Lesson Plan Format to Develop Mathematical Proficiency
Lesson Topic: Addition of Whole Numbers
Name __Jamie Bachman
Grade Level:____1st__Date: 12/08/2010
Multicultural Emphasis (if applicable): What cultures first introduced the concepts? Africans were the first to use numerals.
Special Needs Adaptation: All materials used are modified to accommodate children in a special education
classroom. Specifically, a completion strip, (what we will be working for, i.e., reinforcement) a simple visual pre-made
template with clear boundaries, and initial reduction in the field of possible answer cards to chose from when calculating
the sum and by using simple language and simple instruction.
Conceptual Understanding Outcomes [Objectives]: Students will be able to independently add whole
numbers by first matching objects quantity to number, then number to quantity, and finding the sum.
Standards Emphasized:
Assessment:
What do you want the students to learn?
How will you and they know they are learning?
What are your standards for success?
Scoring Guide
Teacher States Criteria:
How flexible, accurate, efficient, and appropriate
State Standards [Missouri Show-Me Standards]:
GLE – model situations that involve the addition of
whole numbers, using pictures, objects or
symbols.
National NCTM Standards:
Number and Operations - use mathematical
models to represent and understand quantitative
relationships.
Local Standards:
St. Joseph uses GLE (listed above)
4 Advanced: Student begins to make up his own
addition problems and accurately
completes without help.
3 Proficient: Student is able to independently
complete examples by listening to
teacher instruction without prompts of
any kind.
2 Basic: Student is able to complete examples with
minimal direction and minimal prompting
from teacher.
1
Below Basic: Student is able to complete
examples only by hand over hand
and direct prompting from teacher
Planning the Active-Learning, Performance-based Task:
List what concrete manipulatives, other materials are needed: Numbered index cards, pre-made templates
several sets of small plastic zoo animals.
How does this task apply to concrete experiences in the real world? Addition is a skill used for many daily living
activities, such as cooking, grocery shopping, banking deposits, etc.
Procedural Fluency Needed for the Task: Addition by number to quantity and quantity to number
Strategic Competence: Check which of the following problem solving strategies can be used to solve the performancebased task:
__x _ 1. Estimation and Check
__x_ 5. Modeling
__x_ 9. Simplifying the Problem
_____ 2. Developing Formulas and Writing Equations
_____ 6. Flowcharting
_____10. Acting out the Problem
_____ 3. Drawing Pictures, Graphs, and Tables
__x 7. Working Backwards
_____11. Looking for Patterns
_____ 4. Elimination of Extraneous Data
_____ 8. Insufficient Information
Learning Processes…Tell how the task can be completed using
Field-Dependent by: w-t-p - could work backwards by filling in template with pre-placed total sum cards and
and objects placed within the boundary. Ex: If 10 is the sum, student could place 6 + 4 number cards and
objects within the boundaries.
Field-Independent by: p-t-w - using the objects (quantity) to build up to the total sum.
Gardener’s Mutliple Intelligences: State which ones and how applied to the task: [NOTE: not all 8 have to be used]
__x_ 1.
__x_ 2.
__x_ 3.
_____ 4.
Logical-Mathematical by calculate / form concepts of addition
Linguistic by listening to our book
Bodily-Kinesthetic by moving concrete manipulatives
Spatial by
_____ 5.
_____ 6.
_____ 7.
__x_ 8.
Musical by
Naturalist by
Intrapersonal by
Interpersonal by working in small groups
Executing the Lesson Procedure:

Anticipatory Set by Teacher: What will you say or do to capture interest of the students?
We are going to do a book walk through my new book, What’s New at the Zoo? I want to see if you can help me
try to figure out what the author is trying to tell us about numbers? After we figure it out, we will read the book.

Teacher Gives Performance-based Task & Directions to Students: (ATTACH THE TASK TO THE LESSON
PLAN) (Read Task to Younger Children……Write Task and Directions to Older Students)

Students Work in Small Groups—
What are the student responses you expect to see?:

students will be making connections between concrete
manipulatives and the symbol that represents quantity
and connections between the symbol that represents
quantity to the concrete manipulatives
Estimated Time Needed_30 min.__
Note how they are actually solving the problem as you walk around
observing?

Initially, I will be working with the students at a semi-circle
table, demonstrating how to set up and solve our
addition problems. I will be in close proximity to see how
they are doing, and to prompt those that need additional
help.

students will be able to see how to calculate the sum
by moving the concrete manipulatives over to the
last box and counting the manipulatives one-to-one and
figure out which symbol card to place under the box.

(Attached Lesson)

Book – What’s New at the Zoo? An Animal Adding Adventure.- Suzanne Slade
Each of the 11 pages of this book offers a new addition problem for beginning
math curriculum involving zoo animals.
After each page is read I will ask the students to help me solve the problem.
Example: “If you have two hungry pandas eating a bamboo lunch, they are joined
by one cub, how many pandas are there to crunch and munch?”
I will set up the template to demonstrate the description after each page is read,
using small plastic zoo animals, I will fill in the first two boxes with the
manipulatives each time and ask the students to help me find the symbol that
represents the quantity in each of the two boxes. We will then move the quantity
over to the last box to determine how many total pandas there are by counting 1:1
as we move them over and we will find that symbol. 2 + 1 = 3. We will then check
with our book to make sure we are correct. Later, we will reverse to solve by
placing the symbol in the first two boxes and then adding the zoo animals to
represent the quantity of the symbols. I will fade out the template as students
begin to grasp the concept and stick to manipulatives.
* Each student will place manipulatives in the first box and place correct symbol card at
the bottom, and do the same with the second box. Students will physically move
manipulatives over to the last box while counting 1:1 and place the symbol card in the
correct place. The symbol cards at the bottom will remain the same, 2 + 1 = 3.

Adaptive Reasoning and Productive Disposition
Estimated Time Needed__2 min._____
Students will copy the index cards left on the template after we solve each addition problem.
Lesson Evaluation…. After the Lesson Was Presented
Teacher Reflection:
Report of Assessment Results: How do you know you had a positive effect on student learning? What did you
see, and/or hear?
Scoring Guide Results: How many
4 _____
3 ______
2 _____
1 ______
Students with Special Needs…. If needed, how did your adaptation work?
The best parts of this lesson:
[Answers to remember for next time….things to build on next time, etc……]
Things I would change should I teach or reteach this lesson again: