Lesson Plan Highlights!

Instructive samples for additive lesson plans

Goal
Students will learn how to find all possible number facts and families for whole numbers up to 18.

Objective
Students will demonstrate an understanding of number facts and families for whole numbers up to 18 on a worksheet in the menu with 80% proficiency.

Accomodations
For the two students with ADD, I will first make a checklist of the different activities that they need to complete as part of the lesson and give them positive reinforcement as they finish each activity. I will also allow them to take a short break (less than 5 minutes) about every 20 minutes if necessary. For the students who are English Language Learners, I will provide them with simpler explanations of the important terms and definitions for this lesson. I will also provide them with more examples to illustrate the main lesson and if necessary, at first, allow them to have a list of numbers in order (0-10) with them so that they can avoid confusion. Throughout the lesson, I will also provide them with many opportunities to ask questions and provide them with extra help if necessary.

Physical Space, Arrangements, Materials , Technology (grouping, resources)

This is my classroom

The students desks are arranged in groups of three and four. I have Jordan and Michaela who have attention deficit disorder sitting toward the front of the class. Chrism Sarah and Ken are also sitting near the front. I put Michaela and Sarah next to each other because they work very well together. Michaelas often more focused when she is explaining something to Sarah, and Sarah is a good role model for Michaela because she is very diligent. They often go through the menu portion of the lesson plan together. Ken sits on the left by himself because he sees the board the best from there and is close to my desk for frequent questions. Jordan and Chris are right in front so that I can keep my eyes on them at all times. I chose to have more groups of four because they can easily break up into partners across from them or next to each other. The two groups of three may choose to face one another, work on the carpet area for activities or work individually. The one student in the group of three does not work so well in groups, so the other two often choose to work together. Resources available to the students disposable for working on the problem are toy animals, pennies, dice, note cards, crayons, easers, buttons, beads, feathers, unifix cubes and blocks. For the game, the students will be playing Addition with pictures on the computers.

Initiation
Pass out unifix cubes to every student On the board, put two different colored 8x10 pieces of paper. Put the number 8 above them. Ask the students to figure out how many different ways they could put a total of 8 blocks onto the two pieces of paper. This would be two groups JOINED to make a total of 8. Have students share their solutions.

Procedure
Main Lesson The teacher gives each student 10 unifix cubes to work with throughout the lesson. The teacher also works with a set of 10 unifix cubes in front of the class. The teacher then introduces that students will learn how to solve numbers 1-10 with two or more parts. The first number we start with will be the number 4. The teacher will write the number 4 on the board and ask students if they have any ideas on what numbers add up to make four? The teacher will encourage students to use their unifix cubes to help them come up with different solutions. After 3 to 4 minutes of wait time, the teacher will ask students to show him/her what they came up with. Solutions include, 2+2, 1+3, and 2+1+1. The teacher then writes these solutions on large classroom paper along with the representative models. The teacher will then ask students how they came up with their different solutions. What strategies did they use? How did the unifix cubes help them solve the problem? Did they have any trouble coming up with different solutions? A new number is introduced. The next number will be number 7. The teacher will ask students to count out 7 unifix cubes and ask a student to show the class their 7 cubes. Next, the same question will be posed. What numbers can be used to add the number 7? Students will then work individually for 3 to 4 minutes. The teacher will ask students to turn and talk to their neighbor to share the solution. The teacher will walk around the classroom to monitor thinking and sharing. When students are done sharing with their neighbors, the class will share their solutions as a group. The teacher will write and draw their solutions on the classroom paper. This process will continue with the numbers 8 and 10. The idea is to increase the difficulty as the lesson goes on. The teacher will record all solutions for the numbers 4, 7, 8 and 10 then hang the classroom notepad on board for this weeks math lessons so students can use what they learned in todays lesson for future problems. Menu Worksheet: Cherry Math (see attached file) Problem: How Many Apples? Game: Math Bingo: The teacher will take a group of four to six students to play a short game of math bingo. Students will make a playing card consisting of three rows and three columns. Then, students will right down their choice of numbers from 1 to 15. The teacher will roll two dice each time until a student wins. It is the students job to add up the number on both dice and cover the sum with a counting dot on their playing card. The first student to cover three numbers vertically, horizontally or diagonally wins. Journal Prompt: What numbers can you add to equal the number 9? Write and draw your different solutions.

Assessment
I will use the worksheet and the journals as ways to help me gage where the students are individually and then make connections with the rest of the class. The students will have to get three out of the five questions correct on the worksheet to be proficient. From this I can look for similarities between problems wrong. Maybe the problem was too challenging, unclear, or they do not understand. I can then address these issues in the next lesson and see where the real problems are. With the journals I can learn what the students think about themselves and what they did. I do not expect complex answers because they are first graders, but I can see if they think they understood. I can then compare this with how they did on the worksheet. I can then base further lessons off of this information.

Most common issues

Lack of student engagment:
Ill show Ill go over Ill demonstrate Ill teach them Ill illustrate

Most common issues

Lack of focus
My lesson is about adding and subtracting and money and shapes

Lack of clarity
Students will be engaged in basic addition involving additive reasoning for the purpose of place value and cardinality.

Most common issues

The lesson is not about additive reasoning:
This lesson is about using number words This lesson is about grouping This lesson is about multiplication

Not enough detail.

The goal is about additive reasoning. Worksheet, journal, problem. (for Assessment)

Most common issues

Speling, grammer, and, punctuation,.!
This would be too embarrassing to illustrate but:
You are FORBIDDEN from using the word, definitely ESPECIALLY if you spell it, definately READ YOUR WORK OUT LOUD. If you did, you would not turn in some of the work you do.