Teachingworksample Larson

Teaching Work Sample
Morgan Larson
Math
Addition and Subtraction Facts to 12
Canistota Elementary School
First Grade
11/6/2017
Table of Contents
Contextual Factors 3
Community 3
District/School 3
Classroom and Student Characteristics 4
Implications for Learning 5
References 8
Unit Plan 9
Goals and Objectives 9
Timeline and Lesson Plans 11

Timeline 11
Lesson Plans 13
Reflection Log 39
Assessment 46
Pre-Assessment 46
Ongoing Assessment 46
Post Assessment 46
Data Analysis and Recommendations 46

Individual Students 46
Whole Class 46
Recommendations 47
Summary of Student Progress 47

Sample Letter to Parents 47
Sample Website Posting for Unit 48
Contextual Factors
Canistota, South Dakota is a small town nestled between Mitchell and Sioux Falls. Its main
attraction is the Ortman Clinic where many Amish and other customers come long distances to receive
treatments. This draws many people into the community and allows the bar, café, 2 churches, and
grocery store to continue to flourish in the community.
Community
Even with Canistota’s placement between two hub cities in South Dakota, it still maintains a very
rural atmosphere. Most of the community is surrounded by farming families, including my own family.
Canistota is a ½ mile by a ½ mile wide and has a population of 636 people with a large rural population
as well. This population has been declining slightly over the last few years, down from 750 people
previously. The median household income for the community is about $53,000 (“Canistota, South
Dakota,” 2015). There are two large farming businesses just outside of Canistota which employ Hispanic
families. This makes part of the population of Canistota Hispanic, but only about 2 percent (“Canistota,
SD,” 2015). The community is made up of almost 94 percent Caucasian families. The unemployment
rate, according to the last census, was 3.5 percent (“Canistota, SD,” 2015). The community lacks a strong
base in childcare opportunities which is a downfall for bringing young families into town. There is a
current push for the community to open a city daycare.
School District
Canistota School District spans all of one building in town, where all students K-12 attend classes.
In grade K-12, there are 218 students enrolled. Again, the classrooms are comprised of mostly Caucasian
students with each classroom having one to two Hispanic, Native American, or African American
students. The school district shows an 86 percent rate of students attending school 94 percent of the
time or more (“Canistota School Report Card,” 2017). The staff within the school district boasts a long
reputation of teaching including an average of 12 years of experience (“Canistota School Report Card,”
2017). The school district previously ran an after-school program, but the program ended up costing the
school more money than they could afford to take on. The school district is trying to secure funding at
this time to jump start a new program. While the household income is similar to the South Dakota
average, the number of students receiving free and reduced lunches is 24.8 percent of the total student
population (“Canistota School Report Card,” 2017).
Canistota participates in the Common Core State Testing. The school is broken down into three
different sections - Canistota Elementary, Canistota Middle School, and Canistota High School. Two out
of the three schools are under the progressing schools classification and the other school is a status
school. The district had a 69% proficiency in English-Language Arts (ELA) from its 307 students in
2016-2017 (“Canistota School Report Card,” 2017). Canistota improved its proficiency in Math from a
49% the previous year to 59% in the current reported school year (2016-2017). Of the 111 students
tested, student level in ELA in Level 4 went from a 25 to a 31.53 which was above the state average of
18.69 (“Canistota School Report Card,” 2017). In math, a majority of the 111 students remain in Level 3
with 36.04 working at this level compared to only 19.82 in Level 4 (“Canistota School Report Card,”
2017).
Classroom and Student Characteristics
Our classroom of first graders started with 12 students and we just recently received a new
student. Our class is comprised of 8 boys and 5 girls. The classroom consists of all Caucasian students,
except for 2 students – one of which is Caucasian and African American and the other is full African
American. Of the 13 students in our classroom, 4 of them take home food from the backpack program
supported by the local church. Within the classroom, the seating arrangement has varied. Originally,
students were seated in groups of 4, but this quickly became both a distraction and a way for students
to get answers from others. Students are now seated in traditional rows. The students who struggle with
focus and completing work are seated toward the front of the classroom. Students participate in an hour
long reading period in the morning, followed by an hour of work time and guided reading groups. After
lunch, students participate in math for close to an hour. Students work on science and social studies at
the end of the school day. The classroom rules are very typical to an elementary classroom. The
classroom rules include be kind, stay in your seat, keep your desk closed when I am teaching, no talking
while I am teaching, hands and feet to yourself, and always do your best!
We have one student on an IEP for a specific learning disability (SLD) under basic reading, reading
comprehension, and reading fluency. He is also on ADHD medication. He is pulled out of the classroom
for a half hour per day and takes his spelling tests in the resource room. We have one female who is now
getting assessed for special education. We have three students currently receiving speech services
during the school day. We also have three students currently using Title 1 services in reading. The main
reason these students are receiving Title services is their lack of decoding skills in reading and focus on
topics in the regular general education setting. These students are also reading at a DRA level 1-2 which
is significantly below where first grade students usually are. There are also two students who are
currently receiving Title I services in math. I gave a learning styles assessment to students and use this
information below in my instructional implications.
Instructional Implications
There are some instructional implications with our students who are receiving Title services in
reading and the students being watched for further qualification testing. First, these students show
significant deficits in reading and letter/sound correlations. This means that I have to be explicit and
purposeful as a teacher to point out letter/sound correspondence in texts, during read alouds, and
ensure the Title teacher is working with this skill during the pull-out instruction. It will also be important
to give students decoding strategies that will help them in all subjects. These students also need
additional support in completing assignments and often need one-on-one reteaching after reading and
math skills are taught.

My teacher has been educating for over 20 years. Her classroom is fully stocked with a multitude
of tools that are applicable to educating students in diverse ways. Our school district has complete
curriculums for both math and reading. The math curriculum is from Envision and includes the student
practice pages, online interactive software, an assessment book, and teacher books for each topic. My
teacher also has whiteboards for each student, counters, dominoes, dice, math games, and flashcard
sets. The reading curriculum is Journey’s and includes all of the leveled readers from below to above
level, close reading workbooks, writing workbooks, practice workbooks, student textbooks, and teacher
books for each unit. She also has a word wall, spelling lists, big books, and the phonics cards and
activities from the Journey’s curriculum. The science curriculum is older and does not go with the new
standards, but my teacher still has the book and assessment forms, as well as the different lab supplies.
There are also leveled readers from the old science curriculum that include different topics discussed
during science leveled for below through advanced learners. The social studies curriculum is also out of
date, but there is a sample of the new curriculum that my teacher has with the teacher book and a
sample student workbook/ textbook. Currently though, we are using the old textbook when applicable.
My teacher has a classroom library that includes books that she has leveled based on her own system of
A-C and then chapter books. She has construction paper, paints, extra markers, pencils and crayons
available in the classroom for projects. I also have access to a Smartboard and interactive materials
associated with it.
There are many different learning styles within this classroom of students. I went in and gave
each student a learning style inventory and came up with slightly surprising results. I had all but two
students tie with two learning styles. I found this particularly interesting, but I found that this is very
common and often true even into adulthood. Students of this age often get multiple learning styles
because they won’t think as critically about the questions, as say a junior in high school or an adult
would. 6 students qualified under self, which was not surprising to me at all. The students who qualified
often like to work very independently and will get their work done with little need for teacher
redirection. These students are quieter and much more reserved around students. 8 students made
nature their top style. Body was a top choice for 5 students which was lower than I expected. These
students need the movement in the classroom and it is easy to see who these students are. This can be
incorporated by doing brain breaks during longer lessons, doing learning games or activities, or having
learning involve a lot of hands-on activities or projects. Only one student had all three questions in the
people category and the math category. 3 students were placed in the picture category as well.
My teacher uses pennies as a motivation in her classroom with a weekly ‘cash-in’ store time on
Fridays. Students enjoy this incentive and will often work harder if a penny is involved or if they see
another student receive a penny. There came a point where the students were not in control of
themselves in the classroom. My cooperating teacher decided to use a behavior clip chart as well as
pennies. When students move up to ‘awesome’ or ‘outstanding’ they also receive additional pennies for
the day. When students get to ‘think about it’ they owe the teacher pennies and must sit out at recess
for 5 minutes. This has seemed to increase positive student before, but it is often true that the same
students get to the positive words and the same students go below to the negative reinforcements.
References
Canistota, South Dakota. (2015). Retrieved November 15, 2017, from
http://www.city-data.com/city/Canistota-South-Dakota.html
Canistota School Report Card [PDF]. (2017). South Dakota STARS
Canistota, SD. (2015). Retrieved November 15, 2017, from
http://www.usacityfacts.com/sd/mccook/canistota/
Unit Plan
Goals and Objectives

Unit Goals:
Throughout this unit, we will be talking about strategies and addition/ subtraction facts within 12. By the
end of the unit, students should be able to describe what a double is and what a near double is. They
should also be able to apply the strategies of counting on, making 5 and counting on, and making 10 to
add. Finally, we will apply all of these principles to talk about thinking addition to subtract. Lastly, for the
problem solving portion, students will draw a picture to represent a word problem.
Unit Objectives:
After the unit of study, students will understand that numbers have relationships including 0, 1 more
than, 2 more than, and 0 less than, 1 less than, and 2 less than on 19 out of 22 trials.
After the unit of study, students will understand and use basic addition strategies like doubles, breaking
facts into 5 plus some more, and showing 10 in two parts to make difficult calculations simpler 20 out of
23 trials.
After the unit of study, students will be able to correctly answer questions showing that addition and
subtraction have an inverse relationship that can be used to solve subtraction facts on at least 3 out of 4
questions.
After the unit of study, students will draw and use images to help them understand, write, and solve
problems with 75 percent accuracy.
Content Standards to be met:

1.OA.A.1 Use addition and subtraction within 20 to solve word problems 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.
1.OA.B.3 Apply properties of operations as strategies to add and subtract.
1.OA.B.4 Understand subtraction as an unknown-addend problem.
1.OA.C.5 Relate counting to addition and subtraction.
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).
1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating three
whole numbers.
Objectives:
Lesson 1:
After talking about counting on, students will be able to apply the math strategy to their oral/ written
work without teacher assistance.
While reviewing flashcards with adding 0, 1, and 2, students will orally tell the sum of the problem on all
trials.
After the lesson, students will complete the worksheet over adding 0, 1, and 2 by finding the sum of the
problems without teacher support.
Lesson 2:
During the lesson, students will be able to orally express the sum of doubles facts with teacher and
poster assistance.
During the lesson, students will be able to write and orally express the sum of doubles facts with teacher
support.
After learning about doubles, students will write the sum of the doubles on 9 out of 11 trials.
Lesson 3:
During the lesson, students will use cubes to show their understanding of near doubles by building two
towers of doubles, adding one, and being able to explain why without teacher support.
After the lesson, students will complete the near doubles assessment with minimal teacher support.
Lesson 4:
After reviewing near doubles, students will be able to write the sums of near double problems with the
use of manipulatives to help solve.
After practicing adding near doubles, students will complete the near doubles worksheet with at least 17
out of 22 correct answers.
Lesson 5:
After showing proficiency in doubles Around the World, students will complete the doubles worksheet
with a 20 out of 22.
After completing the doubles worksheet, students will work in groups of three and play the Doubles
game where they must roll the dice and name of the sum of the doubles without teacher assistance.
Lesson 6:
While reviewing the doubles flashcards, students will be able to orally tell the sum of the doubles
problems without error.
During the lesson, students will be able to make two towers which represent the doubles fact and the
near double fact and write the sum of the problem on their whiteboard without teacher assistance.
After the lesson, students will complete the near doubles assessment with at least 20 out of 22 correct
responses.
Lesson 7:
When adding doubles, students will show fluency in finding the sum and the number problem for the
correct sum with some teacher assistance.
After discussing the difference between doubles and near doubles, students will be able to find the sum
and identify whether a math problem is a double or a near double with 95% accuracy.
After reviewing doubles and near doubles, students will be able to identify the double and add 1 in
order to find the near double with some teacher assistance.
Lesson 8:
After discussing facts with 5 on a ten-frame, students will orally tell and verbally write the sums of
problems on their whiteboards.
After the lesson, students will complete worksheet P4-4 and E4-4 with 75 percent accuracy on both
assessments.
Lesson 9:
During the lesson, students will manipulate the counters on double ten frames to find the sums of math
problems with teacher support.
After practicing making 10, students will complete the assessment with an 80 percent accuracy rate.
Lesson 10:
Lesson 11:
During the lesson, students will complete problems on their whiteboard by subtracting 0, 1, and 2
without teacher support.
After the lesson, students will complete the subtracting with 0, 1, and 2 worksheet with at least a 90%.
Lesson 12:
During the lesson, students will show they understand the inverse relationship between addition and
subtraction by writing both sentences on their whiteboard correctly.
After the lesson, students complete the thinking addition with doubles worksheet with at least a 90% or
above.
Lesson 13:
While working on thinking addition to 8, students will find the missing part and add first in order to find
the subtraction sentence with minimal teacher assistance.
After the lesson, students will complete the assessment on thinking addition to 8 on 13 out of 15
problems.
Lesson 14:
During the lesson, students will be able to find the part, part, whole of 12 and use it to create addition
and subtraction sentences with minimal teacher support.
After the lesson, students will complete the assessment on thinking addition to 12 without teacher
assistance.
Lesson 15:
During whiteboard work, students will draw a picture in order to write the addition sentence for a
problem with teacher assistance.
After the lesson, students will complete the draw a picture to write a number sentence correctly on 10
out of 13 problems.
Lesson 16:
assistance.
Timeline and Lesson Plans
Timeline
Name Addition and Subtraction Facts to 12
Grade Level 1st Grade
Unit Length 10 topics - 16 lessons - 16 days
Skill Level Range Below Level - Average Level
# of Students 13
Length of Class Monday, Thursday, Friday - 55-60 minutes

Tuesday, Wednesday - 40 minutes
Materials/ Equipment Needed: Counters, Cubes, Ten Frames, Double Ten Frames, Double and Near
Double Posters, Doubles flash cards, Adding and Subtracting 0, 1, 2 flashcards, Counting On Poster
Educational Media: Interactive Whiteboard (online math), Student Editions (online math), Smartboard,
Math Practice sheets (each lesson)
Teaching Strategies: Whole Class on Smartboard, Whole Class Whiteboard, Individual Whiteboard Work
with Whole Class Visuals, Small Group Reinforcement
Assessments: Daily Formative Practice Sheets, Flashcards, Informal Observations, Pre-Assessment/ Post
Assessment
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Date 10/23/17 10/24/17 10/25/17 10/26/17
Introduction Tell students Overview of what Ask what a double Reminder of what
about the we did yesterday, is and connect to near doubles are
objective for the definition of what a near
day, and overview doubles, and talk double is
how we will about using to
practice counting solve more
on difficult problems
Content Delivery Interactive Interactive Interactive Review doubles
whiteboard at the whiteboard over whiteboard over flashcards,
front, flashcards doubles, poster near doubles, practice on
for adding 0,1,2, and pictures that connect doubles whiteboards with
whiteboard work, represent to near double cubes again
and differentiated doubles, make poster and use
group flashcards flashcards cubes to go over
the problems
Closure Review what we Ask what a double Ask what a near Ask what a near
discussed, ask for fact is, talk about double is and double is and
example of what we are doing examples of them have students
counting on to tomorrow provide examples
review
Teaching Strategy Whole group, Whole group Whole group Whole group
small
differentiated
groups
Form of Formal Formal Informal Formal

Assessment assessment on assessment assessment over assessment in the
adding 0,1, and 2 worksheet over doubles with morning over near
and completing doubles facts and doubles doubles and
the word making the flashcards. Formal formal
sentence. double match and assessment over assessment during
Informal writing the doubles from the math instruction
assessment of problem. morning work and time over making
walking around near doubles near doubles from
the room while assessment. doubles. Informal
students assessment while
complete students are
whiteboard work completing
and during the problems on their
verbal responses whiteboard.
to the flashcards.
Lesson Length 55 minutes 40 minutes 40 minutes 50 minutes
Date 10/27/17 10/30/17 10/31/17 11/1/17
Introduction Review what a Remind students Ask students to Give students an

double fact is of near doubles remind what a example of facts
and doubles double and a near with 5 problem
double is, connect
to working on
fluency
Content Delivery Around the World Doubles Flashcard review, Interactive

with flashcards, center work - roll whiteboard,
differentiated Around the World it and double it, human ten frame
groups, small with doubles, Go Fish, double activity, practice
group game and near double and near double with problems on
doubles practice with sort whiteboard
worksheet cubes and
whiteboards
Closure Remind students Discuss the Ask for examples Overview of

to work on their difference of doubles and making facts of 5
double flashcards between a double near doubles and 10
at home and near double
Teaching Strategy Small group - Whole group, Small groups Whole group
differentiated small group,
group, differentiated
one-on-one
Form of Informal Informal Informal Informal walk

Assessment assessment of two assessment while assessment while around
groups of Around students work on playing Go Fish assessment while
the World, their whiteboards with doubles and students work on
formally as and manipulate the near doubles the whiteboard.
students get all cubes to answer dice game. Formal Formal
the way around problems on the assessment cut assessment on
they get to go do board. Formally and sort doubles worksheet P4-4
a worksheet on students and near doubles and E4-4.
doubles and then completed the and
play a doubles near doubles reinforcement
dice game. worksheet. near doubles
worksheet.
Date 11/2/17 11/3/17 11/6/17 11/7/17

Introduction Connect to facts Review of making Connect to adding Relate to adding
to 5 10 to add 0,1,2 doubles to use to
subtract
Content Delivery Interactive Ten frames, Model word Review doubles

whiteboard, counters, and problem on the flashcards, model
whiteboard, ten whiteboard work board and discuss add to subtract
frames, and possible relationships on
counters work strategies, whiteboard,
student student
whiteboard whiteboard
practice practice
Closure Review problem Wrap up our work Review a few Discuss how
on making 10 problems with tomorrow will get
subtracting 0,1,2 more difficult with
using different
numbers
Teaching Strategy Whole group Whole group Whole group Whole group
Form of Informally Formal Informal Informal

Assessment assessed students assessment by assessment while assessment during
by walking around correcting the students whiteboard
during the making 10 completed practice. Formal
whiteboard, ten worksheet and problems on their assessment
frames, and redoing this whiteboards. worksheet of
counters work at worksheet after Formal thinking addition.
their desk. Formal the informal assessment
assessment with a assessment of worksheet of
worksheet over reviewing making subtracting 0, 1,
making 10. 10 with counters and 2.
and ten frames.
Date 11/8/17 11/9/17 11/13/17 11/14/17
Introduction Connect to Connect to Another strategy Remind students

doubles and now yesterday and that we can use to of working with 8
using different using larger solve problems and 12
problems numbers
Content Delivery Interactive Review to 8 and Model word Practice on
whiteboard, the steps, practice problem on the whiteboards to
whiteboard work on whiteboards board with a review
with practice drawing, student
whiteboard
practice
Closure Extended learning Remind students Review strategy Tell students what
from doubles to 8 of what we did we will be doing
now to 12 and then to tomorrow
tomorrow review it
Teaching Strategy Whole group Whole group Whole group Whole group
Form of Informal Informal Informal Formal

Assessment assessment of assessment assessment over assessment of
students finding review of thinking dictated word addition and
the missing part addition to 8 and problems that subtraction facts
and adding first to whiteboard students will worksheet and
find the necessary practice with practice on the redo worksheet of
addition sentence. finding the part, whiteboard. facts 12 after
Formal part, whole to 12. Formal informal
assessment Formal assessment assessment of
worksheet over assessment worksheet over reviewing facts to
thinking addition worksheet over drawing a picture 12 on the
to 12. thinking addition to solve. whiteboard.
to 12.
Lesson Plans
Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Morgan Larson Date: 10/23

Grade Level: 1st Grade Time: 12:45-1:40
School: Canistota Elementary Unit/ Topic: 4-1
Reflection from the prior lesson:

The prior lesson was a test on topic 3. Students performed very well on this test. Today is the start of the
new unit.
Lesson Goal(s)/ Standards:
1.OA.C.5 Relate counting to addition (e.g, counting on 2 to add 2).
Lesson Objectives:
After talking about counting on, students will be able to apply the math strategy to their oral/ written
work without teacher assistance.
While reviewing flashcards with adding 0, 1, and 2, students will orally tell the sum of the problem on all
trials.
After the lesson, students will complete the worksheet over adding 0, 1, and 2 by finding the sum of the
problems without teacher support.
Materials Needed:
● Interactive whiteboard (EnVision Math Online)
● Worksheet P4-1, E4-1
● Whiteboards and markers
● Flashcards
● Student Edition
● Counting On poster
Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, one student is on an IEP for reading
fluency and reading comprehension. His strongest subject is math. There are 3 students who receive
Title I services in reading and 2 that receive Title services in math. I conducted a learning styles inventory
on students, and the top classes were self, nature, and body. This means that these students will work
best on their own work, naturalistic students will like to use their senses of touch and doing things
hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t need the
outdoor involvement. Math occurs after lunch and on Tuesday and Wednesday, after the music time.
This often results in students having less focus than they do during the morning reading time. Keeping
math interactive and hands on helps cut down on the behaviors.
A.The Lesson (55 minutes)

1. Introduction (3 minutes)
a. Getting attention “First graders put everything away and come sit up front.”
b. Relating to past experience/ prior knowledge “Who remembers when we talked about
counting on during topic 3? Can anyone remind me what we do when we use the
counting on strategy? (count up from the number)”
c. Creating a need to know “We used counting on during our last topic when we were
adding to make 10. Now we are going to use it to help us add two bigger numbers
together. The importance of using counting on makes it simpler than counting all 7
fingers you have and the other 2 you're adding, instead you can just say 7 - 8 - 9.”
d. Sharing objective “Today, we are going to use the counting on method to help us add 0,
1, and 2.”
2. Content Delivery (50 minutes)

I. Interactive Whiteboard - Adding 0, 1, 2 (10 minutes) - Go through interactive
whiteboard, stop and discuss during each part. “I want you guys to look at this poster
about counting on. We first have to look for the biggest number, which number is
bigger, 6 or 2? (6) Right, so now we are going to take the 6 and count up 2 more. As you
can see, we added the dots to the number as touch points. Let’s practice counting up, if
I gave you 8 plus 1, how would you count up? (start at 8 and count up 1) Let’s do
another one, 11 plus 2 is what? (start at 11 and say, 12, 13) Good, now this is a strategy
that we can use to solve problems. This is especially helpful when we have one big
number and one smaller number.”
II. Flashcards - Practice Adding 0, 1, 2 (10 minutes) - “Now, we learned how to count on by
finding the bigger number and adding on the smaller number. We are going to practice
this by practicing with our adding 0, 1, and 2 flashcards.” Go through the flashcards that
include adding 0, 1, and 2. Correct students when they give an incorrect sum. Informally
assess students who are answering or not answering and whether they are correct or
incorrect.
III. Whiteboard Practice with Student Edition (15 minutes) - “We are going to go through
the problems on our student edition. I want you to find the sum of 6+2 and write it on
your whiteboard. What was the sum of 6+2? (8) How did you find that answer? (student
responses) Let’s do number 2, 10 +0. What is the sum of 10+0? (10) Very good, how do
you know that this is the sum? (student responses) Let’s do number 3, 8+1. What is the
sum of 8+1? (9) Good. Let’s do number 4, 3+0. What is 3+0? (3) Good.
IV. Group Flashcards - Differentiated (10 minutes) - “I am going to split you into two groups
and we are going to play around the world. I want group 1 to be Keyon, Hannah, Blaise,
Jaxson, and Conner. Then group 2 will be Roo, Lily, Caleb, Reece, Kolton, Cherish, and
Sienna. We are going to play around the world in each group. You are going to say the
sum of the problem and whoever does it faster will go on to the next person. If there is a
tie, we will do a new problem.”
V. Assessment (10 minutes) - “ Please grab out your pencil while I pass out your papers. On
the front side, you are going to find the sums of the problems. On the bottom two, you
need to find the missing part that makes the problem balance like Mrs. Jolley taught us.
On the backside, you are going to find which symbol you need to use and then decide
what that symbol stands for on top. I am going to show you a sample one up on the
board. It says, there are 3 ants and square more is _____ ants. I used a square so what
number does that represent? (0) I am going to write zero in that square, so I can see
that it represents that and then I am going to find the sum and write it on the line.”
3. Closure (2 minutes)

“Today, we talked about adding 0, 1, and 2 by using the counting on strategy. Can anyone give
me an example problem and show me how you can count on? Try to use a problem with 0, 1, or
2. (student examples) Those are all great examples of counting on. I want you to think of using
this strategy while you are working on your worksheet.”
B. Assessments Used
● Whiteboard practice - Informal assessment of how students answered the questions and any
student that needed constant support our help with finding the correct answer.
● Flashcards - Informal assessment of which students are answering quickly, answer after, solving
with fingers or different strategies, and whether they are answering or not at all.
● Worksheet P4-1, E4-1 - Students will have to find the sum of the problems and then draw the
other side of the double on the back and write the addition sentence.
C. Differentiated Instruction
Above and Average Level - These students will be in a separate group to ensure that they are with
people who are as quick as them and allows them to continue to be challenged with bigger numbers if
necessary. These students should be able to complete the worksheet without assistance and should
need minimal support during the whiteboard practice.
Below Level - Students will be in a separate group to do the flashcards that will allow for reteaching of
the counting on strategy when necessary and ensure that they are not getting left behind with the
above level learners and either copying their oral answers or just not answering at all. On the worksheet,
these students may need more teacher support and guidance on finding the correct answers.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT


Students did very well with this lesson. By having students work through the flashcards first, they had
already used their own strategy to figure out the problem, so now I could introduce counting on as
another strategy. Students really struggled with the backside of the worksheet where they had to
associate the symbol with a number to fill in the blank. Once students understood how the symbols just
represented a designated number, they were able to correctly complete the operations. I am less
concerned that the students were confused with using the symbol to represent a number. We will
continue to review the flashcards of adding 0, 1, 2 and using counting on throughout the unit. The
students need continued support for the counting on strategy, but it is not the biggest concern at this
point.

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
Lesson Objectives:
During the lesson, students will be able to orally express the sum of doubles facts with teacher and
poster assistance.
After learning about doubles, students will write the sum of the doubles on 9 out of 11 trials.
Materials Needed:
● Interactive Whiteboard - Doubles
● Construction Paper
● Printout of doubles & pictures
● Glue
● Worksheet P4-2 & E4-2
● Doubles Poster


a. Getting attention “As we come in from music, I want you to focus your mind in on
learning and come up to the Smartboard.”
b. Relating to past experience/ prior knowledge “Yesterday, we talked about counting on
as a strategy for solving problems. Today, we are going to talk about math facts called
doubles that we will be able to use to help us solve bigger problems like we can do with
counting on. Does anyone know what a doubles fact is? (along responses) A doubles fact
is the same two numbers in a problem. 4+4 would be a doubles fact, just like 8+8 would
be a doubles fact. What else would be a doubles fact? (3+3, 2+2, 6+6, 7+7) Good. We
are going to talk more about doubles today.”
c. Creating a need to know “We use our doubles facts to help us solve other problems. We
will learn how to use doubles to help us solve more difficult problems like 6+7. After
discussing it for the next few days, you will know that answer super quick.”
d. Sharing objective “Today, we are going to talk about making doubles.”

I. Interactive Whiteboard (10 minutes) - Doubles - Go through interactive whiteboard,
stop and discuss where necessary.
II. Poster & Pictures that Represent Doubles (5 minutes) - “Who can remind me what a
double is? (a problem with the same numbers) We can use some different pictures to
help us remember what the doubles equal. We have a set of eyes up here, that
represents the double of 1+1. Now we have a puppy with four legs, what is the double
that represents a sum of 4? (2 and 2) Has anyone ever gotten a 6 pack of pop? How
many cans of pop are in a 6 pack? 6 And usually when you pick up a 6 pack, usually there
are three on one side and three on the other side, which makes our 3+3 double. We use
a spider to remember that 4+4 is 8 because a spider has 8 legs total. Hold up both of
your hands. How many fingers do you have total? 10 And how many fingers do you have
on each hand? Right, so our double fact of 10 is 5+5. Who knows how many eggs are in
a carton of eggs? Right, there are 12 eggs in the carton of eggs. They are split into two
different sides of 6, so our double of 6+6 is 12. When we think of 7+7, we are going to
think of two weeks. How many days are in a week? 7 So, when we think of two weeks,
we think of 7+7 or 14 total days. When Mrs. Jolley was little, crayons only came in 2
options. You could only get 8 or 16 crayons. When we think of the double 8+8, we can
think of the 16 total crayon box. Who has ever heard of an 18 wheeler? An 18 wheeler is
what some people call a semi because it has 18 total wheels. That makes up the double
of 9+9. Now, I am going to point to a picture and I want you to tell me what the doubles
fact is and the sum.”
III. Make Flashcards (13 minutes) - “You are going to be making you own doubles
flashcards. I am going to pass out the doubles cards. You are going to cut around the
problem and the picture at the same time. Do not cut the picture from the problem.
What are we not going to cut the picture from? (the problem) I want you start by cutting
all of these out. Then you will come up and get construction paper to glue them onto.
Let students cut them out. Now that you have glued them onto the construction paper,
while you wait, you need to write the correct sum on the back. I will write all of the
sums up on the board so you make sure that you get the correct sum. Once you have
finished writing the sums on the back, practice to yourself until everyone else is done.
IV. Assessment (8 minutes) - “On the front of your worksheet, you are going to be finding
the double sums. On the back, you need to complete the other side of the image. Since
it is a double fact, you need to have the same number, so if the first one shows 4, what
are you going to draw on the other side? (4) Then we are going to complete the addition
sentence and find the sum.”

“Today, we learned about doubles. What is a doubles fact? (a problem with the same addends or
numbers) Right, we will be using our doubles tomorrow to talk about near doubles. I want you
to take your flashcards home tonight and start practicing those at least once a night.”
B. Assessments Used
● Worksheet P4-2, E4-2 - Students will need to find the sums of the doubles facts. On the back,
they will complete the double to make the full fact and find the sum.
This lesson did not require much differentiation because the worksheet is simply finding the sums and
our main activity is making the flashcards.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT


Students did very well solving the doubles addition problems. It was very helpful for them to have the
poster with the pictures that represented each double. I found that most of the students used this to
count the doubles to find the totals. The students can do these problems and find the answers, but they
were not quick like you need them to in order to utilize the strategy of using doubles to make larger
numbers. The students need to continue working on these, so hopefully they will practice at home with
the flashcards we made and the extended work at school will help. The students met the objective but
will still require more work to become automatic with the sums of doubles.

Lesson Objectives:
During the lesson, students will use cubes to show their understanding of near doubles by building two
towers of doubles, adding one, and being able to explain why without teacher support.
After the lesson, students will complete the near doubles assessment with minimal teacher support.
Materials Needed:
● Doubles flashcards
● Poster linking doubles to near doubles
● Unifix cubes
● Whiteboards
● Interactive whiteboard


a. Getting attention “First graders, as you come back in from music, please come sit up
front so we can get started right away.”
b. Relating to past experience/ prior knowledge “Yesterday, we talked about adding our
doubles. What is a double? (two of the same numbers) Our knowledge of doubles is a
strategy that we will use to help us solve near doubles. Does anyone know what a near
double is?”
c. Creating a need to know “Near double math problems are difficult to solve mentally
sometimes, so we use our strategy of doubles to help us solve them.
d. Sharing objective “Today, we are going to learn what near doubles are and ways to
solve them.”

I. Review Doubles Flashcards (5 minutes) - G
o over the doubles flashcards from the day
before multiple times with students.
II. Interactive Whiteboard (10 minutes) - Near Doubles - Go through the interactive
whiteboard online and discuss as necessary.
III. Doubles & Near Doubles Poster (10 minutes) - Cubes & Whiteboard Work - I passed
out a set of 20 cubes to each students plus one more in a different color. I will model
first what students are supposed to do. “We are going to first build a doubles tower, so
let’s say our problem is 6+6. We are going to build two different doubles towers, so two
towers of 6. Now, on my whiteboard, I am going to write the doubles fact once I have it
built. So I will write, 6+6=12. Now I know that a near doubles fact is the double, plus 1,
which makes my near double fact 6+7, so I will add my extra one cube to one of my
towers to make one 6 and one 7. Now I will find the sum of these two, which I know is
just the sum of my double fact 6+6 and one more which would be 13. Now I want you
guys to try and do one with me. We are going to do 7+7, so make two towers of 7. Once
you have made your two towers, add 1 more to one of them to make the problem 7+8.
Who knows what the sum of 7+7 is? (14) Now let’s add one more to that to make our
near double of 7+8.” We will go through the problems that are on the poster, 9+9,
10+10, 5+5, 4+4, and 3+3.
IV. Worksheet (10 minutes) - Ended up not using this and doing more whiteboard work.

“Today, we learned about our near doubles, what is a near double? (double + 1) This was a kind
of difficult topic for all of us to work through. Tomorrow, we are going to continue to work on
learning how to work with our near doubles.”
B. Assessments Used
● Informal assessment of walking around and watching how students manipulate the cubes and
solve the problems on their whiteboards.
● We did not end up doing the intended worksheet because it was just too difficult for students at
this time.
Below Level - These students will most likely require a lot of teacher support both in class and on the
worksheet.
Overall, I expect this to be difficult for all students, so there will be adaptations for all students who are
struggling with this concept at that time.
D. Resources
____________________________________________________________________________

LESSON PLAN FORMAT


Students were able to practice with the cubes which I think was very helpful for them. Beyond that, they
had minimal understanding of the concept and the purpose of it. I ended up not even having students
complete the worksheet because just from the informal assessment of them using the cube was a mess
and the understanding was not there to move on. After brainstorming with my ct, we are going to try
and reteach today and see where the understanding is at then. I should have taught the lesson from the
angle of this being another strategy to use to add and not just adding doubles plus 1 because I think they
would have seen that they could use it for something.

Lesson Objectives:
After reviewing near doubles, students will be able to write the sums of near double problems with the
use of manipulatives to help solve.
After practicing adding near doubles, students will complete the near doubles worksheet with at least 17
out of 22 correct answers.
Materials Needed:
● Near double poster
● Cubes
● Near Double worksheet
● Whiteboard


a. Getting attention “We are now going to work on math, so please put all of your things
away and come up front.”
b. Relating to past experience/ prior knowledge “Yesterday, we began our work on near
doubles. Today we are going to continue to work on these so that we have a very strong
understanding of what is going on so that we can move.”
c. Creating a need to know “We are going to use our double facts to help us solve our near
doubles facts. This is a strategy I want you to use in order to help solve more difficult
problems.”
d. Sharing objective “Today, we are going to continue our work with near doubles.”

I. Doubles Flashcards Review (10 minutes) - We will review the doubles flashcards again
with students. If I notice a major discrepancy in student understanding, we will split
students into two differentiated groups and work on them that way again. I want
students to be extremely fluent in these facts in order to be able to understand the near
doubles.
II. Review & Practice Near Double with Whiteboards (10 minutes) - “We are going to
review our near doubles like we did yesterday. I am going to give you a doubles fact and
I want you to make the near double with your cubes and then write the correct addition
sentence for both the double and the near double. Let’s do one together. If I give you
the problem 5+5, I will make two towers of 5 and write the addition sentence. The sum
will be 10 because that is the double of 5+5. Now, I told you that the double is 5+5, but I
want the near double fact, so we know our number sentence is going to say 5+6
because our biggest number is always one more than our double fact number. Show me
your towers that show 5+6. Then write the addition sentence for the near double on
your whiteboard. Good, so our addition problem is going to be 5+6 and our sum is going
to be 1 more than 10. What would that be? (11)” Give more problems and follow the
same prompts, giving students time to work. 3+4, 6+7, 7+8, 4+5, 9+10
III. Near Doubles Worksheet - Students will have as long as they need to complete the
assessment. I anticipate that students will need additional support to get through this
worksheet.
IV. IXL - Doubles and Near Doubles - Students will work on the doubles and near doubles
portion of IXL until the end of the math period.

“Today, we reviewed our discussion on near doubles. Can someone tell me what a near double
is? (double fact plus 1) Tomorrow, we are going to go back and review our work on doubles and
do some more practice with doubles with Around the World.”
B. Assessments Used
● Front of near doubles worksheet - The back of this worksheet was way to out there for the
students to grasp onto and complete.
● IXL Review - I went back into IXL to review how much students completed of the assigned tasks.
I expect that all students will need some help with this worksheet. I would expect the above level
students to be able to perform most of the assessment without teacher assistance, but the below level
students will probably need additionally reteaching.
D. Resources
____________________________________________________________________________

LESSON PLAN FORMAT


Yesterday ended similarly from the first. Students were very confused. After discussing with my
cooperating teacher again, we recognized that students don’t know their doubles facts very well and it is
making it extremely difficult to make the near doubles. So, we are going back to the drawing board and
starting over with practicing doubles to ensure students have a grasp on those facts and can find the
sums quickly. We gave students a worksheet over near doubles that just had them simply finding the
sum. Students had difficulty with this as well.

Lesson Objectives:
After showing proficiency in doubles Around the World, students will complete the doubles worksheet
with a 20 out of 22.
After completing the doubles worksheet, students will work in groups of three and play the Doubles
game where they must roll the dice and name of the sum of the doubles without teacher assistance.
Materials Needed:
● Doubles worksheet
● Doubles game mat
● Dice
● Halloween counters


a. Getting attention “As you come in from recess, go grab your drink and then come up
here and sit in your desks.”
b. Relating to past experience/ prior knowledge “At the beginning of the week, we talked
about doubles and have been practicing those at home. Now yesterday we talked about
near doubles, but some of us are still not quite getting on the doubles facts quick
enough.”
c. Creating a need to know “We are going to use our doubles facts to help you solve near
doubles and other problems that you will encounter later on. In order to solve those
problems though, you have to learn these basic facts first.”
d. Sharing objective “Today, we are going to do a few activities to work on learning our
doubles facts.”

Students will work through all of these activities as they are released from the Around the World
activity.
I. Doubles Flashcard Around the World - There will be two groups of students. The first
group will be Cherish, Hannah, Blaise, Keyon, Conner, and Jaxson. The other group will
be Marcus, Sienna, Roo, Lily, Reece, and Kolton. Students will play Around the World,
and after they have gone around the circle at least twice continuously, they will be let
out of the group to complete the doubles worksheet.
II. Doubles Worksheet - Students will complete the doubles worksheet without teacher
assistance to show their proficiency.
III. Double Trouble Game - As they complete this, students will go into groups of three with
no specific reason because I want random groups for this activity. Students will roll the
dice, whatever number it lands on, students will double that number and then place
their counter on that number. The goal is to have the most on the board before the
timer goes out which makes students work more quickly.

“Today, we practiced our doubles and did a game to work on learning those doubles facts. I
want you to continue to work on your doubles facts at home because we are really going to
need them as we finish up our work with near doubles.”
B. Assessments Used
● Doubles flashcards will act as a time of informal assessment as well as some formal assessment
because students will not be able to move on to the next task until they have gone around the
group multiple times.
● Students will then complete the doubles worksheet which will act as a formal assessment of
students proficiency.
● Finally, the doubles game will act as an informal assessment which will help students build quick
doubles facts.
Students will be separated into two differentiated groups to work through the flashcards. They will all
work on the same worksheet and complete the same game. If students show significant difficulty in the
flashcards, we will work on those one-on-one.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT

This lesson went a lot better than the last and gave me an understanding what students are still behind
with their doubles facts and who are prepared to go on. Having two groups doing ‘Around the World’
with the flashcards went really well because we able to see which students did not know the doubles.
The students who knew them well went out of the game, so that the other students didn’t just keep
losing, and then did a short doubles worksheet and played a game with doubles with their peers. This
allowed us to differentiate when we got down to the students who really struggled, we took time to
reteach and use pictures to help them. Students did well on the doubles worksheet and we felt
confident that almost all of the students had a good grasp on the concept. We have one who is way
below other students, but we are going to continue to differentiate instruction with her and work on the
flashcards daily. I let students play a doubles game with dice. I learned that chaos can ensue when the
correct parameters are not set out from the beginning.

Lesson Objectives:
While reviewing the doubles flashcards, students will be able to orally tell the sum of the doubles
problems without error.
During the lesson, students will be able to make two towers which represent the doubles fact and the
near double fact and write the sum of the problem on their whiteboard without teacher assistance.
After the lesson, students will complete the near doubles assessment with at least 20 out of 22 correct
responses.
Materials Needed:
● Near doubles worksheet
● Whiteboard and marker
● Cubes


a. Getting attention “First grade, we are now going to transition into math time, so please
put everything away and come up front. We are going to get started by practicing our
doubles.”
b. Relating to past experience/ prior knowledge “Over the last week, we have been
talking about using our doubles to help us solve near doubles. We talked about our
doubles which are the same numbers in a problem and the near doubles which are our
doubles plus 1.”
c. Creating a need to know “Our doubles help us learn our near double facts and makes
the math calculations much easier.”
d. Sharing objective “Today, we are going to review near doubles for the last day.”

I. Doubles Flashcards (5 minutes) - Go through doubles flashcards again with students,
noting the students who are responding late or not responding at all.
II. Around the World Doubles (15 minutes) - Students will be split into two groups. The
first group will be Hannah, Keyon, Blaise, Jaxson, Cherish, and Kolton. The second group
will be Roo, Reece, Lily, Sienna, Marcus, and Caleb. We will keep going through this for
the full time.
III. Near Double Practice - Cubes & Whiteboards (30 minutes) - “We are going to review
our near doubles like we last week. I am going to give you a doubles fact and I want you
to make the near double with your cubes and then write the correct addition sentence
for both the double and the near double. Let’s do one together. If I give you the problem
5+5, I will make two towers of 5 and write the addition sentence. The sum will be 10
because that is the double of 5+5. Now, I told you that the double is 5+5, but I want the
near double fact, so we know our number sentence is going to say 5+6 because our
biggest number is always one more than our double fact number. Show me your towers
that show 5+6. Then write the addition sentence for the near double on your
whiteboard. Good, so our addition problem is going to be 5+6 and our sum is going to
be 1 more than 10. What would that be? (11)” Give more problems and follow the same
prompts, giving students time to work. 3+4, 6+7, 7+8, 4+5, 9+10
IV. Worksheet (10 minutes) - Students will complete the near doubles worksheet.

“Today, we did our final review over near doubles and doubles. Who can tell me the difference
between a double and a near double? (double is two of the same numbers, and near doubles are
doubles plus 1) Raise your hand if you think you are ready to move on from our near doubles
and learning something new?”
B. Assessments Used
● Informal assessment while students work on their whiteboards, I will be walking around to make
sure students are performing the work correctly. This allows me to work with students if they’re
struggling and also just see who is performing the task correctly or not.
● Students complete the near doubles worksheet.
Above and average level - These students should require any teacher assistance and should be able to
complete the tasks with minimal need for reteaching.
Below level - Students will need some additional push to find the answers and help understanding the
steps involved. I will work with these students while the whole class is working through them as well.
D. Resources
____________________________________________________________________________

LESSON PLAN FORMAT
Name: Morgan Larson Date: 10/31/2017

School: Canistota Elementary Unit/ Topic: 4-2, 4-3

Yesterdays lesson was a reteach of near doubles from last Wednesday. The students did not have a good
grasp of doubles last week, so we started over and have worked back up. Today was still difficult but
students did considerably well. Students knew their doubles this time which included a refresher
worksheet on doubles to start the math lesson. Then we did ‘Around the World’ which helped me assess
what students were really grasping their doubles and who still was struggling. Only 4 students had any
wrong on the near doubles worksheet and these included a student who is one of the top in the class in
math and reading. She made 2 small errors. Otherwise, 3 other students made errors (1-2 errors per
student). I was very happy with these results and see significant improvement from last week when we
practically did the worksheet together. My goal was for students to be at least 85 percent proficient in
order to continue and all students made this standard. This lesson has shown me that students may still
need the repetitive practice to get their doubles and near doubles down, so for Halloween we will be
doing center activity rotations to continue working on the material.

1.OA.C.5 Relate counting to addition.
1.OA.CD. 8 Determine the unknown whole number in an addition or subtraction equation relating three
whole numbers.
Lesson Objectives:
When adding doubles, students will show fluency in finding the sum and the number problem for the
correct sum with some teacher assistance.
After discussing the difference between doubles and near doubles, students will be able to find the sum
and identify whether a math problem is a double or a near double with 95% accuracy.
After reviewing doubles and near doubles, students will be able to identify the double and add 1 in
order to find the near double with some teacher assistance.
Materials Needed:
● Near Doubles/ Doubles Cut and Sort
● Glue
● Scissors
● Near Doubles Review Worksheet
● Pumpkin Roll and Add Mat
● Felt Stickers (cover numbers on pumpkin roll mat)
● Dice
● Go Fish flashcards


a. Getting attention “Please gather up front and get ready to start math.”
b. Relating to past experience/ prior knowledge “We have been focusing on doubles, near
and near doubles over the last week. Who can remind me what a double is? (two of the
same numbers together) Who can remind me what a near double is? (adding a double
plus 1).”
c. Creating a need to know “We are continuing to work on our fluency of these skills by
working on flashcards and completing multiple activities because we need to know our
doubles almost instantly, so that we can use them to form our near doubles.
d. Sharing objective Today, we are going to work on 3 activities that will help us practice
and become fluent in our doubles and near doubles adding facts

I. Flashcard Review - Doubles and Near Doubles (6 minutes) - I will still have students up
on the carpet and we will all as a whole group run through our flashcards for doubles
and near doubles. This is just to get students thinking of the problems.
II. Explain Each Activity & Assign Groups (10 minutes) - See each activity description.
Group 1: Hannah, Keyon, Blaise
Group 2: Conner, Cherish, Kolton, Lily
Group 3: Caleb, Roo, Reece, Marcus
III. ‘Center’ Activity Rotations (30 minutes) - 9 minutes per rotation, 1 min change time
A. Roll a Die, Double It, Add 1 - Instructions: You will each grab a game card and
some counters to put on your board. These are Halloween themed with
skeletons, pumpkins, and Frankenstein and yes they are stickers, but you can not
stick them to your paper because I would like to be able to use these again with
other students. Just like we did last week, you will roll the dice, but after you roll
the dice to reveal your double, you must add one to make it the near double.
B. ‘Go Fish’ Doubles - Instructions: When you come to the Go Fish center, you and
your group members will each draw 7 cards from the pile. The student whose
birthday is first in the year will go first. They will pick someone to ask. That
person will look at their doubles addition problems and ask for either the answer
or the number sentence. If I have 6+6 in my hand, what answer would I ask for to
make a match? (12) If I have 12 in my hand, what addition sentence would I ask
for? (6+6) If I don’t have the answer or problem, I will say Go FIsh and that
player will draw a card from the pile. For below level learners, I will have the
poster of the doubles hanging up on the bulletin board in front of the center.
My goal for the above and average learners would be minimal reliance on the
poster.
C. Doubles & Near Doubles Sort - Instructions: You will get a sheet that says
doubles and near doubles and then the sheet with the lines. You are going to
solve the problems first and then you will cut them out and sort whether they
are doubles or near doubles. Remind me what a double is. Remind me what a
near double is. Okay, so you will sort these into the two groups. Once you have
finished this, you will work on completing this near doubles worksheet.

“We have been working on our doubles and near doubles facts the last week. Who can give me
an example of a double? (2+2, 3+3, 4+4, 5+5) Good, now who can give me an example of a near
double? (4+5, 3+4, 6+7, 7+8) Good. We are going to use our knowledge of near doubles and
doubles to work on adding with 5 on a 10-frame.
B. Assessments Used
● The double and near doubles sheet will be assessed on accuracy for adding the double and near
double as well as understanding of what the difference between a double and near double is.
● I will observe the pumpkin math game and the Go Fish game to see how well students know
their double and near double facts. I will take notes of how students are performing on these
activities and how much assistance they need.
Students will be grouped by similar academic levels to ensure that all activities the students will be
active participants with their peers. It also allows for me as the teacher to stick closer to the lower group
and scaffold the learning of on level learners. I expect the above level learners will need minimal
assistance in completing the activities. I do expect the below level learners to need a significant amount
of assistance in some activities. I expect that in the Doubles Go Fish game, they will be less fluent than
the average and above level learners.
D. Resources
Roll and Double it + 1
https://drive.google.com/file/d/0B4rcgk-kftkwZTJhYmRhZjYtYTU1Yi00ODdmLWIzYzYtZGNiOGFlODkyZDh
h/view
Doubles and Near Doubles Sort
https://doc-0s-2c-apps-viewer.googleusercontent.com/viewer/secure/pdf/6rjch91370supoecftu381n36
0tqd09k/gmklibc2c2n7s40bc65kluee1c58cjna/1509454725000/drive/05191916281962693757/ACFrOgD
xjn6eNVTfy0fxAbG-QjarXU198PQx6QEmk0MrRGON0lICHBTuNewvYiGu4f8tIbAF_2Sazwwg3z1G5uJiPhtr9
Bj4SDjrRBMLTtkaRNk2nz8mPq4uXIfSsOI=?print=true&nonce=fjuo5e5r5gkdm&user=0519191628196269
3757&hash=9aev9gjcmn2933dg9eqt1dc8q657usm5
Pumpkin Math
https://drive.google.com/file/d/0B4rcgk-kftkwZTJhYmRhZjYtYTU1Yi00ODdmLWIzYzYtZGNiOGFlODkyZDh
h/view
_____________________________________________________________________________________

LESSON PLAN FORMAT


Students really enjoyed the different activities they got to participate in. It was both fun because
students got to complete Halloween themed activities, and engaging because it included different
activities that kept them at a fast pace. Overall, students are showing a lot better understanding of the
subject in both doubles and near doubles. Students completed the doubles versus near doubles sheet
with near perfection including both the sums and the placement. This showed me both mathematical
understanding and conceptual understanding. Students had the most difficulty with the Go Fish game
because it made them think in multiple ways and do complete mental math.

Lesson Objectives:
After discussing facts with 5 on a ten-frame, students will orally tell and verbally write the sums of
problems on their whiteboards.
After the lesson, students will complete worksheet P4-4 and E4-4 with 75 percent accuracy on both
assessments.
Materials Needed:
● Worksheet P4-4, E4-4
● Interactive Whiteboard
● Tape
● Student edition online


a. Getting attention “Please come in quietly from music and come up to the front ready to
learn.”
b. Relating to past experience/ prior knowledge “Last unit, we worked a lot with reading
ten-frames and finding the total in the frame. Now, we are going to work on knowing
our facts as 5 plus a number, so if I have this ten frame, how many are there? (7) Right,
but I can also represent it at 5+2 which still equals 7. This is another strategy we can use
to think about how many counters are on the ten-frame.”
c. Creating a need to know “The more strategies that we have to solve a problem, the
better we will be at finding our answers quicking. Our facts with 5 will also help us figure
out how many away from 10 we are.”
d. Sharing objective “Today, we are working on facts with 5 on a ten-frame.”

I. Interactive Whiteboard (10 minutes) - G o through the interactive whiteboard online
and pause to discuss throughout.
II. Human Ten Frame (8 minutes) - “ I have taped a ten frame on the floor. We are going to
do a human ten frame, so each of you are going to be the counters. I first want 5 people
to come up, so let’s do row one and Keyon, come up front and stand in the square. So, I
know that I have 5 total on the ten-frame, how can I make the math sentence of 5+2=7
on the ten frame? How many more do I need to add? (2) Now how many do I have? 7
Right, I have 7 on my ten-frame, and how many more students do I need to add to make
it to 10? 3 Right, we need to add three more, so the rest of row two can come up here
and fill in our ten frame. Now that is how we are going to do our problems today. You
are going to focus on figure out what makes the fact with 5 addition sentence and then
how many away from 10 we are like we practiced last unit. Let’s do one more. Row 3
and row 4 come up here and stand on our ten frame. Now with a fact of 5 addition
sentence. How many students do we have up here? (5+1=6) Right, we have 6 students
total, so we have five and one more. Now we want to know how many more students
we need in order to make a full ten frame, to get to 10. So how many more students do
we need? (4)
III. Whiteboard Practice (10 minutes) - “ Now, I am going to give you a ten-frame on the
board and you are going to tell me the addition sentence for the fact of 5 and then the
sentence that tells us how many away from 10 we are. For example, if I draw a ten
frame that has 8 on it. I am going to write 5+3=8 and 8+2=10.” Ten frames with 9, 8, 7,
and 6 for practice.
IV. Worksheet (8 minutes) - Students will complete the assessment over facts of 5 on the
ten-frame and making 10.
“Today, we worked on making facts of 5 to write addition sentences and to find how many more
we needed to get to 10. Tomorrow, we are going to work on making 10 on our ten-frame so
knowing these facts of how many more we need to make 10 are going to help us.”
B. Assessments Used
● Informal assessment during whiteboard and human ten-frame practice. The student responses
will show how well students are understanding the concept.
● The formal assessment will be P4-4 and E4-4. Students have to find what the ten frame
represent first by adding on to 5 and then by making 10.
We worked on a very similar lesson last topic, so I will not be differentiating instruction during this
lesson.
D. Resources
____________________________________________________________________________

LESSON PLAN FORMAT


Yesterday's lesson went very well! Students were able to interact with the material by being a part of
the human ten frame. They were able to get up and move around to create the concept they wanted.
Students did very well with the assessment at the end and only two students did not meet the
objectives on that. We will stop and reteach and check in with both of those students to ensure they
understand. I really enjoy using movement with students and I want to continue to try and incorporate
that into more lessons.

Lesson Objectives:
Materials Needed:
● Double ten frames
● Counters
● Whiteboard and markers
● Worksheet


a. Getting attention “Come in from recess quickly and get ready to work on math.”
b. Relating to past experience/ prior knowledge “Yesterday, we worked on making facts
with 5 on a ten-frame and filling the frame all the way to 10. Today we are going to work
on making ten on the frame to add above ten. We will be using double ten frames in
order to solve these problems.”
c. Creating a need to know “By making 10 on our ten-frame, it is easier for us to see how
to answer the problem of 9+3 or 8+4 which goes above our 10, so we need to use
multiple ten-frames.”
d. Sharing objective “Today, we are going to work on making 10 on the ten-frame to solve
the problem.”

I. o through the interactive whiteboard online
Interactive Whiteboard (15 minutes) - G
II. Whiteboard, Ten Frames, and Counters (20 minutes) - “The first thing we do when we
have a problem like 8+4 is draw it on two separate ten-frames. We will put 8 on one
frame and 4 on the other. Now the goal is to make what? (10) Now, we have to move
how many from our bottom frame to make a full ten-frame? (2) Now that we have a full
ten-frame, how many do we have left on the bottom frame? (2) So now our new math
problem will be 10+2 which equals, 12.” I will give the class more of these problems to
work through. We will work through 8+4, 7+4, 9+3, 9+2.
III. Assessment (15 minutes) - Students will complete the making 10 on a ten-frame
worksheet.

“Today, we worked on moving counters around to make 10 to add. We are going to continue to
work on this strategy during the next unit. If I give you a problem of 9+3, what steps are you going to
take to solve it? Right that is correct!”
B. Assessments Used
● Students will be given the making 10 on a ten-frame worksheet where they will have to redraw
the counters and move them around to form the sums
● During the whiteboard and ten frame work, I will walk around and see what students are
understanding the moving counters and which students are not.
Above/Average level - Students should be able to complete this work without teacher assistance.
Below level - Students may need to use counters or manipulatives in order to help them solve the
problems on the worksheet.
D. Resources
____________________________________________________________________________

LESSON PLAN FORMAT


Yesterday’s lesson went pretty well, but students definitely need an additional review over this activity.
On the assessment, students did not understand the concept of moving the different objects and parts
of the ten frames around, although we practiced it for a majority of the lesson. I think students need
more opportunity to manipulate the materials and understand conceptually why they should be moving
the counters to make 10. I will focus more on the ease of creating ten to help add and how much easier
it makes the addition.
Lesson Objectives:
Materials Needed:
● Double ten frames
● Counters
● Worksheet


a. Getting attention “We are going to transition into math now, so please come sit down
and be ready to learn.”
b. Relating to past experience/ prior knowledge “Yesterday, we worked on making 10 on
a ten-frame and we kind of struggled with making these facts. We are going to review
and work on this again today.”
c. Creating a need to know “By making 10 on our ten-frame, it is easier for us to see how
to answer the problem of 9+3 or 8+4 which goes above our 10, so we need to use
multiple ten-frames.”
d. Sharing objective “Today, we are going to work on making 10 on the ten-frame to solve
the problem.”
I. Fix Worksheet (10 minutes) - I will model the first problem on the board for students to
help them understand what the worksheet is asking them to do again. Then students
will get time to fix their worksheets. I will pull a small group of students who significantly
struggled yesterday.
II. Ten Frames, Counters, and Whiteboards (17 minutes) - “I am going to first review a
problem on the board with you then we are going to do more practice on your
whiteboard. The first thing we do when we have a problem like 8+4 is draw it on two
separate ten-frames. We will put 8 on one frame and 4 on the other. Now the goal is to
make what? (10) Now, we have to move how many from our bottom frame to make a
full ten-frame? (2) Now that we have a full ten-frame, how many do we have left on the
bottom frame? (2) So now our new math problem will be 10+2 which equals, 12.” I will
give the class more of these problems to work through. We will work through 8+4, 7+4,
9+3, 9+2.
III. Assessment Redo (10 minutes) - Students will redo the assessment from yesterday after
they have corrected it.
6. Closure (1 minute)

“Today, we worked on moving counters around to make 10 to add. We are going to continue to
work on this strategy during the next unit.”
B. Assessments Used
● Students fixed their formal assessment from yesterday and then completed the same worksheet
again after we reviewed.
● Informally I walked around and monitored how students were performing.
Below level - Students will need manipulatives and additional support to complete the worksheet.
D. Resources
____________________________________________________________________________

LESSON PLAN FORMAT

To begin the lesson, I had students go back through and correct the worksheet we did yesterday. Then,
students got out their counters and ten-frames so that students can manipulate and practice this skill.
This reteaching day went much better than the original day. Students understood moving the counters
and the value of doing so during this lesson. Only one student missed the objective this time, which we
also had them correct right away. I am going to meet with this student one-on-one and give another
practice sheet to help with the material.

1.OA.C.5 Relate counting to addition and subtraction.
Lesson Objectives:
During the lesson, students will complete problems on their whiteboard by subtracting 0, 1, and 2
without teacher support.
After the lesson, students will complete the subtracting with 0, 1, and 2 worksheet with at least a 90%.
Materials Needed:
● Worksheet


a. Getting attention “First graders, we are going to transition into working on math now,
so please sit down in your seat and put everything away.”
b. Relating to past experience/ prior knowledge “Last week, we talked about adding with
0, 1, and 2, but now we are going to work on subtracting these numbers. Instead of
using counting on, we are going to talk about other strategies we can use to complete
these problems.”
c. Creating a need to know “By learning and applying strategies to our math problems,
you will be able to use those strategies to complete a lot of math problems. Even
problems like 100- 70.”
d. Sharing objective “Today, we are going to talk about the strategies we can use to
subtract 0, 1, and 2.

I. Model Word Problem (10 minutes) - “Suppose that there are 5 children on the bus. It
stops and then 2 of the children get off the bus. Now there are two less children on than
bus than before. How many children are left on the bus? (3) What are some strategies
that we can use in order to find this answer? (draw a picture and cross them out, use the
number chart on their desk, get out 5 fingers and take them away, draw a ten frame and
take 2 away).” I will go through all of the strategies that students gave and show how to
do them. Then I will discuss the vocabulary of 2 less than, 1 less than, and 0 less than
and we will work on a number line on the whiteboard to see it. “I drew a number line up
on the board. We are first going to talk about 2 less than. When something is 2 less than
a number, like 7, we are going to make 2 hops backwards on our number line. This is
similar to 1 less than, we are going to make 1 hop back, so they are going to be like
neighbors but on the other side. When we take 0 less than, we are not going to hop
anywhere because we are not taking away or adding anything to the number.”
II. Whiteboard Practice (15 minutes) - “I am going to give you problems from the board to
complete. You will write the sum on your whiteboard.” 10-0, 9-1, 8-2, 7-2, 5-1, 8-0, etc. I
will ask some of these questions in a word problem format like I did earlier with the
model on the board.
III. Assessment (12 minutes) - Students will complete a formal assessment over subtracting
0,1,2.

“Today, we practiced working with subtracting 0, 1, and 2. Can anyone tell me what happens
when I ask you what the answer to 0 less than 6 is? (6) What about if I ask what is 2 less than 6?
(4) Today you guys did awesome, using so many strategies to find the difference in these
problems!”
B. Assessments Used
● Students will complete a formal assessment over subtracting 0,1,2.
● I will informally assess students as I walk around the room during whiteboard practice.
I don’t anticipate students having difficulty with this lesson.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT


Yesterday’s lesson went very well! I asked students what strategies they can use to solve these
subtraction problems and they were able to come up with a lot of different ways. I was very impressed
with how well students were able to make these connections to the topics we had been talking about
over the last few weeks. Only two students did not meet the goal, so I went back and talked to each of
them about the problems they missed and gave them a few more to practice.

Lesson Objectives:
During the lesson, students will show they understand the inverse relationship between addition and
subtraction by writing both sentences on their whiteboard correctly.
After the lesson, students complete the thinking addition with doubles worksheet with at least a 90% or
above.
Materials Needed:
● Doubles poster
● Worksheet


a. Getting attention “Come up to the front so we can get started with math.”
b. Relating to past experience/ prior knowledge “We have been working on adding our
doubles, but now we are going to use our addition facts of doubles to write them in
subtraction sentences.”
c. Creating a need to know “Adding is a lot easier than subtracting numbers, by learning
how to use addition facts to write subtraction facts you won’t even have to actually do
the subtraction at all!”
d. Sharing objective “Today we are going to start using our addition sentences to help us
write subtraction sentences.”

I. Review Doubles and Doubles Poster (10 minutes) - We will review the doubles
flashcards again and then go over the pictures on the double poster again.
II. Model Add and Subtract Relationship (7 minutes) - “Is the number 6 a double? Yes, it is
a double, how can we use our double fact knowledge to find out what 3 minus 6 is. I am
going to start by writing my doubles addition fact which would be 3+3. Now from that, I
will take my sum, which will be six and move it to the first spot of my subtraction
sentence. Then, I will take one of my addends and make a subtraction sentence. The 6
will go first because it is the biggest number to subtract from. We cannot take 6 away
from the 3. Then, we use our added from our doubles sentence to subtract. So now we
have 6-3. What is 6-3? (3) We don’t even need to do a lot of math in order to find the
difference because we already knew that 3+3 is 6, so 6-3 has to be three.” During this
time, I will be doing a lot of different modeling on the board and drawing arrows to
show how the numbers can move around. We will work on more of these problems that
only deal with doubles.
III. Practice (10 minutes) - I will give students double problems like 6+6. Then they will have
to find the sum and then write the subtraction sentence.
IV. Assessment (10 minutes) - Students will complete a formal assessment worksheet over
thinking addition with doubles.

“Today we started practicing with thinking addition by using our doubles first. We were able to
understand how to do these very well. Tomorrow it will get more tricky because we will be using
different numbers and you will need to know where to place them.”
B. Assessments Used
● I will informally assess students by reviewing the doubles flashcards to see how well students
know the facts. As well as walking around during whiteboard practice to make sure students are
completing the problems correctly.
● Students will complete a formal assessment worksheet over thinking addition with doubles.
Below level - I will pull these students in a small group to help model the problems on the worksheet.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT


Yesterday’s lesson went a lot better than I thought it would. I anticipated this lesson to take multiple
days. It was evident by students work on their whiteboards as well as how they performed on their
assessment. Only three students missed the assessment and one of them simple did the wrong math,
but understood the concept of how to make the problem work.

whole numbers.
Lesson Objectives:
While working on thinking addition to 8, students will find the missing part and add first in order to find
the subtraction sentence with minimal teacher assistance.
After the lesson, students will complete the assessment on thinking addition to 8 on 13 out of 15
problems.
Materials Needed:
● Whiteboards
● Interactive whiteboard
● Worksheet


a. Getting attention “As you come in from music, please come sit down at the front of the
classroom.”
b. Relating to past experience/ prior knowledge “Yesterday we worked on thinking
addition to sums of doubles. Sadly though, we won’t always get to use facts like doubles
in order to create thinking addition.”
c. Creating a need to know “We won't’ always just be faced with needing to think addition
with only doubles problems, but with all problems.”
d. Sharing objective “Today, we are going to extend our learning of thinking addition to
problems up to 8.”

I. Interactive Whiteboard (10 minutes) - G o through the interactive whiteboard online
II. Whiteboard Work (12 minutes) - “Today, we are going to go back to using our strategy
of finding the missing part to help solve these think addition problems to 8. I will draw
the whole and one of the parts on the board. Then you will have to find the missing part
and write the addition sentence first. Just like we did yesterday, you are going to take
the whole and place it by itself at the end of the sentence after the equals sign. Then
you can place your two parts in either place on the addition sentence because it does
not matter when we add. Remember though, when we make our subtraction sentence,
we have to always use the bigger number, so we are going to transfer our whole all the
way down to the first spot in our subtraction sentence. Then, you will take whatever the
missing part was and make the rest of the subtraction problem. The numbers that we
use in these numbers sentences are always going to be the same if you have the
problem correct. If we say that 5+3=8 and it is correct, then we can’t say that 8-4=3
because we are not using the same numbers. These are called fact families, which we
will talk more about later. Now that we have gone over an example, I am going to give
you some problems to practice.” (5+2=7, 6+2=8, 5+3=8, 4+3=7)
III. Assessment (15 minutes) - Students will complete the thinking addition worksheet.

“Today we worked on thinking addition to 8 and extended our learning from yesterday of
working on thinking addition with our doubles. Tomorrow, we are going to work on thinking
addition all the way up to sums of 12!”
B. Assessments Used
● Students will complete the thinking addition worksheet for a formal assessment.
● Informally, I will walk around the room while students work on whiteboards.
Below level - These students will be given cubes or manipulatives to help them work on the addition
facts and subtraction facts.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT


As anticipated, this was a little more difficult for students than the doubles facts were. The lesson went
well with students and they were able to fill in the blanks for each problem on the front side and then
create problems on their own on the back. The most students got wrong was 3 which was not meeting
expectations, but this was not far off from it. I was still extremely happy with how students performed.
We are going to continue to review thinking addition to 12 which will continue to go over the process of
what we are trying to solve.

whole numbers.
Lesson Objectives:
assistance.
Materials Needed:
● Whiteboard Practice
● Interactive Whiteboard
● Worksheet


a. Getting attention “First graders, as you come into the classroom please get ready to
learn and sit down in your desk.”
b. Relating to past experience/ prior knowledge “Yesterday, we worked on thinking
addition to 8, we are going to work through the same process today, but we will be
using bigger numbers.”
c. Creating a need to know “We are going to practice this strategy on bigger numbers, so
it is important that we remember what we did yesterday and remember the steps we
went through.”
d. Sharing objective “Today, we are going to use our thinking addition strategy to go all
the way up to 12.”

I. Review to 8 (10 minutes) - We will review that strategies we used to solve our problems
up to 8 yesterday and how we move the numbers around.
II. Whiteboard Practice (25 minutes) - I will introduce these problems using word
problems. I will give students problems in word form. The context will be that Jim has
____ strawberries, and Sam has _____ strawberries, how many do they have in all? Now
Jim loses all his strawberries. How many strawberries do they have left? These will work
in the fact families of 9, 11, 2 - 9, 3, 12 - 4, 6, 10 - and 4, 7, 11. These are the three fact
families I will give problems for.
III. Worksheet (18 minutes) - Students will complete the assigned formal assessment over
thinking addition to 12.

“Today, we talked about thinking addition to 12. We have been reviewing thinking addition with
both 8 and with our doubles facts. Tomorrow, we are going to work on drawing a picture to
solve the problem.”
B. Assessments Used
● I will informally assess students while they work on their whiteboard to see how students are
performing the activities.
● Students will have a formal assessment worksheet over thinking addition to 12.
Below level - Students will need manipulatives and the reminder of different strategies that they can use
in order to find the sum of the problems.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT


As we expected, students really struggled when we got into the bigger facts. The students didn’t struggle
much with concept, i.e. knowing to make the addition sentence and the subtraction sentence with the
same number, but they struggled with knowing the math facts that they needed to be proficient with
their assessment. Students did not do well on this assessment. We will be reviewing this topic by having
students complete an addition and subtraction worksheet to help them with their facts. Then we will
complete another assessment on thinking addition facts to 12. I learned that students need to know
their basics - the math facts - before we can expect them to apply those skills to other things.

whole numbers.
Lesson Objectives:
During whiteboard work, students will draw a picture in order to write the addition sentence for a
problem with teacher assistance.
After the lesson, students will complete the draw a picture to write a number sentence correctly on 10
out of 13 problems.
Materials Needed:
● Worksheet


19. Introduction (1 minute)
a. Getting attention “First graders, as you come into the classroom please get ready to
learn and sit down in your desk.”
b. Relating to past experience/ prior knowledge “We are going to start working on using a
new strategy to add and subtract. We have been using strategies like counting up, using
ten frames, and using our number charts.”
c. Creating a need to know “Now we are going to use a strategy that helps us visualize
problems by drawing a picture.”
d. Sharing objective “Today, we are going to draw a picture to solve addition sentences.”

I. Model Word Problem with Drawing (8 minutes) - “Today, I am going to dictate you
word problems and you will have to write the problem and draw a picture to help solve.
I will show you want to do on the board. Say that I have 6 fish and 3 more fish swim and
join them. How many fish do I have now? (9) To solve this problem, I will draw 6 fish
over here and 3 fish over here and I will count them all to find the total.”
II. Whiteboard Practice (10 minutes) - I will dictate students word problems.
● There are 6 kids and 4 more join them, how many kids are there total?
● If there were 4 cats in the house, and then 2 more cats walk in, how many cats
are there total?
● I have 7 pencils, then I find 3 more pencils. How many pencils do I have total?
III. Assessment (10 minutes) - Students will complete the worksheet over drawing a picture
to solve.
“Today we learned another strategy that we can use to solve problems. We can draw pictures to
help us solve a problem.”
B. Assessments Used
● Formal assessment of drawing a picture to solve the addition sentences.
● Informal assessment will be walking around and working with students to see how they are
doing.
This is a strategy I anticipate students will do really well with because so many of them could benefit
from drawing pictures to solve problems.
D. Resources
_____________________________________________________________________________________

LESSON PLAN FORMAT

School: Canistota Elementary Unit/ Topic: 4-8, 4-9

This lesson went very well for students. I would say the most difficult part is that some students do not
need to draw the pictures to solve a problem, thus they think it is a repetitive step. Besides that idea,
students did really well with this lesson and understood what was expected of them. Only a few
students had any difficulties. One of the students read the problems herself and struggles with reading. I
will read them to her and see if she can fix the problems by herself. I will stop and discuss with other
students that had difficulties. Otherwise, the students did really well with this lesson.

whole numbers.
Lesson Objectives:
assistance.
Materials Needed:
● Add & Subtract Fact Sheet
● Whiteboard & Marker
● Redo Thinking Addition to 12


a. Getting attention “We are going to get started with math right away because we have
art again today.”
b. Relating to past experience/ prior knowledge “We have been talking about working on
thinking addition. We worked on thinking addition all the way up to 12. We are going to
review this topic and work on our math facts to 12.”
c. Creating a need to know “Sometimes we are presented with a problem that requires us
to think of our addition facts to work with our subtraction facts. Next topic, we will work
on doing two step problems which will require you to think of both steps.”
d. Sharing objective “Today we will review thinking addition to subtract with facts up to
12.”

I. Worksheet - Students will complete the adding and subtracting worksheet to work on
their math facts.
II. Practice Whiteboard (10 minutes) - W e are going to do a short whiteboard review with
thinking addition to 12. I will give students problems in word form. The context will be
that Jim has ____ strawberries, and Sam has _____ strawberries, how many do they
have in all? Now Jim loses all his strawberries. How many strawberries do they have
left? These will work in the fact families of 9, 11, 2 - 9, 3, 12 - 4, 6, 10 - and 4, 7, 11.
These are the three fact families I will give problems for.
III. Worksheet Redo (10 minutes) - S tudents will redo the thinking addition to 12 worksheet
they completed last week.

“Today, we reviewed talking about thinking addition to 12. Tomorrow, we are going to review
for you test, so make sure that if you haven’t worked on your study guide, you go home and
work on it. This is very important and will help you do better on you test.
B. Assessments Used
● Add and subtract fact sheet - Students will complete an assessment on adding and subtracting
larger sums within 20. Students struggle significantly in finding the sum of higher numbers.
● Thinking Addition to 12 - This will be a redo of the previous thinking addition to 12 worksheet
that students really struggled with previously.
● I will also have an informal assessment while students are doing the work on their whiteboard.
Above level/ Average level - I do not expect these students to need any differentiation. This is a review
to make sure students can make the sums to 12.
Below Level - For these students, they will do the add and subtract fact sheet in two sections so they
have adequate time to work through the sheet. The second worksheet I want these students to do
without teacher support to ensure that they are understanding the concept. If it shows that they are not
understanding, I will go back and reteach this individually.
D. Resources
_____________________________________________________________________________________
Reflection Log
Date: 10/23/2017
Lesson # 1
Topic: Adding 0, 1, 2
Summary of Student Progress: Were lesson objectives met?

This lesson was fairly simple for students. It Yes, students did very well with this lesson.
helped to have the poster for students that Students were able to find the sum of the
worked on counting on and showed that 0 adds problem on the flashcards. For some it was a little
nothing to a number. Students really like those more difficult than others which is why we split
problems then because they know it just equals them into the two groups for the option to
the other number. Students performed well on reteach the counting on strategy a little more.
the worksheet. Only 1 student had 3 wrong, and 2 students had 2
wrong, otherwise it was all one or below. The
second enrichment worksheet took a lot more
teacher support to understand that they are
supposed to put the sum in the symbol, but once
we figured that out, it went well.
Instructional Decisions: Include in Tomorrow’s Lesson:

We recognized that some of the students were Tomorrow we will do a review of adding 0, 1, and
struggling with the flashcards more than others, 2, but otherwise the students did really well with
so we split them into two groups to practice them this topic and we will continue on to working on
(high/average and low level learners). This helped doubles.
us reteach the concept to the students struggling
with the counting on strategy. I also had to highly
support students on the back of the worksheet
and show them what to do and then it went well.
We will continue to work on the flashcards and
counting on with students.
Date: 10/24/2017
Lesson # 2
Topic: Doubles

The poster with the images was very helpful for Students definitely increased their understanding
students to have a reference for remembering of doubles and have the understanding that they
each double. The doubles under 12 are much are the same numbers added together. I wanted
easier for students than above those numbers. students to get at least 9 out of 11 on P4-2. All of
This is recognized by the speed students can the students met this objective. On the back,
respond when given a flashcard with the facts on some students didn’t understand what they were
them. It was also helpful to differentiate into two supposed to do, but instead solved problems that
groups average and above learners together and made sense, but were not correct for the
lower learners together. instructions given.

While doing the flashcards, it was evident that We will continue to keep practicing our doubles
some students were performing better than in order to help students get fluent with them.
others and this was enabling the other students
to just copy their answers afterwards, so I broke
the students in two groups and the average to
above level learners worked together and the
lower level learners worked together. This helped
keep the pace similar for each group. We went
back and retaught to the students who made a
mistake on the back side or didn’t understand
that they were supposed to be making doubles.
Date: 10/25/2017
Lesson # 3
Topic: Near Doubles

This was a very difficult concept for students. We We did not complete the worksheet because
did not complete a worksheet today because they students were pretty confused on the topic. I
were struggling when we were practicing with the would say no these objectives were not met
cubes and whiteboards. today, but I had already made the decision to
reteach for another day.

Students were very confused with the concept Tomorrow I will need to review the poster linking
which I believe is because they are not familiar the doubles to the near doubles and showing the
enough with their double to create the near plus 1. Students were definitely struggling so we
double matching that they need. I will be skipped the worksheet for the day and will do it
reteaching the lesson tomorrow and we will be tomorrow after we have reviewed.
working through a worksheet together for
additional practice.
Date: 10/26/2017
Lesson # 4
Topic: Near Double Review & Reteach

Students struggled with the concept and still My goal was for students to get at least a 17/22.
need reteaching. We are going to go back and Only 6 of my students hit this objective (less than
deal with the doubles facts before we revisit near half). This is a concept students are struggling
doubles. Under half of my students met the significantly with. The students who missed the
objectives for this lesson. objective got anywhere from 6-11 wrong on the
assessment.

I am going to go back and work on doubles facts After discussing with my cooperating teacher, we
again with students before we continue to try have decided that the students do not have the
and move forward with the near doubles. Then basics of doubles down yet to have even started
we will review them together as a whole. comprehending the near doubles. Tomorrow, we
will work on finding out who knows their doubles
and who needs more practice and then work on
them more 1-on-1 or 2-on-1.
Date: 10/27/2017
Lesson # 5
Topic: Review Doubles

This lesson went progressively better than the In order to be proficient in these doubles facts, I
last lesson that dealt with doubles. Students were want students to receive at least a 20 out of 22
much quicker at giving the sums which made us on these assessments. Only 1 student did not
believe that students have been reviewing their meet this objective. I will pull aside this one
flashcards at home. Splitting the students into student and work with them individually.
two groups for Around the World gave students
the opportunity to work with their peers that
were on similar levels as them.

We are going to continue to push and I am going to continue to review doubles with
differentiate the student who is struggling with students to get them proficient in these facts so
these facts. She will need to continue to review we can move on to their near doubles.
these daily in order to get her caught up to her
peers.
Date: 10/30/2017
Lesson # 6
Topic: Review Doubles & Transition to Near Doubles

Students did better than the previous time that The most a student got wrong was 7. The other
we worked on near doubles. Students knew their students got less than two or three wrong. My
doubles a lot better which significantly helped goal for the students was to get above an 85
them work on these number facts. percent in order to be proficient in the task. Over
half of the students met this objective.

Students are getting better at this topic, but Tomorrow, I will be watching for students who
tomorrow we are going to do a centers review on are definitely understanding the topics and
the topic which will show if students fully get the students who are still not getting all of the
topic. At this point, I am going to remediate for material. I will also make sure to talk to students
the students who are struggling and then see about the differences between doubles and near
how they are doing tomorrow during the centers. doubles and how we solve them.
Date: 10/31/2017
Lesson # 7
Topic: Centers to Review Doubles and Near Doubles

Students did really well on these activities today Students performed really well on the doubles
and enjoyed what they got to do. Students versus near doubles assessment and showed the
showed a lot better understanding of the difference between them and found the correct
activities they were expected to be doing. sums within the problems. Students showed good
understanding during Go Fish, but this was a
more difficult task for students to complete
because they had to use mental math skills.

We are going to continue on with the topic and As I said, we are going to keep moving on from
continue to integrate doubles and near doubles doubles and near doubles, but use our flashcards
when possible. to review them.
Date: 11/1/2017
Lesson # 8
Topic: Facts with 5 on a Ten-Frame

Students did well with this lesson, during the Yes, all but two students completed both sides of
human ten frame, students could verbalize the the assessment with more than 3 out of 4 correct.
answers to questions about how many students One of these students is in the below level
there are added to 5 and how many away from learners group and the other student made a
10 they are. Students also performed extremely simple mathematical error on one problem. I will
well on the worksheet. touch base with him on this, but am not worried
that he doesn’t understand at all.

Tomorrow we will move on to the next lesson. Tomorrow will be an extension of today’s
Students did well with this topic. The two learning, so there will be that inclusion.
students who did not meet the objectives, we will
stop and reteach or make sure the understanding
is there, otherwise the lesson went well.
Date: 11/2/2017
Lesson # 9
Topic: Making 10 on a Ten-Frame

The lesson went pretty well, but students Only about a third of the class met the objective.
definitely need an additional review over this Students struggled significantly with the back side
activity. On the assessment, students did not of the worksheet where the ten-frame was not
understand the concept of moving the different involved. Many of the students did not move the
objects to make a 10 first. On the front side,
objects and parts of the ten frames around,
students either solved the addition fact to begin
although we practiced it for a majority of the
with wrong and didn’t fill in the ten-frame to
lesson. I think students need more opportunity to solve, or they didn’t move any items from the
manipulate the materials and understand ten-frames.
conceptually why they should be moving the
counters to make 10.
I will focus more on the ease of creating ten to Tomorrow I will reteach the lesson for students.
help add and how much easier it makes the
addition. Students need this material to be
retaught and worked on again tomorrow.
Date: 11/3/2017
Lesson # 10
Topic: Review Making 10 on a Ten-Frame

This lesson went a lot better. I put more of the Only one student did not meet the objectives
problems into word problems that involved today and it was one of our low level students
things other than just a ten frame and counters. who was on the low end of performance
This helped students generalize across just the yesterday. Otherwise, all other students made
ten frame which made their worksheet scores the objectives.
significantly better.

I will stop and reteach again to the student who Tomorrow we will be moving on to the next
did not meet the objective. This will require more lesson.
one-on-one reteaching.
Date: 11/6/2017
Lesson # 11
Topic: Subtracting 0, 1, 2

I think that walking students through multiple All but two students met the goal of meeting a
strategies they can use to solve these problems 90% accuracy rate, and I went back and discussed
helped them generalize across different math with those two students and went through using
lessons. We discussed using ten frames, pictures, the ten-frame strategy to fix them. Both of these
mental math, and using a numberline to solve the students showed a strong understanding after
problems. The only struggle students had on the reteaching and showing a strategy.
worksheet from the preview day were mixing
around a subtraction by one number. All of the
students had three or less errors on both sides of
the paper. The goal was for students to complete
the assigned worksheet without teacher
assistance at 90% accuracy.

Like I said in the previous section, I showed the Tomorrow I will start with a flashcard review on
students who did not meet the goal the strategies subtracting 0, 1, 2 to get students counting
we worked on yesterday and gave them a few fluently.
extra review problems to check their
understanding. I gave my students a review worksheet for their
bellringer activity and a few students mixed
around 0 less than a number and the same
number minus the same number, so I will review
those at the beginning of today’s lesson.
Date: 11/7/2017
Lesson # 12
Topic: Thinking Addition

I was very pleased with how the activity went Three students did not meet the objectives. One
today and it was evident by how well the of these students missed the objective because
students were working on problems on their she did the actual math problem incorrect. The
whiteboard that they understood very well. I other two students created the wrong math
originally projected needing a second day to problems that did not make sense.
review this topic, but I do not believe that is
necessary now.

Tomorrow we will go on to work on thinking Tomorrow covers the same concept, but goes on
addition to 8 instead of with doubles. I think this to not using just doubles.
will be a little more difficult for the students, but
we will spend the time to review. The students
who did not meet the objectives will be pulled
back in a small group and we will work on the
worksheet to remediate instruction.
Date: 11/8/2017
Lesson # 13
Topic: Thinking Addition to 8 to Subtract

I was again, very happy with how this lesson Three students did not meet the objectives.
turned out. Students seemed to understand very These students missed the objective by one
well how to complete the problems even when problem. I was happy with these results because
they were not dealing with the doubles. Students this is a topic that could be much more difficult
completed an assessment that all but three for these students than using the doubles facts
students met the objectives on. that they have been using thus far.

Since we are still going to be working up until 12 Tomorrow we will continue building our way up
with thinking addition, we are going to continue with thinking addition to 12, and we will see how
to push ahead and hope that the next section students perform up to that point.
goes as well. I will pull the three students who did
not meet the objective toa small group and
discuss the problems they missed and go through
a few more as a group.
Date: 11/9/2017
Lesson # 14
Topic: Thinking Addition to 12 to Subtract

As we expected, students really struggled when No, the students really struggled on the
we got into the bigger facts. The students didn’t worksheet and most understood the concept of
struggle much with concept, i.e. knowing to using the same numbers and the fact family, but
make the addition sentence and the subtraction students were not finding the correct missing
sentence with the same number, but they parts or the differences. This was somewhat
struggled with knowing the math facts that they expected because our class has struggled with
needed to be proficient with their assessment. higher sums this whole year.
Only 2 out of 11 students completed the

worksheet with an 80% or above and most were
well below 60%.

We are going to go back and review this topic When we review this lesson, students will be
again with students. Before we review next week, given the addition and subtraction fact sheet to
students will be given an addition and subtraction help them with the facts and we will complete
fact sheet to help them focus on learning those another review and assessment on this.
math facts.
Date: 11/13/2017
Lesson # 15
Topic: Draw a Picture and Write a Number Sentence

This lesson went very well for students. I would The objective for the lesson was to get a 10 out of
say the most difficult part is that some students 13 on the assessment. Three students still did not
do not need to draw the pictures to solve a meet this goal. One of these students often does
problem, thus they think it is a repetitive step. not listen to instructions and on a complicated
Besides that idea, students did really well with worksheet like this one, listening to the
this lesson and understood what was expected of instructions was important. Another student I
them. allowed to read the problems by herself which
could have put her at a disadvantage.

With the student I allowed to read the problems I am happy with how students performed today
on her own, I will read the questions and see if and will not add a whole lot of this material into
she can better perform the problems. This will future lessons. It will be part of the review.
show whether the reading hurt her work or the
math was the difficult part. For the other two
students, I will talk to them individually about
each of the problems.
Date: 11/14/2017
Lesson # 16
Topic: Review Thinking Addition to 8 & 12 to Subtract

Students made a HUGE amount of progress today 2 students were missing today, but 7/10 students
versus the first time we covered this. I gave the in class met the objective of getting at least an
same worksheet to students again after reviewing 80% without teacher support.
the materials with them. This worksheet would
have been better, but a few students were still Of the three students who did not meet the
reversing the subtraction sentence because they objective, 2 of them receive Title I services in
didn’t read the word problems. This is normal for math and reading and missed the problems that
this class as we have struggled to get them to required reading the question and the other
read all school year. student only missed the objective by 1 problem.

After discussing with my cooperating teacher, she We will use review sheets to help with getting
recognizes, just as I do, that our students lack the down the math facts.
math fact baseline they need in order to
accomplish these facts with a higher accuracy
rate. In order to help with the facts, we will
continue to give students review sheets that deal
with addition and subtraction with higher
numbers.
Assessment
Pre-Assessment
PDF Link to Pre-Assessment: file:///C:/Users/User/Downloads/201712061413.pdf
Students completed a pretest that was worth 56 points. There were 50 total questions, but some were
worth two points. Unit objective number 1 dealt with adding and subtracting 0, 1, and 2 and was
assessed a total of 22 times throughout the test. The second unit objective dealt with addition strategies
like double, near doubles, making 5 and 10 on a 10-frame which was assessed 23 times on the
assessment. The third objective was students understanding the inverse relationships of addition and
subtraction which was assessed with 4 problems that were each worth two points. Finally, the last goal
was students drawing pictures to help them solve and understand word problems. Students were
assessed on this 4 different times throughout the assessment. I read each question to the students and
did not give students any additional assistance. It took them about 30 minutes to complete the
assessment with the questions being read.
Overall, the students performed fairly well on the pre-assessment. The classroom average for the
pre-test was a 70 percent. See data analysis of pre-assessment below for individual questions students
missed.
Objective number one with adding and subtracting 0, 1, and 2 is assessed 22 times throughout the unit
including 1 and 6 on the Topic 4 test pages, 1-3 on Q4-6, 1 on Q4-4, and 1-8, 25-32 on the handwritten
problems. Objective number two deals with addition strategies including doubles, near doubles, making
5 and 10 on a ten frame. This was assessed 23 times in the assessment. On the handwritten problems,
17-24, 9-16, page Q4-4 1-3, and Topic 4 test numbers 2, 4, 3, and 5. Objective three was assessing
inverse relationships which was assessed 4 times. On the topic 4 test pages, numbers 5, 7, and 8 and on
Q4-8 number 3. Finally, goal number 4 to draw a picture to help represent the problem was assessed 4
times as well, once on topic 4 test number 9, Q4-4 number 3, Q4-6 number 3, and Q4-8 number 3.
Ongoing Assessment
Results of each formal assessment located in daily reflection log.
Lesson 1:
Formal assessment on adding 0,1, and 2 and completing the word sentence. Informal assessment of
walking around the room while students complete whiteboard work and during the verbal responses to
the flashcards. Informally assessing students, I could see where students were at in their level of
understanding the problem and performing the actions to complete the problem.
Lesson 2:
Formal assessment worksheet over doubles facts and making the double match and writing the
problem.
Lesson 3:
Informal assessment over doubles with doubles flashcards. I used this informal assessment to put
students in groups of understanding by below and above/average. Then I was able to differentiate
instruction. Formal assessment over doubles from the morning work. We started using the formal
assessment for near doubles, but students were struggling so we completed the assessment tomorrow.
Lesson 4:
Formal assessment in the morning over near doubles and formal assessment during math instruction
time over making near doubles from doubles. Informal assessment while students are completing
problems on their whiteboard. Walking around and checking students complete their problems lets me
see who gets it and who doesn’t, but also let me walk around and reteach to each student quickly if
necessary.
Lesson 5:
Informal assessment of two groups of Around the World, formally as students get all the way around
they get to go do a worksheet on doubles and then play a doubles dice game. The Around the World
game made it easy to see which students had practiced their flashcards and was getting the facts, and
the students who were not as quick to complete them.
Lesson 6:
Informal assessment while students work on their whiteboards and manipulate cubes to answer
problems on the board. Watching how students manipulate the cubes gave me information about how
the students are learning and using the material to solve the problems. Formally students completed the
near doubles worksheet.
Lesson 7:
Informal assessment while playing Go Fish with doubles and the near doubles dice game.This showed
me what students may still need further differentiation and students who were prepared to move on.
Formal assessment cut and sort doubles and near doubles and reinforcement near doubles worksheet.
Lesson 8:
Informal walk around assessment while students work on the whiteboard. Again, used this to give more
information about what students may need additional reteaching. Formal assessment on worksheet
P4-4 and E4-4.
Lesson 9:
Informally assessed students by walking around during the whiteboard, ten frames, and counters work
at their desk. I am able to help students who are struggling and reinforce the work with them, while
other students can still be pushed with additional problems. Formal assessment with a worksheet over
making 10.
Lesson 10:
Formal assessment by correcting the making 10 worksheet and redoing this worksheet after the
informal assessment of reviewing making 10 with counters and ten frames.
Lesson 11:
Informal assessment while students completed problems on their whiteboards. This gives me the ability
to see how students are performing and who may need additional support on their worksheet. Formal
assessment worksheet of subtracting 0, 1, and 2.
Lesson 12:
Informal assessment during whiteboard practice gave me information about how students are
completing the problems and whether they are understanding the strategies given. Formal assessment
worksheet of thinking addition.
Lesson 13:
Informal assessment of students finding the missing part and adding first to find the necessary addition
sentence which was a very good indicator because a lot of students were still really struggling. Formal
assessment worksheet over thinking addition to 12.
Lesson 14:
Informal assessment review of thinking addition to 8 and whiteboard practice with finding the part, part,
whole to 12. This let me see who first still remembered the part, part, whole method, but also let me
see if students were using a different strategy that got them to the same result. Formal assessment
worksheet over thinking addition to 12.
Lesson 15:
Informal assessment over dictated word problems that students will practice on the whiteboard. This
lets me see how students are performing on the understanding of word problems in order to create the
image for the problem. Formal assessment worksheet over drawing a picture to solve.
Lesson 16:
Formal assessment of addition and subtraction facts worksheet and redo worksheet of facts 12 after
informal assessment of reviewing facts to 12 on the whiteboard. This was the similar result as
previously. I was looking for those students who truly understood what they needed in order to get
them to mastery stages.
Post Assessment
PDF Link to Post Assessment (same as pre-assessment):
file:///C:/Users/User/Downloads/201712061413.pdf
Students completed the same test that was worth 56 points. They were assessed in adding and
subtracting 0, 1, and 2, addition strategies, inverse relationships of addition and subtraction, and using
pictures to solve and understand word problems. I read each question to the students and took about
30 minutes to complete. Students did not receive anymore additional assistance. The classroom average
for the post test was an 89 percent.
See pre-assessment for how objectives are broken down throughout the assessment and data analysis
for in depth results on the assessment.
Data Analysis and Recommendations
Individual Students
As you can see above, all the students but one improved on their pretest score. The pretest and the post
test were the exact same assessment. Overall, I wanted students to meet 4 specific objectives, and
additionally would like students to show at least an 85 percent or above on their test in order to be
proficient.
Pre-Assessment
Student number 9 is the one that shows the most concern on his scores, but knowing his personality and
academic actions, is not as concerning that he did not make improvement. First, he is diagnosed and
takes medication for ADHD. Even medicated, his focus levels are lower than other students. Additionally,
we often struggle to get him to wait until a problem is read to him before he answers. This significantly
affects the way he scores on not only tests, but daily assessments. He had to be reminded constantly to
slow down and take his time. Nonetheless, we will monitor him into the next topic to make sure that he
is understanding the lessons. He is one of two students who did not meet the overall 85 percent score
and will be monitored closely in the following units for any need to reteach.
From the pre-assessment, I was able to see what students were struggling with the most. On the Topic 4
test pages, 10 out of 13 students got problems 3, 4, and 7a incorrect. Problems 3 and 4 both deal with
using different addition strategies, and 7 deals with inverse relationships of addition and subtraction. On
question 5, 9 students got the first part wrong and all 13 got the second part incorrect. This also deals
with addition strategies and inverse relationships. On 8a, 11 students did some part of the problem
wrong. For most of them, they used the wrong symbol or wrote the numbers out of order. On page
Q4-8, number 2 and 3 utilized the concept of inverse relationships. 10 students incorrectly answered
number 2 and 9 incorrectly answered the first part of number 3.
This showed that the two biggest student deficits are in the addition strategies, specifically when the
vocabulary is applied and students do not know it. They also are not applying these strategies, so they
may be finding different answers It also showed a difficult time in inverse relationships which is the
hardest concept covered in this topic.
Student 10, 12, 11, 8, and 6 had a lot of difficulty with the handwritten problems where students are
finding the sum. For student 10, it showed a lot of difficulty in both adding and subtracting 0, 1, 2 and
using doubles and near doubles. Student 12’s difficulties were shown most in the addition strategies of
adding doubles and near doubles. Student 6 struggled with subtracting with 0,1, and 2 the most. Lastly
student 8 and student 11 both had difficulty with the addition strategies applied to performing the
problems.
All of the students showed deficiency in solving the problems with inverse relationships. Students who
got all of them wrong included 10, 12, 11, 8, and 6.
With this data, I anticipate that learning and utilizing the addition strategies will be difficult for students,
as well as learning the inverse relationships of addition and subtraction.
The students who I was the most concerned about are student 10 (receives Title services in math and
reading, tested for special education), student 6 (receives Title in reading and math, attention deficit),
and student 12 (receives Title in reading, difficulty with reasoning through critical thinking problems).
This would be my lower level group of students. There will be minor modifications for these students
like additional work time for assignments, shortened assignments, one-on-one reteaching, and Title
room assistance.
Only one student scored at an 85 percent which is the benchmark overall score I would like for students
to get, along with meeting the 4 unit objectives. Student 1, 2, 3, and 4 either hit that 85 percent or
within 3 of making it. This will be my nearing above level group because I will not have any students who
are significantly above grade level. They also may be grouped with the average level group which are the
students who landed between a 60 to an 80 percent. The students in this average range will be 13, 11, 9,
8, 7, and 5.
Post Assessment
After the post assessment, students 1 -5, 7, and 13 all scored above a 90 percent and met all the
objectives on the post test. They did excellent throughout the entire unit and maintained daily score
that met the objectives over 75 percent of the time. There were a few students who showed some
below level work, as you can see in the table below, but they were easy to reteach and bring the grade
back up if given the opportunity to redo the work. These students are currently above the proficiency
level and are entering mastery. These students should not require any additional reteaching from the
unit.
Student 6, 8, 11, and 12 all scored above an 85 percent and missed on objective. These students are the
average learner group that perform well during daily assessments. They usually need minimal teacher
redirection and can complete tasks on their own. Some of these students may require additional
reteaching in order to make the next step into the next topic and reaching the mastery stages in these
components.
Student number 10 made the most progress over this unit. She started her pretest with a 21 percent.
She is a student who receives Title in both math and reading and is being tested for Special Education.
She often guesses on problems just to be done with them which my teacher saw her doing on the post
test. Whether she was guessing, or truly was getting the wrong answer, I monitored her throughout the
topic to make sure that she was completing the worksheets and putting in an active effort to find the
correct answers. She received a 77 percent which is below the benchmark I wanted students to meet.
She also only met two out of the four objectives from the assessment. This student missed the inverse
relationships of addition and subtraction objective which is consistent with her lack of ability to
manipulate and see numbers to make a problem. She also missed the objective for using addition
strategies which showed her deficit in the mathematical definitions that are needed in order for her to
be proficient in this topic. These are skills that will continue to be reinforced as we get into more topics.
She is definitely always on our radar to remediate and reteach lessons as we continue moving into the
next topic.
Student Pretest Doubles Making 10 Thinking Add Post Test

(56pts) (22pts) (9pts) (15pts) (56pts)
Student 1 83% 20 8 15 91%
Student 2 82% 20 8 15 96%
Student 3 83% 20 7 14 95%
Student 4 85% 22 3 15 91%
Student 5 78% 21 6 14 98%
Student 6 58% 20 5 13 89%
Student 7 76% 20 7 12 96%
Student 8 63% 22 9 13 86%
Student 9 80% 21 8 13 79%

Student 10 21% 18 3 9 77%
Student 11 69% 21 6 14 86%
Student 12 53% 21 9 11 88%
Student 13 76% 22 6 14 91%
Below - Red Approaching Expectation - Blue Meeting Expectation - Green
Pretest and Posttest below is under 60%, approaching expectations is 60%-84%, and meeting
expectations is 85% and above.
On the Doubles worksheet, 20 out of 22 would be meeting expectations, anything between an 18-20 out
of 22 would be approaching expectations, and anything below 18 is below.
On the Making 10 worksheet, meeting expectation will be an 8 out of 9 and above, approaching
expectation will be a 7 out of 9, and anything below 7 will be below.
On Thinking Addition, 13 out of 15 is meeting expectation, from 10-12 is approaching expectations and
below would be anything below 10.
Whole Class
Students received an average classroom score of a 70 percent on the pretest and overall struggled the
most with using addition strategies and inverse relationship between addition and subtraction. This data
was previously discussed within the individual students section.
From the post assessment, I was able to see if students were still struggling with specific concepts.
Students still struggled significantly with creating the inverse relationships when a word problem is
involved specifically on the Topic 4 test pages, problems 7 and 8. 10 students still missed problem
number 2 on Q4-8. This problem was very difficult for students to visualize and students did not try to
apply the learned strategies they have. This shows that students need more modeling of the application
they can use for each strategy. This is also a problem I should have reviewed more specifically during the
review day. There were almost no errors at all on the handwritten problems which showed significant
improvement from the pretest. The student average on the post assessment went up to an 89 percent.
Student Work Folder
Recommendations
I think the unit overall went very well. Students were engaged during the activities and performed well
on their daily assessments. The first recommendation I have going forward would be making more time
for activities. These students truly need the additional time to complete assessments and explore any
activities planned. I would take more time in the day for math time. Another recommendation is to
continue to seek out different resources that provide students with activities they are not used too. I
liked using Pinterest, Teachers Pay Teachers, and different lesson planning sites to piece together
different lesson plan that provided activities that not all students were used too.
Something that I would do different or recommend for the future units is to help students understand
the importance of why you are learning something. When teaching doubles, I don’t think I gave students
enough of the background mindset that this is a strategy to also use in real world experiences. I also
would give more examples of those experiences. I also think that I could of done a better job at
connecting the lessons together and pulling the materials from other lessons to show why it is important
to continue to use the things you learned previously to make future calculations simpler.
One of the biggest challenges I faced with these students was their difficulty with understanding
numbers over 10, especially their teens. This made it difficult when working with those facts above 10
because they often mix the numbers around in order or in placement on a number chart. As we
continued to work on the unit, students started to get much stronger in their ability to use and
manipulate these larger numbers. A recommendation I have for the future is doing more number work
either during math or during morning work. Students need the practice adding and subtracting with
these larger numbers, and improve on their recognition.
The last recommendation I have or thing that I would change if I retaught the unit would be to write
more word problems and my own problems for students to help build their critical thinking skills. These
students lack the ability to pick out the important parts of a word problem and use them correctly in the
problem. I believe this is because students do not get enough exposure to this skill. I wrote my own
worksheets towards the end of the unit and felt like students were getting a lot more out of that then
just seeing a problem and writing the sum.
Summary of Student Progress
Sample Letter to Parents

Parents of Student 12,
I am so proud of _______’s progress on Topic 4 in math! He worked extremely hard everyday and I know
you did at home as well! It has really paid off for him.
I administered a pretest to students before we started the topic just to gauge prior knowledge. _______
received a 53% on this test. The students never see their pretests nor do they know the score they
received on it. This is a solely a teaching tool for me and is not graded or shared with anyone. This gave
me a good starting with _______ and knowing what he may struggle with the most throughout the
topic. Through this pretest, I noticed that _______ had difficulty with thinking addition to subtraction
problems and any problem with some key terminology that they had not yet learned (e.g., doubles, near
doubles, make 5 and 10 on the ten frame). This was very typical across all of his peers as well.
Throughout the topic, I could tell that _______ was working hard during class and on his homework, as
well as completing his flashcards at home. His knowledge of his doubles greatly improved as the weeks
continued. I do notice that _______ can get side tracked quickly in math, especially when given a
worksheet with more than 10 problems at a time. We tried to eliminate this by giving him less problems
or breaking the sheets into smaller parts to eliminate the feeling of being overwhelmed by work. He is
very good at finding the sum of math problems where he can execute the answer with a manipulative
(e.g., cubes, number chart, fingers). His difficulty arises when he must think through a word problem
that does not provide visuals for him to utilize. We are trying to get him into the routine of using a
strategy to either complete mental math or use a strategy to make 5 or 10 or draw a picture to solve.
There were 4 objectives that I wanted students to reach. _______made all of the objectives but one. He
missed this one by half a problem. The objective dealt with using addition to write subtraction sentences
and was very difficult for many students because they were in word problem format. _______ received
an 88 percent on his post test! This is a 66 percent increase in his scores. Awesome! We are going to
continue to work on his understanding of the word problems as we go into Topic 5 and ensure that he is
not feeling overwhelmed with his workload.
Keep up the good work at home!
Ms. Larson
Sample Website Posting for Unit
First Grade Parents,
Yesterday, we completed Topic 4 in math. I cannot tell you how much your additional practice at home
with the doubles flashcards and completing the study guides makes a huge difference on your student's
test score.
This unit was a long one and had a lot of concepts that students had to take in and decide how to use in
math problems. The overall concept of this unit was adding and subtracting facts to 12. Not only did we
want students to memorize those key facts (e.g., doubles), but also to be able to apply additional
strategies (e.g., counting on, near doubles, making 10) to solve math problems.
At the beginning of the unit, I gave each student a pre-test. The goal behind giving a pre-test is to
analyze what students may have a grasp on, thus requiring less teaching time, and what the students
really do not understand. The overall class average on the pretest was a 70 percent. Students performed
very well on finding the sum of 2-digit addition problems (e.g., 6+6, 4+2), but struggled with the word
problems related to these facts, along with thinking addition, and questions with vocabulary they have
not learned (e.g., near double, doubles).
Throughout the unit, we worked on adding and subtracting 0, 1, and 2, doubles, near doubles, making 5
and 10, and thinking about addition to subtract. When we worked on adding 0, 1, and 2, we focused on
using the strategy of counting on. If the problem was 6+2, students would count up by saying 6 - 7 - 8.
When we talked about near doubles, we used our knowledge of doubles to find 6+7 would be 6+6 and 1
more. The goal is for students to visualize these strategies to help solve problems with bigger numbers.
Thinking addition to subtract helps students see that numbers can be moved around, but are still apart
of fact families (e.g., if 8-6=2 then 6+2=8). We used this knowledge of addition to help us write and solve
subtraction problems.
The overall class average on the posttest was an 89 percent. That is an overall 20 percent class increase!
I am very pleased with these results. The goal is for all students to hit an 85 percent or above which will
give them the adequate skills and background knowledge to begin starting in the next topic covered. As
a class we surpassed this goal! We also assess students based on four overall unit objectives:
1. After the unit of study, students will understand that numbers have relationships including 0, 1
more than, 2 more than, and 0 less than, 1 less than, and 2 less than.
2. After the unit of study, students will understand and use basic addition strategies like doubles,
breaking facts into 5 plus some more, and showing 10 in two parts to make difficult calculations
simpler.
3. After the unit of study, students will be able to correctly answer questions showing that addition
and subtraction have an inverse relationship that can be used to solve subtraction facts.
4. After the unit of study, students will draw and use images to help them understand, write, and
solve problems.
Almost all of the students met all of these objectives on their post test. I am extremely proud of how
each of your students persevered through this difficult unit.
Going forward, we will be extending a lot of our learning from Topic 4 into Topic 5 including adding
doubles plus 2 instead of just plus 1. It also works into making 10 without the ten frame but making ten
to add 3-4 numbers in one problem. We are also making 10 to help add numbers plus 8 and plus 9 which
will require some extra practice at home as well. If you have any time at home, please give your
students problems to work on, it’s even better if you can give a word problem and have the students
write the problem. For example, Jim and Nancy went to pick strawberries. Jim picked 9 strawberries and
Nancy picked 4 strawberries. How many do they have all together? This is working with our making 10
strategy, we want students to move one over to make 10 and then add the remaining amount. If you
have questions about this or would like me to send home some additional work for you, please let me
know!
Please look for the individual letter that I will be sending out for each of your students to review how
they did this unit and what things I would like to continue to improve for them. As always, if you have
any questions or concerns, feel free to reach out to me!
Thank you for all you do!

Ms. Larson

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Timeline and Lesson Plans 11

Data Analysis and Recommendations 46

Summary of Student Progress 47

grocery store to continue to flourish in the community.

current push for the community to open a city daycare.

population (“​Canistota School Report Card​,” 2017​).

Classroom and Student Characteristics

information below in my instructional implications.

math skills are taught.

associated with it.

Canistota, South Dakota. (2015). Retrieved November 15, 2017, from

Canistota School Report Card​ [PDF]. (2017). South Dakota STARS

Canistota, SD. (2015). Retrieved November 15, 2017, from

Goals and Objectives

Content Standards to be met:

1.OA.B.3 ​Apply properties of operations as strategies to add and subtract.

1.OA.B.4 ​Understand subtraction as an unknown-addend problem.

1.OA.C.5 ​Relate counting to addition and subtraction.

Name Addition and Subtraction Facts to 12

Grade Level 1st Grade

Unit Length 10 topics - 16 lessons - 16 days

Skill Level Range Below Level - Average Level

Length of Class Monday, Thursday, Friday - 55-60 minutes

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Date 10/23/17 10/24/17 10/25/17 10/26/17

Form of Formal Formal Informal Formal

Lesson Length 55 minutes 40 minutes 40 minutes 50 minutes

Lesson 5 Lesson 6 Lesson 7 Lesson 8

Date 10/27/17 10/30/17 10/31/17 11/1/17

Introduction Review what a Remind students Ask students to Give students an

Content Delivery Around the World Doubles Flashcard review, Interactive

Closure Remind students Discuss the Ask for examples Overview of

Form of Informal Informal Informal Informal walk

Lesson Length 60 minutes 60 minutes 50 minutes 40 minutes

Lesson 9 Lesson 10 Lesson 11 Lesson 12

Date 11/2/17 11/3/17 11/6/17 11/7/17

Content Delivery Interactive Ten frames, Model word Review doubles

Form of Informally Formal Informal Informal

Lesson Length 50 minutes 40 minutes 40 minutes 40 minutes

Lesson 13 Lesson 14 Lesson 15 Lesson 16

Date 11/8/17 11/9/17 11/13/17 11/14/17

Introduction Connect to Connect to Another strategy Remind students

Form of Informal Informal Informal Formal

Lesson Length 40 minutes 55 minutes 30 minutes 30 minutes

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​10/23

Reflection from the prior lesson:

1.OA.C.5 ​Relate counting to addition (e.g, counting on 2 to add 2).

Contextual Factors/ Learner Characteristics:

A.The Lesson (​55 minutes​)

2. Content Delivery (​50 minutes​)

3. Closure (​2 minutes​)

Dakota State University

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​10/24

Reflection from the prior lesson:

Lesson Goal(s)/ Standards:

Contextual Factors/ Learner Characteristics:

A.The Lesson ​(​40 minutes​)

2. Content Delivery (​36 minutes​)

3. Closure (​2 minutes​)

Dakota State University

population (“Canistota School Report Card,” 2017).

Canistota School Report Card [PDF]. (2017). South Dakota STARS

1.OA.B.3 Apply properties of operations as strategies to add and subtract.

1.OA.B.4 Understand subtraction as an unknown-addend problem.

1.OA.C.5 Relate counting to addition and subtraction.

Name: Morgan Larson Date: 10/23

1.OA.C.5 Relate counting to addition (e.g, counting on 2 to add 2).

A.The Lesson (55 minutes)

2. Content Delivery (50 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 10/24

A.The Lesson (40 minutes)

2. Content Delivery (36 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 10/25

A.The Lesson (40 minutes)

2. Content Delivery (35 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 10/26

A.The Lesson (50 minutes)

2. Content Delivery (45 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 10/27

A.The Lesson (60 minutes)

2. Content Delivery (56 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 10/30

A.The Lesson (60 minutes)

2. Content Delivery (56 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 10/31/2017

A.The Lesson (50 minutes)

2. Content Delivery (46 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 11/1

A.The Lesson (40 minutes)

2. Content Delivery (36 minutes)

Name: Morgan Larson Date: 11/2

A.The Lesson (50 minutes)

2. Content Delivery (46 minutes)

3. Closure (2 minutes)

Name: Morgan Larson Date: 11/3

A.The Lesson (40 minutes)

6. Closure (1 minute)

Name: Morgan Larson Date: 11/6