Beruflich Dokumente
Kultur Dokumente
Grade: __1st___
60 minutes
Introduction (_5__ min.): Describe how you will 1) make connections to prior
knowledge, tap into their experiences and interests or use a hook, AND 2) let
students know what the objective of the lesson is.
Introduce the student friendly objective: Voy a resolver problemas de suma y resta
con nmeros desconocidos.
o Students echo and share read the objective. Student pair share the
objective.
o Choose 3 students to share with the whole group (use class dojo or equity
sticks)
Practice with familiar problems such as: ___+___=8
o Have students think about different possible answers.
o Remind students that when you have an equation where the total is the only
known number then the unknown numbers are the pairs of the total.
Reword the equation into a question: Cules son los pares de 8?
Students think pair share a possible response. Provide written
sentence frame: Una respuesta es___ porque___. Choose 3-5 students
with different answers.
Relate the pairs to Math Mountains.
Inform students that they will continue to work with unknown numbers in addition
and subtraction problems.
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Introduce the worksheet. Echo or share read the word problems. Explain to
students that they must show their work. For problem 4 explain to students that
the context requires that the pairs of 14 must be bigger than 0 since the word
problem says that there are some in each group.
Dismiss students to work individually. Monitor students as they work, taking note
of what types of strategies students are using.
Small group with mentor teacher for 3 students (read the problems together and
take each problem one at a time for extra support).
1. Describe the rich learning task(s) related to the content learning objective.
Students will work individually on a worksheet with various word problems of
various types. Students must show their work. This worksheet will provide an
assessment for the entire learning segment.
2. Language Function: How will students be communicating in relation to the
content in the learning task(s)? Identify the specific function (purpose or
genre) you want to systematically address in your lesson plan that will scaffold
students to stronger disciplinary discourse. The language function will always
be a verb.
Students will explain their answers and strategies. Students will compare the
different types of problems.
1Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.
2 Discourse includes the structures of written and oral language, as well as how member of the
discipline talk, write, and participate in knowledge construction.
Students will explain how to find the unknown number(s) in addition and
subtraction problems using sentences like: la respuesta es___porque___.
Students will also compare the different problem (equation) types using
sentences like: son diferentes porque___.
5. Language Support: What instructional strategies will you use during your
lesson to teach the specific language skill and provide support and
opportunities for guided and independent practice?
Instruction
Sentence frames
Think pair share.
Echo or share read.
Math mountain mats
and counters.
Guided Practice
Sentence frames.
Think pair share.
Echo or share read.
Math mountain mats
and counters.
Independent Practice
Math mountains mats
and counters.