Lesson Overview

I will be doing an instructional plan in the subject area of Math for first grade. In this class we use Everyday Math
curriculum. The standard being covered in this instructional plan is : Represent and solve problems involving addition and
subtraction. CCSS.MATH.CONTENT.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.
There are 3 small groups that will be be instructed in this plan. They are ability grouped based on DIBELs scores
with at least one child in each group who is just a bit higher in ability than the rest. This plan will implement many different
high leverage practices; the teacher will explain and model content, practices and strategies. This is done by the teacher
modeling how to use the change to more and change to less diagrams, and thinking out loud through her process of
thinking and using math strategies to arrive at answers. The teacher will elicit and interpret student thinking. This is done
by the teacher asking probing questions like “Can you explain your thinking?” “What strategy did you use to get the
answer?” or “How do you know/ can you prove it?” The teacher will constantly be analyzing the instruction of this plan in
order to improve by reflecting at the end of each lesson and making changes for the next lesson; a videotaping of a lesson
in this plan for review and reflection with professionals will also be done.
The teacher will also specify and reinforce productive student behavior. A discussion on expectations will be made
at the beginning of each lesson and those expectations will be reinforced. The teacher will call attention to positive
behaviors being made during the group. The teacher is developing critical thinking through the plan by implementing all
four domains of the DOK model. Formative assessments being used in the plan will include worksheets, whiteboard
observation of student work, and teacher observation to show if the learning target was met. Differentiation will include
challenging practice sheets for highly motivated students and small group or 1 on 1 reteaching for students who are
struggling with concepts.
 Lesson 1
Elements of the Lesson Evidence that Documents the Elements

I. Standard Represent and solve problems involving addition

District curriculum guidelines, MDE core curriculum, and subtraction.
or CCSS CCSS.MATH.CONTENT.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.
II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform my
instruction?
What challenges might students encounter?
Why is this concept/target important?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will I
use?
What on task, active and focused student behavior will I
see?
The student will use addition within 20 to solve word
problems involving mystery starting points in adding to
situations.
I can solve addition word problems with unknown
starting points.
● Specific Praise
● Calling attention to positive behaviors
● Explicit instruction/ conversation on expectations
● Partner Work
IV. Introduction: Creating Excitement and Focus for the ● Review: We talked about pairs of numbers that can
Lesson Target make 10 by using pennies and played the penny
What will I do to generate interest? plate game. Who can name a pair of numbers that
How will I access prior knowledge? makes 10? We talked about turn-around facts, who
What will I have students practice/review? can tell me a turn-around fact?
● We are going to use pennies again to learn another
strategy for learning to add.
V. Input: Setting up the Lesson for Student Success Task Analysis
● Talk about expectations.
Task analysis: ● Review pairs of numbers that make 10 and turn
· What information does the learner need? If needed around facts.
how will it be provided? ● Start with penny drop exercises of basic addition-
· How is the lesson scaffolded? putting 5 pennies in, then 3. Think out loud to model
Higher Level Thinking: Questions to engage using strategy to find the sum. Next, students find
students’ thinking the sum of a few examples of exercises like these.
· Remembering ● Introduce the Change to More Diagram and fill it in
· Understanding with the 5+3=8 fact. Ask the students how the
· Applying diagram shows what happened.
· Analyzing ● Practice having the students make predictions of
· Evaluating the sum using the Change to More Diagram by
· Creating
telling them everything you are going to do before
doing it (using 5+4=9).
Webb’s Depth of Knowledge
● Solve Mystery Penny drops- start with 6 in secret,
· Recall/Reproduction
add 2, tell students now there is 8. Invite them to
· Skills/Concept
· Strategic Thinking
work as partners to solve the mystery. Have them
· Extended Thinking explain their strategies. (Repeat a few times).
Accommodations: Differentiating to meet students’ ● Do change to more story problems.
needs
· Remediation/Intervention DOK Knowledge
· Extension/enrichment Recall/ Reproduction: Calculating sums when given the
Methods, Materials and Integrated Technology facts.
· Instructional techniques Skills/ Concept: Predicting a sum using mathematical
· Engagement strategies strategies.
· Materials and Integrated Technology list Strategic Thinking: Develops a logical argument for
strategies used to produce answers.
Extended Thinking: Applies concept of mathematics to
discover an unknown starting point in an addition problem.
Remediation/ Intervention: Students struggling with basic
addition word problems will work with the teacher to get
more practice and talk about strategies to solve those
problems.
Enrichment/Extension: Highly motivated students will be
given additional story problems where the mystery fact is in
the middle (ie 5+?=12)

Materials List
● Word problem worksheet
● Whiteboards and dry erase markers
● Pennies and jar
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
What will I show/demonstrate for students? What will I
tell them?
HOW/WHAT (Questioning and redirecting)
How to do as well as What to do
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
● Start with penny drop exercises of basic addition-
putting 5 pennies in, then 3. Think out loud to model
using strategy to find the sum.
● Model how to use the change to more diagram. Fill
it in with the 5+3=8 fact. Ask the students how the
diagram shows what happened.
● Model working through a story problem on the
worksheet by thinking aloud.
● Can you explain what strategy you used to solve
that?
● Explain how you know that is the answer.
● Can you prove your answer?
VIII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?
IX. Collaborative (You Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
● Do a couple whole group practices of basic addition
penny drops.
● Practice having the students make predictions of
the sum using the Change to More Diagram by
telling them everything you are going to do before
doing it (using 5+4=9).
● Students independently find the sum of a few
exercises in basic addition penny drops. With
partners, they will discuss strategies used.
● Collaborative- Solve Mystery Penny drops- start
with 6 in secret, add 2, tell students now there is 8.
Invite them to work as partners to solve the mystery.
Have them explain their strategies. (Repeat a few
times with different numbers).
● Independently- Students work on the word problem
worksheet. (Lower ability students will work with
students who are struggling with this concept and
basic addition word problems.)
● On whiteboards, the children will try solving this
word problem: John had baseball cards in a box. He
put 2 more inside the box and now he has 9 cards
in all. How many cards did he start with inside the
box?
● Students done early can play Monster Squeeze or
Penny Plate.
XI. Assessment ● Worksheets, whiteboard observation of student
What evidence supports that the target(s)/objective(s) work, and teacher observation will show if the
were met? learning target was met.
What do my students know, understand and are able to
do now?
What formative assessments will be used to inform
instruction?
XII. Reflection (Questions to consider…) From my observation, most of the students seem to be
How do I know that the objective(s)/target(s) were met? catching on and developing an understanding of the
What is my concept. I know this because the majority are able to work
evidence? through the problem and find the correct answer and are
Based on the data gathered, what will I do next? able to verbalize their strategy for coming up with that
How well did the students perform/respond? How did answer. They can also explain to me how the diagram
students show they works and where to plug in the information from the
were engaged? problem.
What evidence do I have?
What aspect of the lesson was particularly challenging
Unfortunately for me, I was unable to get through the
for students? What
lesson in its entirety because we had the school celebration
will I do to help the student(s) who struggled?
for students with good behavior smack in the middle of my
What will I do to extend the learning for those students
math hour! (Hurray!) So I had drastically shortened math
who met
target? groups as a result. So I want to go back through the lesson
Were there any surprises? What would I do if I taught briefly to recap and also let the students do the practice
this lesson worksheets that we did not get through. I will add this recap
again? into tomorrow’s math group (10-10) and not into lesson 2
because I won’t have time to teach lesson 2 tomorrow as
my CT has requested that I have the students write their
numbers 1-50 to include at conferences for a writing
sample. Between that and the recap, my whole time will be
taken up.

For those who have the concept, I would like to extend their
learning by giving them problems to solve that have the
unknown in the middle or in various places. They may
choose to do so independently or with a partner and this
will give me time to help any students still struggling with
this concept or basic story problems.
 Lesson 2

Elements of the Lesson Evidence that Documents the Elements

I. Standard Represent and solve problems involving addition

District curriculum guidelines, MDE core curriculum, and subtraction.
or CCSS CCSS.MATH.CONTENT.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.
II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform my
instruction?
What challenges might students encounter?
Why is this concept/target important?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will I
use?
What on task, active and focused student behavior will I
see?
The student will use subtraction within 20 to solve word
problems involving mystery starting points in taking from
situations.
I can solve subtraction word problems with mystery
starting points.
● Specific Praise
● Calling attention to positive behaviors
● Explicit instruction/ conversation on expectations
● Partner Work
IV. Introduction: Creating Excitement and Focus for the
Lesson Target
What will I do to generate interest?
How will I access prior knowledge?
What will I have students practice/review?
● We are going to do something similar to what we
● Review: Yesterday we learned how to use the
Change to More Diagram as a strategy to use when
we are trying to solve addition word problems.
Sometimes the word problem wanted us to tell how
many there were in all, and sometimes it was tricky
and wanted us to tell how many of something we
started with. Let’s do a couple practice problems:
○ Benji had 2 toy cars. He found 4 more cars
under his bed. How many cars does he have
altogether?
○ Monica had some beads in a jar. She put 4
more beads in. Now she has 10 beads in all.
How many beads did she start with in the
jar?
did yesterday, except this time it is for subtraction.
V. Input: Setting up the Lesson for Student Success Task Analysis
● Talk about expectations.
Task analysis: ● Review yesterday’s lesson and do review practice
· What information does the learner need? If needed problems.
how will it be provided? ● Start with drawing 10 cups on whiteboard. Next,
· How is the lesson scaffolded? cross 4 out. Ask how many were crossed out. Have
Higher Level Thinking: Questions to engage students determine how many are left standing and
students’ thinking write that number on their boards. Ask students to
· Remembering share their strategies.
· Understanding ● Introduce the Change to Less Diagram and fill it in
· Applying with the 10-4=6 fact. Ask the students how the
· Analyzing diagram shows what happened.
· Evaluating ● Practice having the students make predictions of
· Creating
the sum using the Change to More Diagram by
telling them everything you are going to do before
Webb’s Depth of Knowledge
doing it (using 7-3=4). Do a few with different
· Recall/Reproduction
numbers to practice.
· Skills/Concept
· Strategic Thinking
● Solve Mystery Cup Problems- start with 10 cups,
· Extended Thinking and tell students you are leaving 7 cups standing
Accommodations: Differentiating to meet students’ up. Invite them to work as partners to solve the
needs mystery of how many fell down. Have them explain
· Remediation/Intervention their strategies. (Repeat a few times).
· Extension/enrichment ○ Mystery Start point: There were some cups
Methods, Materials and Integrated Technology standing on the table. I knocked over 4 cups.
· Instructional techniques There are 5 cups left standing. How many
· Engagement strategies were standing at the start? (Repeat a few
· Materials and Integrated Technology list times with different numbers.)
● Do change to less story problems.

DOK Knowledge
Recall/ Reproduction: Calculating the difference when
given the facts.
Skills/ Concept: Predicting the difference using
mathematical strategies.
Strategic Thinking: Develops a logical argument for
strategies used to produce answers.
Extended Thinking: Applies concept of mathematics to
discover an unknown starting point in a subtraction
problem.

Remediation/ Intervention: Students struggling with basic

subtraction word problems will work with the teacher to get
more practice and talk about strategies to solve those
problems.
Enrichment/Extension: Highly motivated students will be
given additional story problems where the mystery fact is in
the middle (ie 12-?=7)

Materials List
● Word problem worksheet
● Whiteboards and dry erase markers
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
What will I show/demonstrate for students? What will I
tell them?
HOW/WHAT (Questioning and redirecting)
How to do as well as What to do
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
● Start with review of Change to More and do the
practice problems.
● Model how to use the change to Less diagram. Fill it
in with the 10-4=6 fact. Ask the students how the
diagram shows what happened.
● Model working through a story problem on the
worksheet by thinking aloud.
● Can you explain what strategy you used to solve
that?
● Explain how you know that is the answer.
● What does subtraction mean?
● Can you prove your answer?
VIII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?
IX. Collaborative (You Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated?
● Do a couple whole group practices of basic
subtraction cup problems.
● Practice having the students make predictions of
the difference using the Change to less Diagram by
telling them everything you are going to do before
doing it (using 7-3=4).
● Students independently find the difference of a few
exercises in basic subtraction cup problems. With
partners, they will discuss strategies used.
● Collaborative- Solve Mystery Cup Problem-start
with 10 cups, and tell students you are leaving 7
cups standing up. Invite them to work as partners to
solve the mystery of how many fell down. Have
them explain their strategies. (Repeat a few times).
○ Mystery Start point: There were some cups
standing on the table. I knocked over 4 cups.
There are 5 cups left standing. How many
were standing at the start? (Repeat a few
times with different numbers.)
● Independently- Students work on the word problem
worksheet. (Lower ability students will work with
students who are struggling with this concept and
basic addition word problems.)
X. Closure ● On whiteboards, the children will try solving this
How will the ‘I can’ statement(s) be reviewed? word problem: There where dominos standing on
How will students be involved? the table. 4 fell down. Now there are only 2 left
What connections to future learning will occur? standing. How many dominos were standing at the
start?
● Students done early can play Monster Squeeze or
Penny Plate.

XI. Assessment ● Worksheets, whiteboard observation of student

What evidence supports that the target(s)/objective(s) work, and teacher observation will show if the
were met? learning target was met.
What do my students know, understand and are able to
do now?
What formative assessments will be used to inform
instruction?
XII. Reflection (Questions to consider…) I feel like most of the students are getting the concept
How do I know that the objective(s)/target(s) were met? because they are able to explain to me where the numbers
What is my go in the diagram and come up with the unknown and
evidence? explain their strategy of coming to that answer. I can see
Based on the data gathered, what will I do next? through the use of whiteboards and worksheets their
How well did the students perform/respond? How did processes of working through the problems. I even had
students show they some kids who were brave enough to try a bonus
were engaged? worksheet with a problem from lesson three on it. Most of
What evidence do I have? them that tried it succeeded and I haven’t taught that
What aspect of the lesson was particularly challenging
concept yet.
for students? What
will I do to help the student(s) who struggled?
I was able to use the number writing day to go back and
What will I do to extend the learning for those students
remediate with unknown start addition. It seems that some
who met
target? of the students who struggled are understanding how to do
Were there any surprises? What would I do if I taught it now, but there is still a small pocket of 3-4 who are not.
this lesson I’m battling uphill because there’s almost no time to go
again? back in and remediate for those who aren’t getting it- and
those same students are the ones who get pulled from me
everyday in math to go to math intervention. I’m going to try
to find a time to snag those kids later in the day if possible,
because most of them also are pulled in the afternoons for
reading intervention.

Again, next lesson we'll recap the unknown start with

subtraction before moving on. Also, I think at the end I’ll
have my highly motivated students make their own
problems to test a partner because I have at least 6 kids
who are having zero challenges with learning these
concepts.
 Lesson 3

Elements of the Lesson Evidence that Documents the Elements

I. Standard Represent and solve problems involving addition

District curriculum guidelines, MDE core curriculum, and subtraction.
or CCSS CCSS.MATH.CONTENT.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.
II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the
lesson?
What formative assessments are used to inform my
instruction?
What challenges might students encounter?
Why is this concept/target important?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will I
use?
What on task, active and focused student behavior will I
see?
The student will use addition and subtraction within 20 to
solve word problems unknowns in different positions in
adding to and taking from situations.
I can solve addition and subtraction word problems
with unknowns.
● Specific Praise
● Calling attention to positive behaviors
● Explicit instruction/ conversation on expectations
● Partner Work
IV. Introduction: Creating Excitement and Focus for the
Lesson Target
What will I do to generate interest?
How will I access prior knowledge?
What will I have students practice/review?
● Review how sometimes we had tricky questions that
● Review the change to more and change to less
diagrams with a practice problem for each:
○ Jorge dropped 3 pennies in a cup. Then he
dropped 3 more. How many did he drop?
○ Maddie had 10 cups standing up. 4 cups fell
down. How many cups are still standing?
wanted us to find how many we started with.
Introduce the term unknown- the part of the story
that is missing. Tell the students the unknowns
can be in part of equation- the number sentence.
V. Input: Setting up the Lesson for Student Success Task Analysis
● Talk about expectations.
Task analysis: ● Review the change to more and change to less
· What information does the learner need? If needed diagrams and do review practice problems.
how will it be provided? ● Use the diagrams to work through a couple different
· How is the lesson scaffolded? problems with unknowns in different spots. Practice
Higher Level Thinking: Questions to engage having the students make predictions of the
students’ thinking unknown number and talk about the strategies they
· Remembering used.
· Understanding ● Invite the students to work with a partner to
· Applying complete page 15 in the Math book.
· Analyzing ● Do story problems.
· Evaluating
· Creating
DOK Knowledge
Recall/ Reproduction: Calculating the sum, unknown, or
Webb’s Depth of Knowledge
difference when given the facts.
· Recall/Reproduction
Skills/ Concept: Predicting the sum, unknown, or
· Skills/Concept
· Strategic Thinking
difference using mathematical strategies.
· Extended Thinking Strategic Thinking: Develops a logical argument for
Accommodations: Differentiating to meet students’ strategies used to produce answers.
needs Extended Thinking: Applies concept of mathematics to
· Remediation/Intervention discover an unknown addition and subtraction problems.
· Extension/enrichment
Methods, Materials and Integrated Technology Remediation/ Intervention: Students struggling with any
· Instructional techniques concepts covered up to this point will work with the teacher
· Engagement strategies to get more practice and talk about strategies to solve
· Materials and Integrated Technology list those problems.
Enrichment/Extension: Highly motivated students will be
given additional story problems where the unknown is in a
putting together or taking apart situation. Additionally, they
may make their own word problems to quiz a partner with
white boards.
Materials List
● Word problem worksheet
● Whiteboards and dry erase markers
● Math book page 15
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
What will I show/demonstrate for students? What will I
tell them?
HOW/WHAT (Questioning and redirecting)
How to do as well as What to do
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
● Model how to use the diagrams to find unknowns in
the middle of the number sentences.
○ Jesse has 10 stuffed animals. He gave
some to his little sister. Now he has 7 stuffed
animals. How many animals did Jesse give
to his sister?
○ Luis helped his dad fold 8 shirts. Later, his
dad folded more shirts. There were 10 shirts
folded in all. How many shirts did Luis’s dad
fold later?
● Model working through a story problem on the
worksheet by thinking aloud.
● Can you explain what strategy you used to solve
that?
● Explain how you know that is the answer.
● Can you prove your answer?
VIII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be
accomplished?
IX. Collaborative (You Do Together) and/or
Independent Practice (You Do)
What practices will be demonstrated?
● Review the change to more and change to less
diagrams and do review practice problems.
○ Darell made a tower with some blocks. He
added 4 blocks. Now there are 9 blocks in
his tower. How many blocks did Darell have
to start?
○ Max had some marbles in a bag. There was
a hole and 2 fell out. Now he has 3 marbles
left in the bag. How many marbles did Max
have in the bag before some fell out?
● Practice together finding unknowns in the middle:
○ Jenny collects shiny rocks. She had 6 rocks
in her pocket. She found more rocks on the
playground. Now she has 9 rocks. How
many rocks did Jenny find?
○ Marco had 8 crayons. He lost some crayons
on the bus. Now he has 4 crayons left. How
many crayons did he lose?
● Collaborative- Students will work together on Math
book page 15.
● Independently- Students work on the word problem
worksheet. (Lower ability students will work with
teacher who are struggling with this concept and
previous basic word problem concepts taught.)
X. Closure ● On whiteboards, the children will try solving this
How will the ‘I can’ statement(s) be reviewed? word problem: Sandra had 6 pieces of candy. She
How will students be involved? gave some to Lizzie. Now Sandra has 3 pieces of
What connections to future learning will occur? candy. How many pieces did she give to Lizzie?
● Students done early can play Monster Squeeze or
Penny Plate.

XI. Assessment ● Worksheets, math book page, whiteboard

What evidence supports that the target(s)/objective(s) observation of student work, and teacher
were met? observation will show if the learning target was met.
What do my students know, understand and are able to
do now?
What formative assessments will be used to inform
instruction?
XII. Reflection (Questions to consider…) Unfortunately, the students as a whole seemed to have a
How do I know that the objective(s)/target(s) were met? tough time behaviorally so getting through this last lesson
What is my was a struggle. There was so much distraction and
evidence? behaviors that I couldn’t get through some parts of the
Based on the data gathered, what will I do next? lesson, such as the students working together on the math
How well did the students perform/respond? How did journal page or my closure. What should’ve took a lot less
students show they time was dragged out. I was recording this lesson.
were engaged?
What evidence do I have? The Ipad recording caused a lot of distraction. I did tell the
What aspect of the lesson was particularly challenging
students what I was doing and why, but some students
for students? What
were out for intervention and missed that. Looking back at
will I do to help the student(s) who struggled?
the video, I realize now that I should’ve come out guns
What will I do to extend the learning for those students
blazing with the class management. Something I also
who met
target? learned that I didn’t realize, because often my back was
Were there any surprises? What would I do if I taught turned or I was focusing on the student who was explaining
this lesson something, that there are a few friends who will not be
again? sitting by each other anymore and who will now have
assigned seats directly in front of me.

Despite everything that was going on, what I perceived to

be a total failure was not. The worksheets showed that they
indeed could put into practice what I was trying to teach
them and mostly every student did well.
Pretest
Name:_________________________________ #:_______________

1. 9 cupcakes were on the table at a party. 3 cupcakes were eaten. How many cupcakes are left?

Cupcakes

2. On Monday, I read 6 pages in a book. On Tuesday, I read 4 more pages. How many pages did I read in all?
 Pages

3. There were gumballs in a jar. I put 3 more in. Now there are 7 in the jar. How many gumballs did I start with?

Gumballs
 4. I had 5 gumballs in a jar. I took some out and chewed them. Now I only have 3 left in the jar. How many
gumballs did I chew?

Gumballs

Post-test
Name:_________________________________ #:_______________

1. 10 cups were standing on the table at a party. 6 cups fell down. How many cups are still standing?
Cups

2. Jamie collects stamps. He got 3 stamps from his grandma for his birthday. Now he was 10 stamps in all.
How many stamps did Jamie start with?
 Stamps

3. Margo has 3 pens. She goes to the store and buys more pens. Now she has 9 pens in all. How many pens did
she buy?

Pens

4. Benji had 5 cookies for snack. Carlos gave him some cookies. Benji has 8 cookies now. How many cookies
did Carlos give him?
 Cookies

Pre-test Assessment Data

● The average of the students was 48%. The biggest areas that were a struggle for the students were the problems that were
addition and subtraction with an unknown in the middle. 13 students were unsuccessful at the addition with middle unknown
and 11 students were unsuccessful with the subtraction with middle unknown. 7 students were unsuccessful at the
subtraction problem with the unknown at the end and 4 unsuccessful with the addition with the unknown at the end.

Post-test Assessment Data

● The average of the students was 78%. There was phenomenal growth in previous areas of struggle. Only 1 student was
unsuccessful with the subtraction with the unknown at the end. 4 students were still unsuccessful at the addition with the
unknown end; 2 were the same students who did not have success on the pre-test, and 1 student is one of my higher
 students and I’m pretty sure that he just made a careless mistake. Only 7 students were unsuccessful at the addition with
middle unknown and 2 students were unsuccessful with the subtraction with middle unknown.
● This data helps me to know which students need some re-teaching, especially the 2 students who both were unsuccessful in
the pre and post test with the addition problems. They may need further practice with implementing strategies and
understanding the words in story problems that signify addition and unknowns.

A majority of the students demonstrate understanding and mastery of the content. For those 4 students who only scored 2 out
of 4 correct on the post-test or less, reteaching will be factored into a part of the day to help them toward understanding and mastery.
The concepts learned in this plan will connect to the next unit in the curriculum. The next unit is focused on writing and solving word
problems with emphasis on students using various strategies and diagrams to solve the problems, such as change to more or less
diagrams or part part total etc. The knowledge of where numbers from a problem fit into a diagram and how to recognize the
operation being used will help further the student's progress in solving and writing their own word problems.

Example Post tests:

 Student 1 Student 2
Student 1 was able able to come up with the correct answer to the problems. This student was able to correctly insert the
information into the diagram, and this student also was able to show me by writing in the signs that he understood what operation to
use to get the answer. Student 2 was unable to come up with the correct answer for question 3. This student was able to understand
where the 3 and the 9 should go in the diagram, but was not understanding how to find the answer. I can’t be sure whether the
student knew which operation to use or if the student guessed since there is no written sign to show that evidence on either problem
that student completed. On problem 4, student 2 was able to come up with the correct answer but was unable to place the 8 in the
correct spot on the diagram. Further conferencing and reteaching of the concept and strategies to use for finding the answer are
needed with student 2. Student 1 has shown mastery of the subject and is ready to advance on in the curriculum and could be ready
for writing his own story problems.