Lesson Plan- 5 Daily Math Centers

Developed by: School:

Date: Grade level: 1
Subject: Math Unit:
Duration: 80 minutes

Outcomes Materials
General Outcome: Describe the characteristics of 3-D objects -Pete the Cat and His Four Groovy Buttons
and 2-D shapes, and analyze the relationships among them. -10 frames
Specific Outcomes: -Buttons
2. Sort 3-D objects and 2-D shapes, using one attribute, and -Counters,
explain the sorting rule. [C, CN, R, V] -Large paper
3. Replicate composite 2-D shapes and 3-D objects. [CN, PS, -Work sheets for subtraction equations (spots
V] to colour the 10 frame they build)
4. Compare 2-D shapes to parts of 3-D objects in the -Deck of Cards
environment. [C, CN, V] -Number line unlabeled
General Outcome: Develop Number Sense. -20 random numbers on cards 0-100
Specific Outcomes: -Extra blank cards for students to use own
concretely, pictorially and symbolically numbers
1. Say the number sequence 0 to 100 by: 1s forward between
any two given numbers, 1s backward from 20 to 0; 2s forward Technology
from 0 to 20 and 5s and 10s forward from 0 to 100. Check all that apply
2. Subitize (recognize at a glance) and name familiar
arrangements of 1 to 10 objects or dots [C, CN, ME, V] o Teacher laptop
4. Represent and describe numbers to 20, concretely, o SMART o Webcam
pictorially and symbolically Board o Digital
9. Demonstrate an understanding of addition of numbers with o LCD projecto camera
answers to 20 and their corresponding subtraction facts, o SMART o Document
concretely, pictorially and symbolically, by: • using familiar Senteos (class camera
mathematical language to describe additive and subtractive set) o Digital
actions • creating and solving problems in context that involve  Computers microscope
addition and subtraction • modelling addition and subtraction,  iPad or tablet o Video
using a variety of concrete and visual representations, and o iPod or mp3 camera
recording the process symbolically. [C, CN, ME, PS, R, V] player(s) o Scanner
o Speakers o Colour
I Can Statements (student can by the end) printer
I can at a glance name the number up to 10. o Calculators
I can recognize the subtraction fact related to the story o FM system
concretely and pictorially.
I can create my own subtraction fact to show my
understanding of creating subtraction facts concretely.
I can pictorially represent the subtraction fact created by one
of my classmates.
I can order numbers from least to greatest
Prior Learning Connections
Through Kindergarten and Grade 1, students are able to demonstrate their understanding of math facts and
shapes through patterns, comparisons, ordering through different modes of expression. From here, the guided
lesson plan is developed to have them strengthen their subitizing skills, manipulation of numbers, relationship
of numbers and the representation of numbers.
Differentiation/Accommodations
Consideration for differentiation needed for students (IPP or Behavior plans)

Special Concerns
Classroom management and timing

Assessment
Formative Assessments
-Student Observation during Small group teacher led
-Completion and score on Mathletics
-Completed sheet on number line, photo of their number line they create

Summative Assessments (Based only on lesson progression)

Procedure
-Prep the center bins for each group
-lay out numberless number line
Before
-get book organized and think on inquiry questions for during the lesson
the
lesson -print all sheets
-Pull out Lego

During Warm-up UDL Guidelines

the (2 minutes) To get the students thinking about number and relativity, have them
lesson Can specifically
complete the following class based activity
Stand Up/Sit Down (2-5 minutes) put the exact
Have the class stand up if they agree with the number statement that it equals 10, points out of the
and sit when they think they equal 10. This is easily varied based on whole class UDL guideline
understanding and allows them to warm up their brain. here if using it for
Example goals (make sure
14-7= 15-5= everything gets
6+5= 6+4= covered over
multiple lessons)
If you are loosing student engagement: try using energizers or breaks when
needed
 Activity
-Multiple means of representation: The students are able to see the information
through multiple mediums; visual and auditory
-They have teacher support to decode symbols, work through the language of
describing and promote understanding for all learners
-Use the computer as a media representation
-Activate background knowledge through the warm-up, pattern of stations
and inquiry questions posed by the teacher
-Multiple means of action and expression:
-Students are able to respond through written, pictorially, multiple choice,
and orally
-Working with the teacher, students plan how they want to accomplish the
task and strategies they use can be used for the other stations
-Assist in explaining ways for monitoring progress
-Multiple means of engagement:
-Students are able to choose how to complete a task
-All the centres are authentic and engaging to minimize distractions
-Demands of the students are differentiated based on the group they are in
-Students must collaborate to solve some of the problems
-Students self reflection takes part at the end of the 5 stations
(CAST, 2018)

Have students move to one of the 5 stations depending on where their group is
starting

-Explanations of the 5 stations are here:

https://educ546problemofpractice.weebly.com

Note: Within each station are the 4 main parts of a UDL lesson; goals,
Assessments, teaching methods, materials

Have students complete each section of the lesson (10-15 minutes)

Share/Reflect
-Have the class come back together, highlight where they felt they were
strongest, any questions they had, and goals they want to set for next math
session

-Clean up
After -Check in with students who need more support, and those who showed growth during the lesson
the
lesson
Notes/Reflections