Elementary

Education Lesson Plan Template

Student Name: Courtney
Goodloe

Grade Level: School:

1st
Venable Elementary


Mentor
Teacher:
Leslie Hunter
Topic: Adding 2 or more numbers

Date of Lesson Enactment:

4/15/16
Will your University
Supervisor observe this
lesson?
Yes

Rationale:

Enduring Understandings:

Essential Questions:

Primary Content Objectives:

Students will know:

This game encourages student to apply their addition skills to a

strategic decision-making game. This connects their addition skills to a
real-life use of the knowledge. Additionally, the game format allows
students multiple times to practice addition facts, which helps develop
computational fluency.
- I used gradual release of responsibility. I modeled the game
independently and then with a student, which ensures that students
play the game correctly. Playing the game correctly allows students a
large quantity of practice with basic addition facts. Then, students will
play the game with a partner, which allows them independent practice
with the support of a partner, if needed.
Operations create relationships between numbers.

Why do I need mathematical operations?

Mathematicians know that + indicates joining two sets.

Mathematicians know that = is a symbol for equality.

Why are you teaching

these objectives? Why did
you select the instructional
strategies that you did?

What big idea(s) will

students understand as a
result of this lesson?
What question(s) will
students grapple with as
they learn through this
lesson?
Facts/information


Mathematicians know that numbers can be combined in a variety of ways to
reach several solutions (commutative property).
Students will be able to do:

Related state or national

standards:

fluently add basic number combinations.

strategically use addition to select the best number for their purpose.

use strategies to compute sums efficiently.
- one more/ one less
- doubles
1.5 The student will recall basic addition facts with sums to 18 or less and the
corresponding subtraction facts.

Skills and behaviors

Examples include State

Standards of Learning,
Common Core State
Standards, Next
Generation Science
Standards or National
Curriculum Standards for
Social Studies

Assessment:

PreAssessment
Formative

None

How (and when) will

students be assessed?
What evidence will you
Observing students while working
- Look for: Do students count on, count all, or recall basic collect to determine
whether students have
addition facts? Do students use their fingers or
manipulatives to count? How quickly do students add? met the lesson objectives?
Will the assessment(s) be
Do they write out all of the possible equations or
a pre-assessment
choose the first combination they know?
(diagnostic), formative
- Listen for: Do students explain why they choose the
(ongoing feedback) or
combination of numbers that they put their counter
summative?
on? Do students question their partners choice of
addends or sum?
Exit Slip

Summative

Materials and Resources:

Key Vocabulary and

Definitions:

Lesson Procedures:

Mastery: Students write three different, correct

equations that equal 11. Students correctly represent
these different combinations of numbers in the 11
frame.
Progressing: Students write at least two different,
correct equations that equal 11. Students somewhat
correctly represent at least two of these combinations
in the 11 frame.
Emerging: Students write at least one correct equation
that equals 11. Students somewhat correctly represent
at least one combination in the 11 frame.

None

Counters
Game Boards (12)
Primary number cards
Number lines
Exit Slip
o Students will use the crayons and pencils at their desk for this.

Addition - joining two or more numbers to make a new total, symbolized by +

Addends the two or more numbers that you join in an addition equation

Sum the result of addition, the total quantity of two or more numbers that
have been added together

List here all materials that

you will need in order to
successfully teach this
lesson. Include technology
and website links, texts,
graphic organizers,
student handouts, physical
manipulatives, etc.
Student-friendly
definitions

Introduction and goal

orientation: (2 minutes)

Transition from calendar time: Thank you (name of student who lead
calendar). Quietly turn your bodies to face me and sit in a U shape around the
carpet. Today, we are going to be adding different combinations of numbers to
play a BINGO type game! The math target for today is: I can pick a number that
will help me get 5-in-a-row. I can make that number with 2 cards.

Connecting to prior
knowledge and experiences:
(5 minutes)

Today we are going to keep working on your addition facts. Lets start by
remembering what a few important terms mean. Show me, with your fingers,
what the addition sign looks like (call on a student with fingers in a cross to
explain what the symbol means). Show me, with your fingers, what the equal
sign looks like (Call on a student with fingers in two parallel lines to explain
what the equal symbol means. Student may respond that it means the total or
that it means that two sides are equal). Silently raise your hand if you can
remind us of what a sum is (Call on a student to explain. Students may
respond that it tells us to combine or join the quantities together). Ask another
student to give us an example of a sum. Can anyone tell me what we call the
two numbers that we are adding together? (Students may respond addends. If
they do not, explain that addends are the official name for the two or more
numbers that you are adding in an addition problem).
Teacher sits with students in a U shape with the game board in the middle of
the carpet where everyone can see it. Now that we remember all of our math
vocabulary, lets use it to play 5-in-a-row, which is a game that some of yall
played with subtraction on Monday. We are going to play a little bit differently
today. The object of the game is to mark 5 squares in a row. That means they
are all connected in a straight line going across, up and down, or diagonally-
from corner to corner. On each turn, players turn over three (holds up three
fingers) cards from the number card pile. I picked 3, 7, and 1. Now we can cover
the sum of any two of these numbers. There are a few different ways I can add
these numbers. What two numbers should we add first? (Students may respond
3 + 7 or 7 + 1 or 3 + 1). (Write the equation to show the first sum). What is
another, different equation that I can create with two of these numbers?
(Record the equation students answer). (Continue this process until students
provide all 6 ways that the three numbers can be combined). Which sum would
yall like to cover up? (Students respond 4, 8 or 10) You will notice that there
are many squares on this board that say (4,8 or 10). You can place your counter

Questions or activities that

help students make links

Tasks and activities:

(30 minutes)

What challenging tasks

and activities will students
engage in as they
construct knowledge,
learn new skills or
behaviors and develop
understandings?

on whichever 10 you would like, but you can only cover one square on each
turn. (demonstrate on teacher game board).

Call on a student who is listening attentively and sitting quietly to help with
another demonstration. (Student) is going to pretend to be my partner.
He/she is going to retell the directions of the game as we show another turn.
(Student turns over the next three cards. Teacher records equations that
demonstrate the different possible sums from the combination of two of the
three numbers on whiteboard. Student chooses a square to cover for one of the
sum. Discuss with students what the strategic choice would be to get us
closer to 5 in a row. Teacher prompts student to tell the class what he/she is
doing.) Teacher will ensure that this turn includes using 0, demonstrating the
equation possibilities with 0.

Remember that the goal of this game is to work together with your partner to
cover 5 squares in a row, horizontally, vertically or diagonally. Think about
where you should place each counter to make 5 in a row as efficiently as
possible. When you have drawn all the cards from your pile. Mix them up gently
and return them to the pile to use again. Once you and your partner get 5 in a
row, clear your game board and play again.

Before you play the game, remember that partners work together quietly,
using an inside voice, stay seated close to their partner, and challenge their
partner to explain their thinking. Who can summarize how partners work
together? (Call on a student to summarize expectations).

Transition: You will be working with your shoulder partner at your desk the
person who sits directly next to you. For example, (student and student) would
work together. Your game board, cards and counters are already at your desk. I
will call everyone back to the carpet in 15 minutes. Stand quietly, walk directly
to your seat and begin playing.

Closure:
(15 minutes)

Allow students to play the game for 15 minutes. Circulate, observing how
students play the game. Ask students how they add and how they choose which
number to place a counter over.


Transition: Turn off lights. Stop where you are playing. Set down any materials
that are in your hand. Its okay if you are stopping in the middle of game. Put all
of your cards in a pile, and set them on top of your game board. Please also
collect all of your counters, and set them on top of your game board. Leave
your game materials in that pile on your desk.

Exit slip: You each have a small piece of paper on your desk. (Teacher holds up
example piece of paper.) Write your name at the top before you begin working.
On each line, write a different combination of numbers that equals 11. Use two
different crayon colors to show that combination in the squares next to each
line. Make sure you choose a different combination for each line! When you are
done, flip your exit slip over so that I know you are done. Give students 2 -3
minutes to fill in exit slip. Collect exit slips as students finish.

Transition: Quietly walk to the carpet and sit criss-cross facing the whiteboard.
Remember to sit in a place where you can be successful and free from
distractions.
Transition: I noticed that yall neatly piled your materials together and quietly
moved to the carpet. We are going to wrap up our thinking about addition
today with two story problems.

Silently picture this story as I tell you: Teo and Paula were playing Five-in-aRow, just like yall did! They decided to add 8 and 4. What square did they cover
on their game board? Raise your hand if you can retell us that story in your
own words. (Call on two students to retell the story). So will the sum be more
or less than the amount we started with. Raise your hand if you would like to
write an equation on the board that represent Teo and Paulas situation.
(Student may write 8 + 4 = ___ or 4 + 8 = ____). Who can tell me how you

How will you wrap up the

lesson and reinforce key
ideas? Closure may include
some form of assessment
or exit slip

thought about solving this problem? (Students may respond: counting on,
counting all or bridge 10 strategies).

Repeat the same process with Lylie and Allie decided to add 8 and 5. What
square did they cover on their game board?. Who can tell me how you
thought about solving this problem? (Students may respond: counting on,
counting all or bridge 10 strategies) Did anything we did in the first story
problem help you solve this one? (Students may respond that they knew 5 is
one more than 4, so the sum is one more than the previous problem.).

Thank you for all of your hard work and excitement working with addition facts
today. Mrs. Hunter is going to tell you what to do next.

Accommodations for
individual differences:

Behavioral and
organizational strategies:

If students are struggling with making strategic choices, encourage

them to write out all of the combinations of two of the numbers on a
blank sheet of paper.
If students are struggling with addition, encourage students to use a
number line to count on or count all.
For students who need additional challenge, tell students to draw four
cards and choose the two cards to add that are most strategic for the
row they are trying to fill.

Students are partnered with the person who sits next to them so that
they do not waste time trying to find a partner and move seats.
Review and summarize partner expectations so that students know
clear behavior expectations.
Modeling of game procedures so that students have a clear, explicit
example of how to play the game.
Teacher will organize teacher deck to ensure that cards needed for
example turns are on top.
Instructional assistant will place materials on student desks during
whole-group instruction time.

How will the lesson be

differentiated to support
diverse learners? Describe
additional supports that
can be used for reteaching if needed, and a
challenging extension for
students for demonstrate
mastery quickly or show
evidence of a lot of prior
knowledge.
What behaviors will you
model or discuss with
students? What do you
want to remember about
organizing the lesson and
materials? Use this section
for reminders to yourself
about behavioral and
organizational strategies.
For example, do you want

Teacher will create SmartBoard file before the lesson, and test
SmartBoard before the lesson.
Teacher will cut up exit slips before the lesson.

to explicitly model how to

work with partners in this
lesson? Or demonstrate
how to use mathematical
tools?

___ + ___ = __

___ + ___ = __



___ + ___ = __

Exit Ticket Name ____________________________

Show 3 different ways to make 11. Write the equation.

___ + ___ = __

___ + ___ = __

Exit Ticket Name ____________________________

Show 3 different ways to make 11. Write the equation.

___ + ___ = __