Maria Rivera

EDU 214
Final Project
May 11, 2013
PART ONE
5 Day Lesson Plan of Multi-week Program
1st Grade Math - Addition
Objectives:

CCSS 1.OA.C.6 - Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2
+ 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10
1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4
= 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g.,
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Automaticity with math facts

Materials/Equipment:

Rocket Math Teachers Manual

Rocket Math (40 problem) oral practice worksheets booklet and answer key booklet
Pocket folders with Rocket Math Progress A - Z check off sheet
(40 problem) Math Worksheet for written timed test
Timer
Pencil
Crayola Crayons
Projector
iMovie clip
Power Point Slides
Computer
Wall Clock

Instruction:

Day 1
Introduction to the Rocket Math program: Good morning students! Today we are going to
learn how to use the Rocket Math program. It will help us learn our addition facts very
quickly. Lets watch this short video that shows two children using Rocket Math.
TTW use a pre-prepared clip of two children implementing Rocket Math drills using the
computer to play the iMovie clip.

I am going to need my two helpers for this activity. Jojo and Emily, your names are on
the job board, so you are my morning activity helpers this week. Please come sit at these
two desks in front of me. Students, this is an answer key.
TTW hold up an exact copy of the answer key that students will use. An answer key is
what you will use to check your partners answers.
TTW show the children a large copy of the answer key on the projection screen so that
the entire class can see what it looks like.
Jojo, you are the practicing student today. That means that you will be reciting your
addition facts on page one of your Rocket Math booklet. Jojo, please read the first three
facts correctly, and then I want you to give the incorrect answer to the fourth fact.
Jojo complies, stating that 1 + 4 = 6
TTW will show a new screen on the projector with an image of a stop sign.
Ok, boys and girls, STOP! This is what Emily will say to Jojo because he made a
mistake. Emily, please read the card I have given you to Jojo.
Emily complies, saying Stop! 1 + 4 = 5. Go back two.
Jojo complies, stating that 1 + 2 = 3, 1 + 3 = 4, and 1 + 4 = 5.
Ok, students, lets watch that one more time on the screen.
TTW show a clip.
Now, pair up with your color and number buddy and go to the partner tables that have
your color and numbers on them.
TTW have placed the same answer key on every student checkers desk and a practice
statement card. All practicing students have a booklet page and a card with the 4th fact
written incorrectly.
Now students, When I count to three, I want all of the practicing students to read their
first four facts all together. The students comply.
Very good! Now, checkers, do you know what you are going to say? Thats right, Stop.
1 + 4 = 5. Go back two. Ok, practicing students, go to the 1 + 2 fact and start when I say
go.
That was absolutely wonderful! Now, switch places with your partners. Excellent. Now
please listen.

 When I count to three, I want all of the practicing students to read their first four facts
all together. The students comply.
Very good! Now, checkers, do you know what you are going to say? Thats right, Stop.
1 + 4 = 5. Go back two. Ok, practicing students, go to the 1 + 2 fact and start when I say
go.
Now I am going to give you one set of practice booklets, cards, and answer keys. Here
we go. When I count to three, I want all of the practicing students to read their first four
facts all together. The students comply.
Very good! Now, checkers, do you know what you are going to say? Thats right, Stop.
1 + 4 = 5. Go back two. Ok, practicing students, go to the 1 + 2 fact and start when I say
go.
Students, you have done a fantastic job this morning. Lets do one real one. I need my
paper passers to give everyone the bags of materials that have their names on them. Do
not open your bag when you get it. Wait for me.
Boys and girls, take your materials out of your bags and place your bags on the floor.
Very good. All practicers turn to page one. Checkers, get your answer keys ready.
Everyone look at the clock, and when the red hand gets to the twelve, the practicers need
to start with their first facts. Here we go..Go!
Students, you have done a marvelous job this morning. Please put your papers in your
bags. Very good. Paper passers, please collect the bags and put them in the bin. Excellent.
Today we learned how to do Rocket Math to help us learn our addition facts. We will
work with Rocket Math again tomorrow.

Day 2
Girls and boys, yesterday we did our first Rocket Math activity. Who can tell me one of
the jobs to do in Rocket Math? Thats right, Checker. The checker lets the other student
know..oh wait, what is that students job? Thats correct, practicer. The checker lets the
practice know when he or she makes an error. What does the checker say? Thats right,
Stop, 1+ 4= 5. Very good.
TTW review the previous days lesson and will praise the children for their efforts.
Children, there is something I did not tell you yesterday. It is just a little thing, and I
know that every one of you can do this very tiny thing. You need to state your addition
facts of the day in two minutes. That is such a long time that I know that all of you will
succeed. You might not achieve your goal today, and that is ok, because I know you will
achieve your goal.

Now, pair up with your color and number buddy and go to the partner tables that have
your color and numbers on them.
I need my paper passers to give everyone the bags of materials that have their names on
them. Do not open your bag when you get it. Wait for me.
Boys and girls, take your materials out of your bags and place your bags on the floor.
Very good. All practicers turn to page one. Checkers, get your answer keys ready.
Everyone look at the clock, and when the red hand gets to the twelve, the practicers need
to start with their first facts. I will tell you when to stop when two minutes has passed.
Here we go..Go!
Excellent job. Now, trade seats with your partner, but be sure to take the Rocket Math
booklet that has your name on it with you. Very nice, you are doing very well this
morning. Now, the person who was the practicer before is now the checker, and the
checker is now the practicer. I can see that everyone has switched. Excellent. Everyone
look at the twelve on the clock and watch for the red hand to get to the twelve. Go!
Students, you have done a marvelous job this morning. Please put your papers in your
bags. Very good. Paper passers, please collect the bags and put them in the bin. Excellent.
Today we practiced using Rocket Math to help us learn our addition facts. We will work
with Rocket Math again tomorrow.

Day 3
Repeat day two.

Day 4
Repeat day three

Day 5
TTW explain to the children that Day 5 is the test day.

Boys and Girls, today is Rocket Math test day. I have a special pencil and eraser for everyone to
use today, and you need to use it every time we do Rocket Math.
TTW place the written math worksheets face down on the table surface in front of each student.
Here are your Rocket Math test sheets. You may turn them over when I say go. Please raise
your pencils in the air, you have two minutes when the red hand gets to the twelve.Go!

Stop. Two minutes have passed. Paper passers, please collect the test papers from the
practicers and then go back to your seats. Practicers, please take the answer key from
your partners. New practicers, please lay your test paper face down on your desk. Look at
the clockGo!
Adult volunteer quickly grades tests as second group of children are testing.
Children, I just know you have all done a great job. Miss Tina is going to help you with
your centers, and I am going to call you to my desk one at a time to talk with you about
how you did in Rocket Math this week. Paper passers, please collect the answer sheets,
and then everyone listen to Miss Tina.
TTW conferences with each student individually to discuss the test results; presents each
student with their pocket folders and Rocket Math Progress check off sheets; explains
where to record the date of the math assessment and results onto the Rocket Math
Progress check off sheet.
If the student has achieved the first level, TTW have the student select a Crayola
crayon and color in the level reached. If the student has not achieved the first level, TTW
will praise the child for what they have accomplished and set incremental goals, so that
the child will successfully reach their Rocket Math goal. After conferencing with each
individual student, the teacher will announce to the class the name of the student(s) who
mastered the first level of Rocket Math and praise all of the students for their efforts.
TTW ask all of the students to give themselves a round of applause and reward them all
with a rocket sticker.
Students, you have all done a wonderful job with Rocket Math this week, and I
want you all to pat your brain for the hard work it has done! I have a Rocket Math sticker
for every one of you. Some of you mastered the first level of Rocket Math today, and we
will move your rocket up on the bulletin board. I know that all of you will be getting
those rockets to move if you keep working hard!
Closure:

Day 1
Review introductory steps of Rocket Math
Day 2
Review introductory steps of Rocket Math and roles of the CHECKER and the
PRACTICING student
Day 3
Review the process
Question and Answer
Day 4
Review the process
Question and Answer
Day 5
Tell the children what they accomplished that week

Tell the children that they will be doing the same practice the following week, and the
weeks to come
Designate a time for the daily/weekly assessment as a whole class
Student with identified disability: The student with special needs for the purpose of this
project has been diagnosed with Attention Deficit Hyperactivity Disorder.
In compliance with his Individualized Education Plan (IEP), he is:
Seated in close proximity to the teacher
Seated so that he can focus his gaze on the teacher
Seated on a balance ball
Given a silent fidget item to keep his hands busy
Is redirected as needed

Evaluation: (see attached rubric)

Reference
Crawford, D & Saulter, R. (2013). Rocket Math. Princeton: R & D Instructional
Solutions. Retrieved from http://www.corestandards.org/Math/Content/1/OA/C/6

Exemplary

Satisfactory

Approaching

Student listens when

others talk, both in

Listening Skills

groups and in class.

Student incorporates
or builds of of the

Behavior

Student does not listen

Student listens when
others talk, both in
groups and in class.

Student does not

when others talk, both

listen when others

in groups and in

talk, both in groups

class. Student

and in class.

often interrupts when

ideas of others.

others speak.

Student almost

Student almost

Student rarely

Student occasionally

displays disruptive

displays disruptive

behavior during class.

behavior during class.

Student demonstrates

Student demonstrates

Student demonstrates

Student is unable to

ability to check his or

ability to check his or

ability to check his or

check his or her

her partner to 100%

her partner to 90%

her partner to 80%

partner to minimal

accuracy

accuracy

accuracy

acceptable accuracy

never displays
disruptive behavior
during class.

Checker Skills

Emerging

always displays
disruptive behavior
during class.

Student demonstrates
Student demonstrates

Student demonstrates

Student demonstrates

lack of understanding

complete

near complete

partial understanding

of the procedures for

Practicing

understanding of the

understanding of the

of the procedures for

reciting math facts

procedures for reciting

procedures for reciting

reciting math facts

and making required

Student Skills

math facts and

math facts and

and making required

corrections to the

making required

making required

corrections with no

extent that he or she is

corrections and makes

corrections with no

more than 4 errors in

unable to participate

no errors

more than two errors

procedure

without adult
assistance.

PART TWO
Rubric