenty, 20
-10 = 10, 12 8 = 4 and 14 -5 = 9. Students will become familiar with the subtraction operation
and being able to recognize situations where one group is being taken away from another group.
The ability to look at a situation and create numbers that can be used in a question will be reenforced and be built upon.
C. Objectives
1. Understand the subtraction operation.
2. Recognize situations where subtraction is occurring.
3. Build and answer a mathematical question with subtraction.
D. Assessment Plan
The assessment plan will be very similar to the plan described in lesson 2 since the
materials and methods used in that lesson will also be used for this one. The only difference
being that lesson 2 was focused on using the mural to create and work with addition questions,
while lesson 3 will be focused on using the mural to create and work with subtraction questions.
In lesson 2 the teacher reviewed counting and operations learned before from lessons 1. This
class will be a continuation of that for the subtraction operation. Again the assessment will be
formative to quickly ensure that students recognize the minus sign and the meaning behind it.
The numbers will be found from the mural placed around the class. Again the teacher
will direct students attention to new parts of the mural and have the students give feedback if the
question involves subtraction. This is a straight forward formative assessment designed to assess
if students can understand the take away idea. For example, 5 stick people were eating large
bowls of ice cream. There are 5 large bowls of ice cream and the stick people have already eaten
3. The teacher will ask how many bowls of ice cream are left. With this information the teacher
will ask the children to use the numbers to build the math question on the board using the correct
numbers and operation. The Popsicle sticks will again be available to physically manipulate the
questions. The teacher will listen to and watch while the answers are spoken out loud and
written on the board.
After the class breaks up into groups the summative assessment will be available to the
students. There will be two worksheets handed out: one for group work and another for
individual effort. Each worksheet will contain 10 20 questions (very similar in format to
lesson 2) of subtraction questions. The teacher will collect these worksheets for evaluation and
to assess the effectiveness of the class instruction/learning and plan for future actions.
Because we are going to use the mural again in our classroom teaching the novelty of it
might have worn off by now. So it may be a bit harder to capture the initial attention of the
students this time. To address this issue the mural will have several unique items that are a little
difficult to find since they will not be obvious to note. For example, in the mural there may be
something silly like a fish wearing pants or a sleeping stick person with really big ZZZs coming
out of their mouth. To gain the initial attention of the class the teacher will ask them to find one
or two silly items. In this case the last silly thing the teacher would ask the students to find is the
stick people eating the large bowls of ice cream.
Now that the teacher has their attention while they are all sitting on the carpet or at their desks
their attention can be directed to a section of the mural that wasnt examined the day before.
a. Ask the class to look at a specific section of the mural and ask what they see. Teacher Talk:
Hello everybody, can you tell me how many large bowls of ice cream the stick people are eating
in that part of the mural above the clock?
b. The students look at that part of the mural and tell the teacher what they see. Student Talk:
We see the stick people eating 5 large bowls of ice cream.
c. The teacher will get feedback and then lead the class to count the correct number. Teacher
Talk: Ok class. Lets count the large bowls together. The teacher will then ask one student to
write that number down on the board.
d. Next the teacher will ask how many bowls have been finished. Teacher Talk: How many
large bowls of ice cream did the stick people finish? Student Talk: The stick people finished 3
bowls of ice cream. The teacher will again assist the class and ask one student to write the
number on the board in the proper location.
e. The teacher will then ask how many bowls of ice cream are left. Teacher Talk: How many
bowls of ice cream are left? Student Talk: Two bowls of ice cream are left. The teacher will
ask a third student to write the answer up on the board in the proper location.
f. Now that the numbers have been completed on the board the teacher will prompt the students
to place the correct operations into the question. Teacher Talk: Ok now we need to put in the
correct sign. Did we put numbers together to make a big number or did we take them away to
make a smaller number? Student Talk: We took them away. Teacher Talk: Thats right. So
what is the sign that we use when we take away; a plus or a minus sign? Student Talk: We use
a Minus sign. The teacher will let the students write the signs on the board in the correct
locations.
e. The teacher will examine the answer on the board and review with the class how we only have
two bowls of ice cream left. Teacher Talk: How many ice cream bowls are there and how many
empty bowls are there? How many full ice cream are left? The teacher will use the Popsicle
sticks in a similar fashion as lesson 2 to show students or let them manipulate for themselves
how the taking the second number away from the first gives the answer.
f. The students will use the Popsicle sticks to physically show the action of adding two numbers
together to get the answer.
g. The teacher will repeat this procedure with another picture from the mural for reinforcement
of the concept of subtraction. Teacher Talk: Lets do the same thing with that part of the mural
over there. How many stick people are fighting the giant octopus? How many stick people were
picked up by the octopus? How many people are left on the boat? Students will count out the
numbers and again will write the numbers on the board with the correct operational symbols.
i. The teacher will then write a simple problem on the board and have everybody do the question
in their math book. Teacher Talk: Okay everybody lets write down this math question in our
work book and try it. I will check it when it is done. The teacher will assess each book and give
feedback to the students as they finish it. If the students need more review then more questions
on the board can be done.
j. The students will write the math questions on the board in their math book and use the Popsicle
sticks if they need to manipulate something physical to see the answer.
k. Upon successful completion of the problem(s) on the board a simple subtraction worksheet
will be handed out to the class to work on in groups of three. If time allows then a further
worksheet can be handed out to the class for individual completion or students who show
advanced ability can create some questions from other parts of the mural. Students can also be
asked by the teacher to identify what stick figure they would like to be like and why?
When the class has finished cleaning up about and there is about 5 minutes left in the class the
teacher can ask all the students to sit at their desk.
a. Teacher Talk: Ok, Ok. Everybody sit down please. How many students are in this class?
The students will be able to count how many students are physically present just like the Popsicle
sticks used before.
b. Student Talk: There are eighteen students in the class.
c. Teacher Talk: Ok, can I have all the students with an A in their first names move to the carpet.
How many students moved to the carpet?
d. Student Talk: Three students moved to the carpet.
e. Teacher Talk: How many students are still sitting at their desks?
f. Student Talk: Fifteen students
g. Teacher Talk: Good job everybody. Lets get ready to go home.
This lesson will have similar if not the same CRT as Lesson 2 because it is based off the
same materials and format. As stated before in Section 3 of Lesson 2 the mural is made up of
stick people who are more unisex in nature, but designed in such a way that reflects the
differences that are found in our multicultural classrooms and communities. Because there is no
specific references to age, gender or ethnicity in the stick people in the mural it becomes easier
for students to identify with any, if not all of the stick people. Like it was stated in Lesson 2,
teachers could always ask them what stick person they want to be in the mural and the answer
could be anyone of them.
2. Accommodations
The mural itself will be drawn large enough to allow for all students to see all the details of
it. To help ELL students or students with special needs the teacher could use a pointing stick to
point out and count the specific items in the mural that the class is focused on. Combine this
with the numbers on the board and it becomes easier for students to relate the mural to the
numbers on the board because it is more visual in nature. The Popsicle sticks again will help
students who need to play around with physical objects to be successful in understanding
mathematical concepts. For any students who are advanced with the material the second
worksheet can be used to challenge them with questions slightly more difficult or create their
own questions using the mural itself.
Students will have to understand how the action of taking away makes less of something.
To be completely successful they must realize situations where something is being taken away
from the whole and how that operation is called subtraction. Students should be able to
physically manipulate items or count downward from 20.
Subtraction can be a tricky concept to understand especially when looking at a picture and
trying to translate that into a math question. But, it can be an important ability to understand the
concept behind the math question and can help in the long run, instead of just giving sheets of
mathematical questions and doing them ad nauseam. Students in this lesson can get caught up
with how the process of taking away works in the pictures and I think this can be overcome by
explaining how things are taken away. For example, the large bowls of ice cream that were eaten
by the stick people originally were full. Asking the students where it went gives them an
understanding that they are gone now, but they were there originally.
The content vocabulary of this lesson focuses directly on subtraction and the words used to
explain the operation. Students will become more familiar with how subtraction is used in
discourse because the mural has to be spoken about for questions to be created from it. By using
the mural as a bridge, both parties (students and teachers) can see, discuss and understand how
subtraction and its meaning can be used in speaking and sentences. This will help the students
when learning the syntax of sentences when subtraction is being discussed. Becoming more
familiar with certain words and how they can be used will help with the next lesson.
Lesson Plan 4
E. Lesson Topic: Word Problems
G. Materials
Effective Planning
_standards_ela.pdf

Bristol board from earlier assignment and presentation for EDU 500
The Bristol board will have stick people that can come off and be reattached with Velcro tabs
Possibly the large mural on the wall (previously used for two previous lessons) if work is
finished early and we need material to create new word problems.
A. Standards
Grade: 1
Topic: Represent and solve problems involving addition and subtraction;
Item number and statement: 1. Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem;
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;
Grade: 1

Solve a variety of problems involving the addition and subtraction of whole numbers to 20,
using the concrete materials and drawings (e.g., pictures, number lines);
doubles.).
B. Central Focus:
This lesson central focus has been discussed by the class and teacher over the last couple of
classes but now it will be solely focused on. Students should be able to take the lesson
experience from the previous two classes and apply it to this class. Each child should be able to
understand and pull out information from the question and be familiar with the operation taking
place. They should be able to use operational words and phrases that describe operational
actions taking place. For example, take away or take apart for subtraction or put together or all
together for addition.
C. Objectives
1. Recognize the operational sign required from the actions taking place in the question.
2. Understand that the numbers in the question can be written in a numerical form.
3. Place the numbers from the question in the proper numerical form and be able to complete the
operation to find an answer.
D. Assessment Plan
The initial assessment will be formative and will be done using questions from the Bristol
board used as a visual aide. The board will have a picture similar to the mural but the questions
will already be done on the board. Students will first look at the board and discuss with the
teacher as to what is happening. When the questions are read the students will be asked what
information is important and how they are represented in a numerical question. Students will
then have to take these numbers and write down the question in their math book along with the
answer. The teacher will circulate around the room checking questions and answers in the math
books. When students are finished the solution on the board will be revealed and the class will
talk about the numerical question and answer derived from the word problem. The class will
attempt and discuss one question at a time. These math book questions can also serve as
summative assessments that the teacher can check after class to evaluate student learning and
comprehension.
The Bristol board will be something new for the students after two classes looking at the
mural on the wall. The presence of it will be something that can be hidden (at least partly so)
and will draw them in with curiosity.
a. Teacher Talk: When everybody is sitting on the carpet I will open this up and let you look at
this board. It is here to help us with our math and I think that you will like it. Ok, lets open it
up and then you can tell me what you see.
b. Student Talk: I see another picture.
c. Teacher Talk: Yes, that is right. How is this different than the pictures on the wall?
d. Student Talk: You can take off the stick people and the questions are surrounding the
picture.
e. Teacher Talk: Correct again. Can anybody tell me what is happening in the pictures?
f. Student Talk: The big crabs are walking to the sand castle. The teacher will prompt the
children if there is part of the Bristol board that hasnt been discussed and understood.
From this point the teacher will draw the attention to the questions surrounding the picture, but
doing so one question at a time. The teacher will ask individual student to read a question out
loud.
a. Teacher Talk: Who can read this question right here from me?
b. Student Talk: There are 10 stick people on the H.M.C.S. Minnow. 2 stick people were pulled
off the boat. How many stick people are still on the boat fighting the giant Octopus?
c. Teacher Talk: Good job. Ok. Who can tell me, what are the numbers in this question?
d. Student Talk: 10 and 2. The students can take off the stick people on the board and
physically count them. They will have Velcro on the back of them.
e. Teacher Talk: Very good. What is the action taking place here? Are we putting numbers
together or are we taking them apart?
f. Student Talk: We are taking them apart.
f. Teacher Talk: Right. What words from the question tell us we are taking apart?
g. Student talk: Pulled off. The teacher might have to perform a visual here with pulling off a
bit of play-do from a large ball. Only do this if the kids are having difficulty identifying the
correct phrase.
h. Teacher Talk: So what do we do in this math question? Do we subtract or add and what
symbol do we use?
i. Student Talk: We subtract and we use the minus sign.
j. Teacher Talk: Okay, lets see if we can take these numbers and write them down in our math
books. Dont write down the answer yet until I check your question. If you need help come and
get me. The teacher will now formatively assess if the children can write down the information
from the question into their math books properly. When they are finished the teacher will bring
the class back to the Bristol board and look at the self-correcting answer on it. The class will
continue in the manner until all 4 questions have been done in their math books. If time allows
then we will use questions on a work sheet designed around the mural up on the wall. Students
can work individually or together in groups of 2-3.
a. Teacher Talk: Okay, everybody to the carpet. Now then, how many students have long
hair? Student Talk: 10 students! The teacher will write on the white board Ten students
have long hair.
b. Teacher Talk: How many students have short hair? Student Talk: 9 students. The teacher
will write on the white board Nine students have short hair.
c. Teacher Talk: How many students have long and short hair? Lets build the question here on
the board. The teacher will let students come up and write down the question one part at a time
until it is done. **Note if there are more than 20 students in the class, the teacher can ask about
students based on color of shirts or shoes so the total number will be smaller than 20.***
We have all the same issues for CRT in this lesson. Attention is paid to cultural differences
since the stick people will be drawn in the same fashion as previous lessons, students can
identify and relate to potentially all stick people in the pictures and it can be shown that the stick
people are all working together trying to solve problems that are bigger than themselves, albeit it
on a fantasy level. All students can be involved in the activities and processes of this class.
2. Accommodations
I continue with the stick people theme because it keeps things consistent for ELL, special
needs and learning delayed students. Jumping from theme to theme when working on a specific
topic can add levels of confusion to students who have a lot more information to process before
they get to the main topic/focus of the class lesson. The Bristol board is large enough to be seen
by all students, is easily accessible/movable and interactive (just flip a flap). If students move
through the lesson quickly then they can work on the word problem worksheet questions asking
about situations in the mural. At this point it is possible that some students could have been
working on high level worksheets for three days so to change things up the students can add to
the mural and sketch out an idea that they would like to see up on the wall.
Students must be able to understand that word problems contain numerical information that
is important when solving the problem. They should also be able to understand vocabulary and
phrases that can stand for addition or subtraction. And finally students should be able to subtract
or add numbers up to 20.
I think that it would be false to assume that kids will show complete understanding and
confidence in their ability to solve subtraction and addition questions. These skills take time and
practice in order to see them grow. In fact a student can take many months and still struggle with
these types of questions. For this class specifically I think the hardest part will be the individual
work that they have to write down in their math book. When students change tasks and start to
work individually, several will be lost and will need to be given support so they can get the work
started let alone done properly. There will of course be some students who are finished early and
they could rush the class. These students could play with the stick people on the Bristol board
while the teacher gives assistance to students who need it.
This class will be the culmination of efforts to promote familiarity with specific terms and
verbs that indicate what operation is taking place. By reading the questions and discussing them
students will be exposed to specific discourse and syntax that are specific to subtraction and
addition. Only by talking about what is visually occurring behind the question can students start
to see what the words actually mean. The vocabulary associated with addition and subtraction as
they exist with basic arithmetic questions should be familiar to the students by now. It is the
specific actions that are not associated with operations (ie. Pulled apart, bring together, etc.) that
need to by explained and tied into preexisting knowledge of the student.
Lesson Plan 5
E. Lesson Topic: Properties of operations Communicative and Associative properties
G. Materials
Effective Planning
_standards_ela.pdf
Large mural on the wall
A. Standards
Grade: 1
Topic: Understand and apply properties of operations and the relationship between addition and
subtraction.
3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative
property of addition.)
Grade: 1

Solve a variety of problems involving the addition and subtraction of whole numbers to 20,
using the concrete materials and drawings (e.g., pictures, number lines);
doubles.).
B. Central Focus:
The focus of this lesson expands out to include questions that involve grouping together
three whole numbers and finding the answer. Students have previously been working with
addition and subtraction questions with two whole numbers. Now we look at the associative
properties of mathematics and explore how involving a third number into addition questions can
be solved. Students will also be exposed more to the commutative property of addition, which
states that the order in which an addition question is written does not change the solution.
C. Objectives
1. Add three whole numbers together and find the solution which shows comprehension of the
additive properties of addition.
2. Understand the commutative property of addition and be able to solve these kinds of addition
questions.
D. Assessment Plan
The assessment plan will mainly be summative since the students will submit their
workbooks at the end of the class so the teacher will be able to assess individual learning patterns
and look for signs of difficulty and possible areas to focus on for review. The whole idea of the
class is to use the mural one last time as the students will be given a list of items/objects/animals
or things that will be present on each of the three walls that the mural is on. They will have to
find the specific items and add them together in their math book. Of course the teacher should
always be conducting formative assessments to see what difficulties students may be having or
where their strength may lie.
The teacher will get the class together and ask students to listen to some clues. From these
clues the students can guess what the animal/item/object or thing it may be. Teacher Talk: Ok
everybody. Listen up because I have some riddles here that I would like you to help me out with.
I dont know what they could be and need your help to figure out what they are. Here is the first
one. What is green, eats jellyfish and has a hard shell? Student Talk: Sea turtle! If students
have a hard time with the riddle the teacher will give them more clues.
b. The teacher will write the word down on the white board and start to build a list (15 to 20
words long).
c. When the list is complete the teacher will ask students to look at the mural and count how
many walls the mural is on. Teacher Talk: Ok, can anybody tell me how many walls is the
mural on? Student Talk: Three walls.
d. Teacher Talk: Good. Now can anyone see this first word on the list. It says sea turtle. Lets
look at the first wall over there and count how many sea turtles are on it. Student Talk: I see
three sea turtles on that wall. The teacher will write the number 3 next to the word sea turtle
on the list.
e. Teacher Talk: Good. Now what about the second wall? How many sea turtles on that wall?
Student Talk: I see one sea turtle. The teacher will write 1 next to the 3 on the white board.
f. Teacher Talk: Excellent. And the last wall. How many sea turtles on that wall? Student
Talk: There are 2 sea turtles on that wall. The teacher will write the last 2 next to the 1.
g. The teacher will then ask how many sea turtles are there all together. Teacher Talk: How
many sea turtle are there all together? Student Talk: There are six sea turtles.
h. The teacher will write the 6 on the board and then have the class look at the incomplete
question. Teacher Talk: What did we do to the 3, 2 and the 1 to get 6? Student Talk: We
added them together. Teacher Talk: So what symbol do we need here and then here? Student
Talk: Plus sign and equal sign.
i. Teacher Talk: Right. Good job. The teacher will add in the plus and equal symbols. After
that the teachers will have all the students write the list and then the question on the white board
down in their math book. Once that is done the students will have to complete the rest of the list
finding the items/objects/animals or things on each of the walls and write the questions down
next to the list. The goal is to find out how many of the specific words are there on each wall
and add them together. As always the teacher will be able to circulate around the room and see if
students are progressing with their work and addressing any problems that may be present.
***Note*** The questions will be designed so the commutative properties and associative
properties will be covered.
a. After the class has cleaned up the students will be sitting at their desks. The teacher will ask
how many children are sitting at tables 1, 2 and 3. Teacher Talk: Very good job today. Lets
check on one more thing. Who can tell me how many people are in groups 1, 2 and 3? Student
Talk: 5 for group 1, 5 for group 2 and 4 for group 3. The teacher will write them down on the
board.
b. Teacher Talk: How many students are there in these three groups? Student Talk: Fourteen
students.
c. Teacher Talk: Great. Good job today again and now lets get ready for gym.
The final class of this unit focuses on adding items that can be found in the mural. Out of
the five classes this is a fairly straightforward lesson. The objects would more or less be ones
that students can guess after one or maybe two rounds of clues. They could be specific to the
environment portrayed on the mural. A sea turtle, for example in an ocean section of the mural.
2. Accommodations
Again, the mural will be large enough for all students to see each object clearly. Students
can move around the room to get a clearer view of what they are looking for. The pace of the
work will be dictated by the students themselves and allow them to work away on the problem
one question at a time. Students can work together for mutual support or individually if they feel
comfortable in moving ahead on their own. ELL and special needs students can be assisted with
pictures of each item if they are having difficulty recognizing the object from the clues. The
teacher can always assist learning delayed students by physically pointing out the objects out on
one wall and build the question slowly in their work book.
Students must have the ability to recognize items from a list of vocabulary and locate them
in a greater picture. For mathematics, students must be able to count up to 20 and be able to add
numbers up to 20. They would also have to be familiar with the addition operation.
There might be some issues here with the ELL learners or special needs students not
understanding the clues and figuring out the resulting object. If the teacher draws a simple
picture of the object next to the list that may help facilitate understanding. Some students may
not have the ability to write down these questions in their math book and need something to
physically represent the question and be able to manipulate it as well. The Popsicle sticks could
again be used here to assist these students.
The language associated with this lesson will already have been taught and reviewed in the
lessons prior. This class is relatively straight forward with students counting items and
organizing them into numerical questions. The operation is addition and does not require any
understanding of certain vocab in order to complete the operation. This is more pure compared
to the work we have done during the beginning of the week.
Pictures of the Mural to help create an understanding of the lesson concept
References
New York State P-12 Common Core Learning Standards for Mathematics. (n.d.). in New York
State Education Department. Retrieved Feb. 5, 2015, from
http://www.p12.nysed.gov/ciai/common_core_standards/
The Ontario Curriculum Grades 1 -8 Mathematics. (2005). in Ministry of Education Government
of Ontario. Retrieved Feb.12, 2015. from http://edu.gov.on.ca

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Artifact #3: Unit Plan EDU 500 Core of Education

differing perspectives to engage learners in critical thinking, creativity and collaborative

NYS Learning Standards:

Unit Plan: EDU 500

Section I Unit Data

1. Understanding the meaning of operational and equal signs.

F. Duration of the Lesson: 50 minutes or 1 period

C. Grade Level (PK 12): Grade 1

Item number and statement:

1. Add numbers together to form numbers within 20.

D. Unit Topic: Algebraic Operations

Instruction and Implementation

Topic: Number Sense and Numeration

Item Number and Statement: Operational Sense

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