Baker College Teacher Prep Lesson Plan Form
Unit:
Lesson Title:
CCSS or State Standards:
Operations and Algebraic Thinking
(Represent and solve problems)
Resources and Materials:
(can be attached)
Objective:
What students will know and be able to do
stated in student friendly language (use
Bloom’s and DOK levels for higher level
thinking objectives)
Brooke Rogers
Grade/Period
1st Grade
 Packet that is attached below
 (http://thisreadingmama.co
m/wpcontent/uploads/2014/10/M
ickey-Martian-Addition-andSubtraction-Organizer.pdf)
 Favorite pieces that will fit in
circles
 Dry erase marker
 (I would laminate some
pages to play)
I can:
Add and subtract using counter pieces.
Essential Question(s):
Once the child has figured out the concepts of adding and
subtraction there are harder cards that are story problems that use
more visuals and that will help me indicate that they understand the
material.
Inclusion Activity:
An activity that will ensure that all students and their voices are
included is at the beginning of the lesson is give each child the
chance to either work alone on this project or they can work with
one other partner that I will pick for them to make sure they are not
just choosing people they are friends with. Than I will pass out their
math journals. Before these papers are even attached to their journal
I will have them write a little bit about what they already know
about math, what they want to know, and what they need help with.
This will allow me to go around and talk to each child and see how
comfortable they are.
10-15min – Allow each child to grab their math journals.
When each child has their math journal have them write what they
know about math, that they want to know, and if they are having
trouble with anything. (Walk around and see if anyone needs help
with spelling or other)
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
10-15min – Ask the question, “What do you know about math?”
This will help you better understand their prior knowledge of math.
Explain what they need to do. I will have everything already pre-cut,
Baker College Teacher Prep Lesson Plan Form
Brooke Rogers
stapled to their math journals, and the addition and subtraction
sheets and flash cards laminated.
Rules: Let the children either choose addition, subtraction, or the
story problems. When they choose their cards ask if they want to
work alone or with a partner. If someone wants to work alone than
let them sit quietly in a spot that they choose, if they choose to have
a partner, pair them up with someone who has the same cards they
have. This way they are learning that step together and not choosing
their friends. Let them know that the meanings of addition and
subtraction are in their journals.
20-25min - Now, have them choose their favorite pieces that will fit
in the circles, I have little animals, colors blocks, bingo chips, etc.
When they start have them shuffle their cards and face them upsidedown so they can’t see the first problem before they pick it up. Now,
when they are in their groups or in their spots, show them that when
they pick up their first card (You show a card in a stack for example,
“I picked 2+3, I will put two pigs in this top circle and three pigs in
the top right circle. When you have no more numbers all of the pigs
get moved into the big circle and count each one. So, 2+3=5! I
counted 5 pigs all together.”)
15min – Now allow each student to play and as they get better give
each student a harder set of cards.
10-15min – This is where you wrap it up. After they are done with
this have them clean up their stations but make sure they keep their
journals out. When everything is cleaned up and they are back to
their seats there are two pages in their math journals. One is for
addition and the other subtraction. Have each student make their
own problems to show me that they understand how adding and
subtraction works. Here they can also draw a picture of what they
observed and make an equation out of their pictures. When they are
done with that have them write what they learned, what they still
want to know, and if they are still struggling with someone. When
they are writing walk around and check on every student and answer
questions and help with spelling and so on.
Note: If a child can gets addition really well, you can move onto a
multiplication problem. This way he doesn’t have to be held back. If
you have a bunch of children and do not know where to find time to
do two lessons, see if a teacher can team up during math classes and
have groups of addition problems, subtraction, and multiple levels of
math. This is an awesome idea so no child gets left behind!
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
-Some strategies that are in this lesson are the visuals. This breaks it
down for the students as a visual so connect what addition and
subtraction are.
Baker College Teacher Prep Lesson Plan Form
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade –
quiz, test, project, paper, presentation,
demonstration, etc.).
Brooke Rogers
-The notebook allows for them to write notes to keep everything
organized so they can have a reference on what they did, that they
still want to learn, and what they need help with.
Formative: This is when I have them write in their journals,
when I have them make their own problems, and when they
are working walking around and checking on each student.
Summative: Paper and pencil based tests. In the test you will
have problems like:
6+9=_?
8+_=12?
_+10=15?
And they would need to fill in the blanks.
Also, there will be a little problem solving word problems
for them to do as well. I feel however, that in the beginning
these can be extra credit and then as they get better actually
use it as a grade.
Another way to assess what they have learned is with Reflex
Math online. This is a tool that starts at one level of math
and works its way up. If they cannot understand certain
problems it does not move on until they understand what is
going on. Also, this software allows you to see how the
students are growing or what they also need help with.
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
Reflection:
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson
Who will need additional help may be someone who needs to learn
strictly on paper instead of having that visual, or someone who likes
computer based learning better but I can always find something for
them. By having that math journal is where they can write their
problems, notes during what they are learning, and by having that
partner they can have fun with math together as well as help each
other learn, in a way, that maybe the teacher cannot explain.
If they still don’t understand and if I am not there when they do this
lesson I can check their journals to better see what they don’t
understand.
A way to bring the students together to reflect on what happened is
by having the notebooks. Students go back to their seats and write
everything. When they are done they put them away and they can
come back and we can talk about what happened.
Another way that you can summarize this is by giving them a word
problem and having them draw and figure out the math behind it.
Initial plans could also contain the following:
Baker College Teacher Prep Lesson Plan Form
Brooke Rogers
Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
Anticipatory Set: What will you do to grab the student’s attention at the start of the lesson?
Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.
Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented?
Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught?
Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?