Kathy Mudd

Mat 615 AC
Assessment Technologies

4. Learning Target(s)/Objectives (1E)

The lessons learning targets/objectives should be student-centered, observable and measureable. The connections to the state
curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning
targets/objectives.
I can add within 20 by counting on and making 10.

Learning Objective(s)
(1C)

Objective #
1
1

Formative
assessment
Item(s)
Include the
actual item(s)
and attach
scoring
rubric.
(1F)

Cognitive Level
Level of
cognitive
demand using
the Taxonomy,
1956
(knowledge,
comprehension,
application, etc.
) for each
assessment item.
(3D)

National
and/or
Kentucky
Curricular
Standards
(1F)

Adaptations and/or Accommodations

For example, differentiated readability,
guided notes, assistive technology,
students with IEPs (1B)

Observatio
n

Knowledge,
Comprehensi
on
Application,
Analysis

1.OA.6,

Ten-frames and chips, partner

work with teacher support.

1.OA.6

Students with IEPs will complete

the quiz in small group with
teacher support.

I Wish I
Had
online quiz
(5
questions)

5. Resources (1D)
Identify the resources including appropriate technology to support your instruction. Explain how the selected resources and
technology contribute to student learning. Cite sources when applicable.
a. Resources: Students will use ten-frames, pre-packaged red (10) and yellow (10) chips to create addition equations within
twenty, and a Socrative login poster with student-friendly directions. Manipulatives should be used with beginning learners for
greater mathematical achievement (Fennema, 1972). Ten-frame tiles offer special needs students a rich, visual tool for developing
understanding of number, place value, and computation (Losq, 2005).
b. Technology: Smart Board 1st Grade Math Activities Folder What is a ten frame? (p. 1), I wish I had __ (p. 2), and Your
Turn! (p. 3). This activity allows students to engage and collaborate with their peers to solve addition problems using technology. I
Wish I Had online summative assessment quiz (Socrative) Students must Understand and use technology systems (ISTE*S
6a).

Scope and Sequence

6. Lesson Procedures (1E)
In the table below, describe the chronological sequence of instruction. Add rows as needed. Ensure content-specific strategies
showcase your pedagogical content knowledge.
Expectations for Learning (3A)
Differentiated Activities (3C)
Formative Assessments (3D)

Kathy Mudd
Mat 615 AC
Assessment Technologies

Class Discussion Questions (3B)

Pedagogical Content Knowledge (1A)
Developmentally Appropriate Activities (3C)

Time
4 minutes

10 minutes

Description
Call students to be seated on the carpet in their assigned spots. Open the 1st
Grade Math Activity Folder to page 1 in Smart Board. Ask the students to
raise their hands if they remember working with a ten-frame in kindergarten.
Select two or three of those students to share what a ten-frame is and what
we use it for. Tell the students that we will watch a video about ten-frames.
Show the video Introducing the Ten Frame on page 1.
Stop the video at 45 seconds. Ask the students How can we tell that there
are ten chips on the ten frame? Depending upon answers, point out that
there are five in each row, and that we know that 5+5=10, or we can count
by fives (pointing at each row) arriving at a total of ten.
Stop the video at 1:07 and ask how many chips are on the ten frame. How do
we know this? Continue watching the video.
Click on page 2 to open the I wish I had __ activity. Tell the students that we
are going to do an activity with our own ten-frames. Explain that ten-frames
and chips are a strategy that we can use when we do addition. The chips act
as counters and the ten frame helps us to keep an accurate count because
we know we have five squares in each row, and ten squares to a frame
(subitizing). Point to each row in the ten frames while counting by fives. Pull
four red chips into the first four squares of the ten-frame. Write the number
10 in the solution blank at the top of the page, and say I wish I had ten.
Say, How many squares are in a row? (Answer is five). How many chips do
we need to add to the first row to make Five? So, how many yellow chips do
we need to put in the first ten-frame to make ten? How do you know? The
student that answers should explain how they knew the answer. Invite the
student that answers to come to the board and explain their thinking (looking
for 5+1= 6). The student can then move six yellow chips into the ten-frame
to make ten.
Say, Now we are going to write our equation. Ask What should our solution
be if we are filling up the ten-frame? Write the number ten in the solution
blank. Point to the first addend blank in the equation template and ask,
What should our first addend be? (Remind students that we started with
four red chips, if necessary). Ask, How many yellow chips did we add to
make ten? So, what should our second addend be? Write the number six in
the second addend blank. Say, Four red chips plus six yellow chips equals
ten chips altogether. This is what the equation looks like: 4+6=10.
Erase the two addends leaving ten as the solution. Clear the chips off of the
ten-frame. Ask, Who wants to start our next equation? Select a student and
ask them to start the new equation by adding less than ten red chips in the
ten frame. If they arent sure, they may use the number generator on the
bottom of the page to get a number. Ask for a volunteer to explain their
thinking and add the yellow chips to make ten. Ask for two more volunteers
to write each addend and explain why they chose that number. Review the
equation by making a connection between the number of chips and the
addends. Do a total count of the chips and connect that to the solution of ten.
Clear the board.
Say, Now were going to challenge ourselves a little. Write the number
eleven in the I wish I had__. Invite students to build the equation by adding
chips, writing in the addends, and the solution. Students must explain what
they are doing as they working on the Smart Board.

Kathy Mudd
Mat 615 AC
Assessment Technologies
15 minutes

15 minutes

Have students return to their seats. Place the two students with an IEP at the
table closest to the teacher to assist and support their learning during the
activity. While passing out ten frames and pre-packaged bags of chips to
each pair of students, say Now its your turn to solve for the missing addend
on your own ten frames. Youre going to work with your elbow partner to
make these equations using red and yellow chips. You will take turns. First,
one of you will add the red chips and your partner will add the yellow. The
next time, your partner will add the red chips and you will add the yellow. You
may do rock-paper-scissors to see who goes first. I will be walking around to
check on how well you are taking turns.
Go back and open page 3 of the activities folder and click on the first
equation to reveal. Point out to the students that the first number in the
equation has a red circle around it. That is because they will use their red
chips to fill in the ten frame with that number. They should remember that
the solution is how many squares will have red and yellow chips altogether
when they finish.
Tell them to begin working. Float around the room asking clarifying questions
while making notes on the Student Observation Checklist while keeping a
close eye on students needing additional support (frequent check-ins).
Continue on revealing all five equations at 2 minute intervals.
I Wish I Had Socrative online quiz
(https://b.socrative.com/teacher/#launch).
Take students to computer lab. Bring the Socrative poster that has the
website and room name to post in the lab for students to see. Tell the
students to go to their assigned seats for computer lab. The students needing
additional support are assigned to sit together. Remain a close proximity to
lend support as needed.
Explain that they are going to take an online quiz. The teacher will read the
question. They should raise their hand after they answer each question. They
will not be able to go to the next question until all hands are up and the
teacher clicks Next.
Students have been working in lab on Google searches. Have students type
into google search m.socrative. Students will select the first option
Socrative Student. On the Student Login page, they should type: KMUDD,
then type their name for Student Name.
Go to the above address and type in email and password. On the next page,
select Quiz. Select I Wish I Had and select Teacher Paced.
Tell the students to begin and click start. Check the counter on each question
to make sure that all students have answered before going to the next
question.
When all of the students have completed the test, click results (defaults to
spreadsheet), select email. Have the class logoff the computers, push their
chairs in, and line up to go back to the classroom.