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Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

Lesson Content

What Standards (national or MAFS.1.OA.3.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

state) relate to this lesson? MAFS.1.OA.3.6: Add and subtract within 20, demonstrating fluency for addition and subtraction

(You should include ALL applicable within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);

standards. Rarely do teachers use decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the

just one: theyd never get through relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 =

them all.) 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).

MAFS.1.OA.1.1: Use addition and subtraction within 20 to solve word problems1 involving

situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns

in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown

number to represent the problem (1Students are not required to independently read the word

problems.)

Essential Understanding Students will understand both the make ten and the counting on methods. They will also be able to

(What is the big idea or essential differentiate between which is more efficient in a given situation.

question that you want students to

come away with? In other words,

what, aside from the standard and

our objective, will students

understand when they finish this

lesson?)

teaching?

(Student-centered: What will Given a word problem, students will be able to decide which of two methods to make ten is more efficient

students know and be able to do in a given situation. They will also be able to recognize that this might not be the most efficient method

after this lesson? Include the every time.

ABCDs of objectives: action,

behavior, condition, and degree of

USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

written in the past or present tense,

A: the student B: will be able to re-

write the sentence in future tense D:

with no errors in tense or tense

contradiction (i.e., I will see her

yesterday.)."

Note: Degree of mastery does not

need to be a percentage.)

Rationale

Address the following questions: I am teaching this objective because it is the next skill in the curriculum guide, and it is important for

Why are you teaching this students to be able to differentiate between methods in order to use what is most efficient. I am teaching

objective? it this way because it is a method that the students are familiar with, and one that I have seen work well

Where does this lesson fit with them.

within a larger plan?

Why are you teaching it this

way?

Why is it important for

students to learn this concept?

Evaluation Plan- How will you Formative-Students will be monitored by walking around and offering help if needed. Several will be

know students have mastered called up to share their work.

your objectives?

Summative-Students will eventually be given a performance task that will assess this skill, but not during

Address the following: this lesson.

What formative evidence will

you use to document student

learning during this lesson?

What summative evidence will

you collect, either during this

lesson or in upcoming lessons?

USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

necessary for a teacher to teach

this material? The teacher will need to know how to do and demonstrate the make ten and the counting on methods.

They will also need to know which is more efficient in this setting and for the individual. They will need

to consider what efficiency means to them, and make sure to explain it in detail to the students.

What background knowledge is The students must have an idea of how to do both the make ten strategy and the counting on strategy.

necessary for a student to They have been working on these strategies for quite a while. I know that some of them have struggled

successfully meet these with the make ten strategy.

objectives?

have this previous knowledge?

Who are your learners?

What do you know about them?

What do you know about their

readiness for this content?

students have about this content?

Some students might not understand how to do one method or the other. They might not understand that

you dont just stop at ten. They also might not understand that this answer might differ from different

people.

Lesson Implementation

USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

Teaching Methods

(What teaching method(s) will you

use during this lesson? Examples

include guided release, 5 Es, direct I will be using the five es and a demonstration.

instruction, lecture, demonstration,

partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever

(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,

teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the

Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).

carry out the lesson for you.) 11:20 Teacher

Have students start putting away materials from other lesson, make sure they

Where applicable, be sure to 11:25 Teacher get out their math journals (red stripe) and to open nit to a new page. Have them

address the following: put the date at the top of the page.

What Higher Order Thinking 11:28 Student

(H.O.T.) questions will you ask? Start explaining to students that you will be handing out a question for them to

How will materials be 11:30 Teacher glue into their journals on the page they wrote the date on. Explain that today we

distributed? will be helping to solve a problem, and stress that this question is our essential

Who will work together in question for math today.

groups and how will you Today we will be solving a problem together. I am going to pass out this

determine the grouping? question, and I need you to glue it in your math journal. Wait to start, as I

How will students transition want to go over the question with you.

between activities?

What will you as the teacher do? Question (Can replace names with students names): Rebecca used the counting

What will the students do? on strategy to solve 7+8. Jessica used the make a ten strategy to solve 7+8. Who

What student data will be used the more efficient strategy? Explain your thinking.

collected during each phase?

USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

What are other adults in the Students will glue question in their notebook. Make sure everyone has glue, if

room doing? How are they not, grab some for them to borrow in one of the baskets behind the EEKK sign on

supporting students learning? the bookshelf next to the carpet.

What model of co-teaching are

you using? Teacher will get their own copy, project it on the board using the document

reader, or write it on the whiteboard if the technology doesnt work. They will

start by reading the problem to the class. Then, explain that we are going to

break down this problem and solve it using both strategies. Start talking about

efficiency, and what it might mean. Ask if the students have heard of it

before, and call on a few to see if they have. Explain that efficiency means

the fastest and easiest method for each individual, and that it might be

different for everyone. Tell students to keep this in their minds when using

both strategies, as we will be discussing this later.

Who has heard of efficiency? Efficiency means that we are looking for the

fastest and easiest solution for us, but it might not be the same for every

person. Remember fairness? Sometimes one method works better for one

person and a different one works better for someone else.

Start with the counting on strategy. Ask students if they remember what this

strategy is. Call on some students to share what it is, and have the students

draw out the strategy first in their notebooks, doing it on yours as well.

Then, go over the make a ten theory in the same manner. (Make two tens frames,

put eight counters in one and seven in the other, and then move two counters

from the seven over to the eights tens frame, making one complete one. Then,

rewrite the number sentence to say 10+5=15.) Ask the students which one they

think is more efficient. Have students write a sentence in their journals

explaining their thoughts and their reasons.

So, the question starts with the counting on strategy. Who remembers

what this strategy is? Could you explain for the class? The counting on

strategy has you put the biggest number in your head, and then keep

counting from there. We can also use counters for this. Today, I would like

you to draw the counters into your notebooks. Use the counting on strategy

first. (Do the same for the make a ten strategy.)

USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

While students do this, walk around and assess their writings using a prepared

chart, jotting down symbols or notes as you see fit, gathering data on the

choices they are making and how theyre solving the problem, and

conference with them on their thinking. Pick a few to call up and show their

thinking to their students. Consider calling a student who might be struggling

with a method, so that they may have help from both the teacher and the

class with their thinking. Have students use accountable talk to agree/disagree

with their peer. Stress that different strategies will be more efficient to different

people and not every answer is the same.

If a student needs help and struggles with this concept, pull them for a small

group with their other teacher to get individualized help.

If a student struggles with this concept, they will be pulled into a small group with Mrs. Ezell to receive

more one-on-one instruction.

-When would you use the make a ten strategy? Why?

-Liz used the make a ten strategy to create the problem 10+5. What could have been the original problem?

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your

people and as learners students?

Several students enjoy out of the box thinking and working their mental muscles.

USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

There are several students who are gifted really love open ended questions, and if I include the names of

the students, it incorporates the classroom culture.

If applicable, how does this lesson connect to/reflect the local community?

N/A

How will you differentiate instruction for students who need additional challenge during this

lesson (enrichment)?

Students who need enrichment will be asked the two questions shown above.

How will you differentiate instruction for students who need additional language support?

For students who need additional language support, they will have the visuals we are given, The

questions can also be asked in a simpler way, and if possible, the teacher can sit and try and help the

student one on one.

(What students need specific A, A, K (ELL)- Small Group

accommodation? List individual J (IEP)- extra time/individualized help

students (initials), and then explain

the accommodation(s) you will

implement for these unique

learners.)

Materials

(What materials will you use? Why Print out of question-20, for each student

did you choose these materials? Mrs. Ezell to pull a group who needs a bit of personalized help

Include any resources you used. Students will need math notebooks and writing utensils

This can also include people!) Glue

USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017

First Grade Efficient Way to Make 10 20

Document reader

Projector

Whiteboard (in case technology doesnt work)

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