Name: Kristina & Julianna Date: December 5, 2017

Grade Level: 1 Class Period: 10:05 -10:45 AM

Subject: Math Lesson # & Title: Addition and Subtraction
Function of the Lesson (check all that apply):
**Introduce New Skill or Content
Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale

Learner Attributes: There are a total of 20 students (11 boys and 9 girls) in the second grade classroom.
One student is identified with a disability and one student is identified as ELL. The majority of the race in
our classroom is caucasian with 4 students who are African American and 1 Asian student.
· One student is identified with autism and is on the high functioning end of the spectrum. She is on
grade level in mathematics but struggles at oral and written communication and is currently performing
two grade levels below her peers in ELA subjects.
Classroom Environment: The classroom is bright and inviting to the students. The room is set up for
having 20 students in mind, with the desks grouped in five teams of four students. Teams are grouped
heterogeneously but this often changes dependent on the lesson. The Smartboard and chalkboard are
visible to each of the students in every seat. There are two designated small group worktables situated
around the room. The classroom has three student computers and a set of ten iPads. There is also a
carpeted area with bean bags if students choose to complete their independent work there. The room is
decorated with student work, a word wall, and anchor posters with helpful reference information.
Everything in the room has a place. It is highly organized with labeled bins of supplies. Students are
aware of where everything is located and independence, problem-solving, and peer support are
encouraged. Students have a routine for entering, turning in assignments, answering questions, etc.
Rationale: It is important to take into account that some of the students come from different cultures,
races, and socio-economic situations when planning the lesson. Teachers must also take into account prior
experiences and unique learning needs of the students with disabilities and ELL student when planning
this lesson. It is advantageous to relate the assignment to real life experiences and use various learning
supports to help all students develop the targeted lesson skills.

Content Standards
Standard: 1.OA.6 Add and subtract within 20, demonstrating fluency with various strategies for addition
and subtraction within 10. Strategies may include 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.
Rationale: Students will often need to use basic addition and subtraction in the real world. For example,
they may need to add the number of toys that they have, the number of slices of pizza they ate, or the
number of friends they need to buy Christmas presents for. They may also need to subtract the number of
snacks they gave away to friends, or the number of toys they left at school one day. Addition and
subtraction can be used in these situations, as well as many others throughout students’ lives, and it will
be important for them to have multiple strategies to choose from when adding so that they can find the
best option for solving addition and subtraction problems.
Learning Objective
1. Students will be able to add within 20 with 80% accuracy.
2. Students will be able to subtract within 20 with 80% accuracy.
3. Students will be able to use different strategies for solving addition and subtraction problems within 20
with 80% accuracy.

Academic Language
1. Addition
2. Subtraction
3. Plus
4. Minus
5. Sum
6. Difference
7. Equals

Assessment Plan: Formative Assessment

1. Review with students previously taught lesson of adding and subtracting numbers. Hand out a number
line and 9 small objects to each student. The teacher and students should all point to the number line as
they say the numbers 1-20 together. Have all students stand up and go to different sides of the room. Have
the teachers and students count each student on each side of the room. (right side of the room for example
has 6 people, then write the number on the board. The middle of the room counts as the + or -. Then count
together how many students are on the left side of the room say they have 9. Then write on the board
6+9= and then go back have all the students sit down and go around the room and have them each say a
number. 6+9= 15.)
2. After the teacher and students complete this, have the students separate the objects into two piles. (One
pile of 4 and another pile of 5). Have them add the objects together to get the total number. Call on a
student and ask how many objects they have all together.
3. With the same 9 objects, have students put them into one big pile. Tell the students to take away 3
objects from their pile, call on a student to tell what they got.

Assessment Plan: Summative Assessment

1. Students will complete a brief worksheet during independent practice.
2. This worksheet will include several addition and subtraction problems for students to solve (5 of each
operation).
3. Students will complete this worksheet and turn it in to be graded by the teacher.
4. This will review whether students have met the learning objectives for this lesson.

Procedures: Lesson Introduction (5 minutes)

1. The teacher will begin by grabbing students’ attention, calling on a student to come to the front of the
classroom.
2. The teacher will give herself 3 objects, and will give the student 5 objects to hold.
3. Ask students to count the number of objects in the teacher’s hand out loud as a class. Do the same
thing with the number of objects in the student’s hand.
4. Explain that the teacher and student volunteer are two friends who are hoping to play with their toys
together. However, they want to know how many toys they have altogether.
5. Ask students to count the number of toys in the teacher’s hand again, but this time have them continue
to count the number of toys in the student’s hand as well. The class should get 8 total toys.
6. Explain to students that this is an example of an addition problem.
7. Now ask students to focus on the 5 toys in the student’s hand. Take 2 toys out of the student’s hand,
and explain that the student lost these toys.
8. Ask students to count how many toys the student has left now. Students should get 3.
9. Explain that this is an example of a subtraction problem.
10. Explain to students that today they will be learning about how to add and subtract numbers between 1
and 20. Read the objectives of the lesson out loud to students.

Procedures: Lesson Body (30 minutes)

Explicit Instruction: I do (10 minutes)
1. Explain all vocab and terms that will be used during this lesson (see academic language section)
and what they mean.
2. After going over these terms, explain and give an example of what students will be doing in each
center as explained below.

Structured and Guided Practice: We do (10 minutes)

1. Students will be divided into three groups. Each group will be directed to a learning center, where they
will further practice addition and subtraction.
2. The first center will have students continue to utilize number lines when solving problems. Students
will pull out a math problem slip of paper from the container. They will place their finger on their
number lines for the first number in the problem. The students will then determine whether this is an
addition or a subtraction problem based on whether the problem contains a plus or a minus sign. The
students will then move their fingers the number of spaces to the right or left as indicated by the second
number. For example, students may put their finger on the number 8, and will add (therefore move right)
5. Their fingers should land on 13. Both teacher in the classroom will keep an eye on this center, and
will assist with it if needed.
3. The second center will allow students to work with different objects to add and subtract. Each student
will be given a pile of objects. A teacher will work with students at this center by holding a container
filled with number slips from 1-20. The teacher will pull out one number, and students will count out that
many objects and place them together. The teacher will then hold up a paper with either a plus or a minus
sign, and will ask students to consider whether they will need to add or subtract the second number. The
teacher will then pull out a second number, and students will either create a second pile with that many
objects, or will remove that many objects from their first pile. The teacher will ask students to share their
solutions.
4. The third center will be a center that will be working with both addition and subtraction. Each student
will be given 20 chips by the teacher (who is acting as a cashier in this station) and will be instructed that
they can buy 2 objects in the “store” each time a student “buys” and object they will have to give you the
exact number of chips they used. When they are finished shopping, they will count how many chips they
have left.

Independent Practice: You do (10 minutes)

1. Students will be given a worksheet containing 5 addition problems and 5 subtraction problems.
2. This worksheet will be completed independently by students.
3. Students may use any of the strategies or resources from the lesson in order to help them to complete
this worksheet, such as their number line, counting chips, or objects.
4. Once the worksheet is completed it will be turned in to the teacher in order to be graded.
5. This worksheet will test to see whether students have met the lesson objectives of the day.

Procedures: Lesson Closure (5 minutes)

1. Summarize by saying” “Today we learned …..”
2. Reemphasize the importance of being able to add and subtract in everyday life. Students will do a turn
and talk with the person next to them and discuss what they may need addition and subtraction for in their
everyday lives.
3. After you go over all the lesson objectives, assess whether you believe that your students understood
these materials or not. Take note of which students you believe will need more work.
Differentiation, Individualized Instruction, and Assessment
The student identified as autistic and on grade level in math should be able to fully participate in both the
group and individual activities. When asked to turn and talk with a partner, this student can be a group
that will have three students to alleviate the pressure to talk. There will be a teacher two of the three
stations so if he happens to need help with directions he could ask.

Instructional Materials and Support

1. Number line (1 for each student)
2. Items to count
3. Dry erase board
4. Dry erase markers
5. Counting chips
6. Worksheet
7. 2 containers for number slips
8. Number slips (numbers 1-20)
9. Paper with a plus sign on one side, minus sign on the other side
10. “Store” items
11. Slips of paper with addition or subtraction problems (Example: 5+2=___)
12. Paper with the numbers 1-20 on each for number line station
13. Summative assessment worksheet (see attached)

Research and Theory Commentary

1. This lesson will incorporate Vygotsky’s scaffolding technique. At the beginning of the lesson, the
teacher will explain the basics of the topic, while students simply listen or answer the occasional review
question. Later on, students will work along with the teacher in order to discover more about addition and
subtraction by participating in various centers that will review different strategies for solving these types
of problems. At the end of the lesson, students will complete a summative assessment independently,
completing all of the work on their own without aid from the teacher.
2. The lesson will also use Dewey’s idea of learning by doing. During structured and guided practice,
students will have an opportunity to work with the concept of adding and subtracting through various
hands-on centers. These centers will allow students to work with different objects such as number lines
and counting chips in order to understand the learning objectives. By using hands-on activities in the
lesson, students will find the lesson to be more memorable, and will be able to better retain the
information taught.
3. This lesson also uses the ideas of wait time by Mary Budd Rowe. Whenever students are asked a
question, or are instructed to complete an activity of some sort, the teacher will give the students ample
time to do so. This will reduce the pressure to immediately come up with a response, and will allow for
students to think more about their responses or actions before presenting them. This will lead to more
thought out answers from students, and will give them the chance to better understand the information
that they are responding to.