Fall 2018 EDUC 253

Lesson Plan Format

Kali Oswald
Date of Lesson:​​ 10/14/18
Grade level:​​ First Grade
Time required for lesson: ​20 minutes
“Mystery Math Solvers”
Discipline Content area: ​Mathematics- Solving simple addition and subtraction word problems
Class Description: ​10 boys, 13 girls (4 of these students are Advanced Learners, 1 ELL, 2 IEPs)

Common Core State Standard/NYS Standard (​​https://www.engageny.org/​)​:

1.OA.A.2: Operations & Algebraic Thinking- ​Represent and solve problems involving
addition and subtraction

SL.1.6.: ​Produce complete sentences when appropriate to task and situation.

Learning Objective(s) for the lesson: ​Students will be able to compare differentiate addition
and subtraction word problems. Students will also be able to write their own word problems
using addition and subtraction with an answer of less than 20 accurately while demonstrating
problem solving skills to figure out the mystery. Communication and creativity skills will be
improved after the conclusion of this activity.

Rationale for the Lesson: ​The purpose of this lesson is to help students become more
comfortable reading and computing addition and subtraction word problems alone as well with
their peers. Asking questions as well as comparing problems to one another in order to solve
them deepens the proficiency in their math studies. Being able to distinguish addition from
subtraction from reading the problem allows students to practice finding keywords that identify
each problem. This is a great way to introduce peer learning as students begin to help their peers
set up a problem or pinpoint key words.

Multiple Assessment strategies you will use: ​This activity works on the explanation and
identification of key words in an addition or subtraction word problem. First graders in the first
few months of school have some prior knowledge and have learned mathematical terms such as
“gave” and “take away”; these terms and similar terms will be introduced into word problems.
After this lesson, a formative assessment will be given as well as a review of the assessment
upon completion for a more in depth explanation of confusion.

Materials Needed:​​ Worksheet and iPad/tablet

Technology (preferably used by student): ​Students will have iPads or tablets to use the
calculator application in order to check their answers. Students can do long hand math on the
paper provided, but are strongly encouraged to have a partner that will use the calculator to
check the answers before proceeding to the next problem. Students can work in groups of 2-4
and be able to record group questions, work together or independently on each question, but
must come together to explain how they got each answer. (Note: students may find more than
one way to answer questions; allow them to explain their thinking.)

Instructional procedures ​(be very detailed in this entire section—what you will do and
what the students will do; do ​not ​give a script of what you’ll say)

Introduction (hook) ​(how are you introducing the lesson so it gets their attention): Before
starting the Prezi presentation I will put on an ending clip from Scooby-Doo. The point of this
video is to introduce students to the idea that they are going to be solving a math mystery that
day. After the short clip I will ask students if they know what the main idea of solving a mystery
is; hopefully they will yell, “CLUES!”. To clue the students in on how to look for clues within a
math word problem, I will bring up a Prezi slide with an example of a word problem. From this
slide, I will ask students to identify keywords that hint to addition and subtraction. Within each
slide I will explain how some problems include information that is not important to the question.
I will further explain how to use the calculator appropriately for this set of problems in order to
solve the mystery. By the end of the presentation, we will have solved a math mystery.

Developmental activities
—​teacher modeling; checking for understanding; guided practice; independent practice): As I
explain the Prezi presentation, I will refer to the class to answer questions and ask if they need
clarification before moving onto the next slide. If students are confused on any step, demonstrating how
to fulfill each step will help the students visualize how to complete the problem. After the lesson, we will
go over any questions or confusion from problems so that they are prepared to take an assessment by
themselves to show me how much they actually absorbed during the lesson. Afterwards, I will ask the
students if they enjoyed solving the mysteries so that I could modify problems in the future to cater to the
students.

—adaptations (differentiated instruction; accommodations/modifications—how will you “differentiate”

or “switch up” your instruction for your different learners; see your list of types of students in your Class
Description): I plan to split up my four advanced learners so that they can help their peers within the
group as they complete problems. I also plan to have one of my ELL and IEP students in each of the
groups that have an advanced learner so that they know they can rely on their peers to answer a question
if a teacher is busy. Of course myself and the math aid will be walking around from group to group to
check in on these students.
 Closure ​(Do ​not ​simply tell the student what they learned; giving a quiz or test or homework or
continuing the lesson is not closure. How can you “close” or wrap-up your lesson?): To wrap up, I will
ask students which mystery was their favorite and why. I will also ask which mystery they thought was
more challenging and why. This way I will be able to modify questions in the future. I will ask students to
answer questions for me on whiteboards such as key term meanings as an ending thought. I will be able to
gage the class’ mastery of the topic.

Extensions ​(this is not homework; it’s something you would have your students do to further
develop their understanding of the topic and continue working towards mastering the learning
objective): I will explain to students that they can find extra math problems on the class page that
they can try to solve at home with family or friends. As the students learn more throughout the
year, I will add more problems online for practice. Parents will be informed of the additional
resources online if their child needs more practice.