Direct Instruction Lesson Plan Format Date: March 19, Grade Level: Target Students: 2014 First Grade

Whole Class Theme/Topic: Learning mathematics signs such as equal, plus and minus and also being able to tell if an equation is right or wrong Rationale: This is the building block to math skills and it is a prerequisite for future learning. Common Core State and/or NC Essential Standards: ccss.math.content.1.oa.d.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Lesson Objectives (Behavioral and/or Performance Objective): Students will Students will be able to decipher mathematical signs such as the able to: equal sign and figure out if a mathematical equation is true or not. What, How, and to What Extent? Student Friendly Objective: Today we will figure out what an equal sign and what is mean. We will also be able to look at problems and say if they are true or not! Essential Question: We want to understand an equal sign and be able to tell if an addition equation is true or false. Materials: SMARTboard, Ipads, computer for YouTube (video)

Time:

Lesson Activities Introduction to the Lesson: (Hook/Review/Intro.) I would start on the SMARTboard with writing one to nine and counting with the students to review what a single digit is. Then I would put a plus sign and minus sign and talk about what they each mean, while calling on students to participate. This would be the time I review all prior knowledge. After writing on the SMARTboard talking about plus and minus sign I would show a YouTube video that captures the students. YouTube Video: http://youtu.be/4vJXJCTAOUo

20 min.

Then I would start discussing what an equal sign means and what it looks like by drawing it on the SMARTboard.

Teacher Input/Modeling: (10-15 minutes) When drawing what the equal sign means I will be talking to the class as a whole and telling them the definition and I will call on individual students to repeat back what an equal sign means. Then I will have example problems on the SMARTboard where they will call out to me if the equation is true or false. I will be presenting this information in a lecture style.

Guided Practice: (15 minutes) I will ask the students to go back to their assigned tables and they will each have an Ipad. Each student will play a game on the Ipad called, Springbird, which is an app that helps students subtract and add in a fun way. They will have time to interact with their group and be able to advance their math skills while using technology.

Independent Practice: (10 minutes) After the students are finished with the Ipad (when the bell rings, meaning the lesson is over) they will receive a worksheet (Attached to this lesson plan) where they will fill out answering if the equation is true/false and then do problems applying their knowledge to learning the equal sign. While they are working quietly at their desk doing the worksheet, I will walk around and look at their answers.

Closure of the Lesson: When everyone is finished with the worksheet, we will talk as a group and answer all of the questions together. I will make sure they turn it into the classwork box, so they can be looked over later.

Evaluation/Assessment of Student Learning (Evidence Included) Formative: I will monitor the students during the lesson by observing the students while they answer questions and come up to the SMARTboard to write. I will be asking question such as, What does an equal sign mean? Where does it go in an equation? 5+6=8this this problem true or false? Why? What would make it true?

Summative: I will check and see on the worksheet, if they are starting off answering the questions, and after out class discussion I will take up the worksheets and look at them at a later time and make sure all the answers on each childs worksheet is correct. Then I will grade the worksheet.

Extension of Lesson: If there is still confusion about the understanding of an equal sign or knowing if an equation is true or false we will bring out blocks and do different problems to work more on the topic as a whole class. This worksheet will be graded.

Plans for Individual Differences Early Finishers: Those who finish the worksheet early, can go back and play the game on the Ipads. So that they are not just sitting at the table but still are working on their math skills.

Late Finishers: If a child is not at the pace of the classroom, they will be able to take it home and work on it and the next day, we will review.

Exceptionalities: I will work one on one if with students if they are struggling any time during

the lesson.

English Language Learners: Being in groups will help, and it will allow them to communicate with students around them. I will also walk around and help when needed and visualize parts of the lesson.

21st Century Skills: They will be working with a SMARTboard and an Ipad, while in groups interacting and communicating with the students around them.

Discuss how you address at least two of these learning styles in your lesson: Visual (spatial),
Verbal (linguistic). We will be working on the Ipads and that will be visually showing the students the meaning behind equal and testing their addition/subtraction skills. They will be verbally talking with the group when I lecture and explain these topics on the SMARTboard.

Supervising Teacher Signature

Student Teacher Signature

Learning Styles/Preferences: How will you address students learning styles in lesson activities and assessments? Not all learning styles will be relevant to every lesson but where ever possible how will you incorporate these styles in the activities during the lesson? *Visual (spatial): Students will be able to visually see pictures in the video and on the Ipad. *Verbal (linguistic): When talking a group discussion .*Physical (kinesthetic/tactile):Working with the blocks during the extension of the lesson. Aural (auditory-musical): The YouTube video with the music and sound. Logical (mathematical): Working with numbers and mathematical signs.

Social (interpersonal): While working on the Ipads, students will be able to communicate in table groups. Solitary (intrapersonal): While working on the worksheet, the student will be working independently.

Name: __________________ Date: ___________________ Lets Count! Directions: Fill out the worksheet the best you can! 1. DRAW AN EQUAL SIGN

2. CIRCLE the math problems that are TRUE.

2+3=5

6+3=9

8+1=2

9-3=5

4+5=8

6-3=3

3-1=0

6+5=4