Lesson Plan Template Teacher: Miss. Kanoelani Sabalboro-Toyama Subject/Grade: Mathematics/1st grade Standard: 1.OA.A.1 Represent and solve problems involving addition and subtraction using addition and subtraction within 20 to solve word problems with unknowns in all positons. Math Practice: 1. Make sense of problems and persevere in solving them 2. Model with mathematics Objective (Explicit): Students will be able to solve mathematic addition problems using counting up strategy or subtraction Instructional Input Evidence of Mastery (Measurable assessment): After each student will go through each activity, they will hand in the 4 chart worksheets as a checklist assessment. For a formative assessment, the teacher will have a post worksheet of 8 questions that have similar concepts from the four activities. Students will need to get 80% or better to show mastery of addition in any situation. Key vocabulary: Materials: -addition Activity 1 popcorn bags of 10, pencil, worksheet -how much more Activity 2 pyramid blocks, pencil, worksheet -add up/count up Activity 3 sets of pajamas, pencil, worksheet -take away Activity 4 coin manipulatives, pencil, flash cards, worksheet Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life) Teacher will gather students at the carpet. “Good morning/afternoon students, I have some cool activities that we get to build, eat, or use money that relates to all the math books we read last week. Last week, we practiced how to add two different WHOLE numbers to find the SUM, how to find the math problems in a reading problem, and how to use addition to count money. We are going to use that prior knowledge and skills to solve our four story activities” Teacher Will: Student Will: Activity 1 Activity 1 -Teacher will have students sit on the carpet in a big -Students will listen circle and bring out the first center bin activity -Teacher will then say “The first game will be POPPIN IN 10. In the story students were trying to catch popcorn in their mouth and we will be doing the same.” Teacher will then show 10 pieces of popcorn in a zip-block bag. -Teacher will say “For this activity there will be partners, the first partner will try to catch as many popcorn as they can and the other person will mark down how much they caught in their mouth. Before each partner pops in their popcorn in their mouth, they need to make sure they start with 10, so double-check your zip-block bag to make sure there is 10. How many are in each bag?” -Teacher will say “Here is a paper where you will write down you and your partner’s data of the popcorn to write how many popcorns they caught. In the totals box you will need to write 10 because you will have a total of ten -Students will say 10 popcorn pieces before you start. When your partner is finished they will write how many were caught in their OWN space.” Activity 2 Activity 2 -Teacher will bring out the second center activity bin and -Students should say bottom because it’s the first level say “The next activity will be ‘Can you build a Pyramid?’ they will need to create The object of this activity is to build a solid pyramid with 10 or more blocks. For this pyramid, you can only have three levels, the bottom, middle, and top. Working with a partner, you will both need to record the number of blocks used to build a pyramid for each layer. What level would be the first one you will record?” -Teacher will say “The bottom level would be the first number to record because it’s the foundation of the pyramid and we need to build down before we can build up.” Teacher will bring out worksheet for that activity -Teacher will then say “Here is where you would put the number of blocks used for each level. This is where you will record the bottom level amount.” Teacher will point to the first column. Activity 3 -Teacher will bring out the third center activity bin and say “the next center is ‘Mixed-match PJs’. There is 3 big bags of pajama sets you will need to sort, match, and figure out how many pj shirts and bottoms are there. There might be more pj shirts or bottoms. Your job will be to determine which group has more, shirts or bottoms.” Teacher will bring out the first set out Activity 3 -Students will listen -Teacher will say “the first step is to sort out the shirts and the bottoms. You will then write down the number of shirts and the record the other bottoms after.” Teacher will bring out worksheet to show students where to record the amount of shirts and bottoms. -Teacher will say “Each bag has THREE different letters (A,B,C) on top of each bag. In this column, everyone needs to write down what set they had before recording the number of shirts and bottoms in this area.” Teacher will point to first column. “What do you write first?” Students should say “the bag they have, the set letter” Activity 4 Activity 4 -Teacher will bring out fourth center activity bin and say -Students will listen “This is the last activity called ‘Penny Galore!’. There are playing cards with pictures of 1 penny, a nickel and a penny, or three pennies and a nickel. You and a partner will pick one card each and record both yourself and the card your partner picked on this worksheet.” Teacher shows the penny worksheet and the slots where the students will write down the pennies, etc. -Teacher will say “After you pick 6 cards EACH, you will then add the total amount by yourself to get the SUM of the pennies. How many cards does each person pick out?” -Students will say “6!” Guided Practice Differentiation -Activity 4: For the Learning Disability student, the teacher would have a half sheet with the equal values of pennies. For example, one key would be 5 pennies=1 nickel, 10 pennies= 1 dime, 2 nickels=1 dime. This will help student by knowing the values of each coins. Teacher Will: Teacher will separate the groups evenly due to all activities needing a partner. Student Will: Activity 1 -Teacher will say “After both partners are done catching the popcorn, you will need to figure out what is the amount of popcorn you missed. If I only caught one popcorn in my mouth, how much popcorn did I miss if I had a total of 10 pieces?” Activity 1 -Students will conduct the popcorn catching and record their own and partner’s numbers -Student will say 9 pieces that the teacher missed -Student will find missing addend with their partner using addition/subtraction concepts Activity 2 -Teacher will say “after all the levels are built, you will find the total amount of blocks used. You will add all three numbers of the blocks to get the sum.” Activity 2 -Students will build each level and record the number of blocks -students will add the 3 numbers of the different levels Activity 3 -Teacher will say “After you sort and separate the clothing, you will count each item, in this column (teacher points to what was there more of column on worksheet) you need to answer which pj set was there more of, the shirts or bottoms? Then you will solve how many more did the other pj set have.” Activity 3 -Students will sort and separate shirts and bottoms -Students will record both amounts and write in the next column what there was more of -Students can use subtraction or addition to determine how much more did one pile have Independent Practice Differentiation Teacher Will: Activity 4 -Teacher will say “After each person picks 6 cards and gets their 6 equations, you will independently solve the problems. In the last column if you know there is more than one way to write your answer you can draw or write the coin amount” Student Will: Activity 4 -Students will pick out six cards each and write down what is on the flash card -Students will independently solve each coin equation Differentiation Closure/Lesson Summary: After each student or group has been at four rotations (Each activity can take 1-2 days) teacher will bring class together to go over what math concepts or equations they did for each activity. The class will talk to a neighbor and discuss how they found their answers for each activity. To close the lesson, the teacher will then handout a second worksheet that has problems from all four activities. Teacher will then collect them and to see their progress if they improved on word problems in math and adding more than 2 whole numbers. InTASC Reflection: I believe the standard I grew progress is Standard 6-Assessment. The teacher understands and used multiple methods of assessments to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. How I showed progress in this standard is that I’m doing different checklist (formative assessment) for each center to see if they are using the correct concepts and using previous knowledge to answer the problems. Another way I showed progress was coming together and discussing it before they do a final summative assessment to see if they made progress after activities were done.
