Lesson
Plan
Student Teacher Lauren Romano Grade 1st Date 3/31/2016
School Miller Driscoll Elementary School Lesson Topic Math
|
Content
Standards:
State the national curricular standards (ACEI) and local curricular
standards that are addressed in your lesson.
1. Standard 2.3 Mathematics Candidates know, understand, and use the
major concepts and procedures that define number and operations, algebra,
geometry, measurement, and data analysis and probability. In doing so they
consistently engage problem solving, reasoning and proof, communication,
connections, and representation.
CCSS: State the
CT Common Core State Standard(s), if applicable, that are addressed in your
lesson.
1.
1.OA.A.2 Represent and solve problems involving
addition and subtraction.
2.
1.NBT.C.4 Use place value understanding and
properties of operations to add and subtract.
3.
1.OA.C.6 Add and subtract within 20.
Learner Background: Describe the students’ prior knowledge and skills related to
the learning objective(s) and the content of this lesson, and explain how these
impacted the planning of the lesson?
Students have previously learned about adding and
subtracting numbers to 40. They have learned how to add with and without
regrouping. They have learned to subtract without regrouping. This background
knowledge will be helpful for this lesson on adding three 1-digit numbers.
Student Learning Objective(s): List
the specific, measurable learning objectives for this lesson.
1. Students will use different
strategies to add three 1-digit numbers.
Assessment: Explain
how you will determine that the students have mastered the learning
objectives. Attach a copy of any
assessment materials you use.
Students will have workbook pages to complete in
their math packets. They will also complete a “today’s math problem” worksheet
using one of the strategies they learned. They will also complete 2 pages in
their Math packet. They will also complete a “Adding 3 Numbers” worksheet. I
will collect all of these items at the end of the lesson and check for
understanding.
Materials/Resources: List
the materials you will use in each learning activity, including any
technological resources.
1. White boards, 1 per student
2. White board markers, 1 per
student
3. 1 counting tape per student
4. Connecting cubes, 3
different colors per student, 30 total
5. Today’s Math Problem
Worksheet, 1 per student
6. Math packet, pages 77-78
7. Adding 3 Numbers worksheet,
1 per student
8. Adding 3 Numbers flip book
9. SmartBoard
Learning Activities:
Identify the
instructional grouping (whole class, small groups, pairs, individuals) you will
use in each phase of instruction.
This lesson will start
out as whole group instruction. The initiation will take about 3 minutes. We
will then work as a class to explore different strategies to solve adding three
1-digit numbers. The exploration part of this lesson will take about 10
minutes. After this, the students will then work independently on their
“today’s math problem” worksheet. They will get about 5 minutes to complete the
worksheet. They will then work on two pages of their workbook independently.
They will have about 10 minutes to complete the two workbook pages. Once they
have finished their workbook pages, they will then get to work on a fun
activity where they will solve math problems and color in ice cream cones. They
will get about 10 minutes for this worksheet as well. I will work with a group
of students for about 10 minutes while the class is working on their ice cream
worksheet. Closure for this lesson will take about 5 minutes.
Initiation: Briefly describe how you will initiate the lesson. (Ex: Articulating
the expectations for learning; stating the objectives of the lesson,
introducing the lesson by relating it to previous lessons, explaining why the
lesson is important, etc.)
I will remind the
students that yesterday we talked about how to subtract 10’s from one another.
I will remind them of the two strategies we learned. I will then draw different
number bonds for 10. I will have the students come up with different number
bonds for 10. This will take about 3 minutes.
Lesson
Development: Describe how you will develop the lesson, what you will do to
model or guide practice, and the learning activities students will be engaged
in order to gain the key knowledge and skills identified in the student
learning objective(s).
After we go over the strategies
we talked about yesterday and make different number bonds for 10, I will then
pull up our next math problem. The problem will say “Julie has 5 books. Chris
and Tim each have 6 books. How many books are there in all?” I will then ask
them what number sentence we can write to solve this? After they share some of
their ideas, I will then write the equation 5+6+6 on the board. Then I will ask
them why we need to add more than one 6. After they provide their answers, I
will explain to them that the problem states that Chris and Tim each
have 6 books. That means that they both have 6 books, therefore we need
to add the number 6 twice.
The first strategy that
we are going to learn is make a 10. We will have the 5+6+6 equation written on
the smartboard. I will tell them that one way to solve an equation with three
1-digit numbers is by making a 10 first. I will then show them that we can make
a 10 by breaking down one of the 6s into 5 and 1 (shown below)
5 + 6
+ 6 =
I will then explain how
we can make a 10 out of the two 5s that we now have after breaking down one of
the 6s. After we make a 10, the numbers we are left with are 6 and 1. We can
then add 6 and 1 to get 7. After that we can add our 10 and 7 together to get
our final answer, 17. The three equations that we will use are:
5+5=10
6+1=7
10+7=17
After explaining this, I
will then ask them to take out their connecting cubes that are in their desk. I
will then instruct them to take 5 of one color of their cubes and connect them
together and place them at the top of their desk on their nametag. After I have
seen each student has done this, I will then tell them to take 6 of a different
color of the connecting cubes and connect them. I will instruct them to place
those cubes right below the other 5. Once I have seen all of the students have
done this, I will then tell them to take 6 of their last color of cubes and
connect them together and place them below the other two sets of cubes. I will
tell them to place their extra cubes to the side of their desk.
Once they have their
three sets of cubes, I will then have them line up their cubes so it goes from
5 to 6 to 6. I will then ask them to add the group of 5 and one group of 6
cubes together. I will write this on the SmartBoard as 5+6. After they have
come up with the answer, 11, I will then say now add your last group of 6 cubes
to 11. I will then write another +6 on the SmartBoard so that our equation will
be 5+6+6. I will then call on one person to tell me the total number of cubes
that they added together. I will complete the equation by writing =17 making
the final equation 5+6+6=17.
Another strategy that I
will introduce to them to help them add three 1-digit numbers is to look for a
doubles fact first. For this problem, 5+6+6, they can recognize that there is a
doubles fact in the equation. If they add 6+6 and get 12, they can then finish
the problem by adding 5 to 12 and they will get 17. The equations that we will
use for this strategy will be:
6+6=12 (doubles fact)
12+5=17
After we have discussed
all three strategies, I will then pass out a “today’s math problem” worksheet
to each student. I will then write another problem on the SmartBoard titled
“Toy Cars:”
Kelly has 7 toy cars at
her house. Tim brings 4 toy cars to her house. Nicole brings 8 of her toy cars
to Kelly’s house as well. How many toy cars are there in all?
7 + 4 + 8 =
I will then tell them to
pick one of the three strategies that we just discussed and solve the problem
on their worksheet. I will walk around the room as they are doing this to make
sure that everyone understands what we just discussed. I will then ring the
bell to get their attention back to me after about 5 minutes. I will call on
one student to come up to the SmartBoard to show the class how they solved the
problem.
After this part of the
lesson, I will then instruct the students to take out their math packets and
open them to page 77. I will tell them to complete questions 1-4 independently
on page 77. I will walk around the room and work with individual students who
need extra help with Math. After they have completed page 77, I will then have
them turn to page 78 and complete questions 5-9 independently.
After they have completed
these two pages, I will then pass out the worksheet titled “adding 3 numbers.”
They will have to complete the problems using one of the strategies they
learned, and then they will be able to color in their ice cream cones on the worksheet. While the class is working on the “adding 3
numbers” worksheet, I will call a group of 5 students who need extra help to
the back table to work with me. I will provide each of them with an adding 3
numbers flip book. I will work with them by scaffolding instruction for the
pages in the flip book. By using these different visuals, these students who
struggle with math will get a better understanding of the concept. While we are working together in a small
group, I will be making sure that the other students who are working
independently are staying on task.
Closure: Briefly describe how you will close the lesson and help
students understand the purpose of the lesson. (Interact with learners to
elicit evidence of student understanding of purpose(s) for learning and mastery
of objectives)
To close the lesson, I will ask the students to
come to the carpet as a whole group. I will then ask the class if they can
remind me the three different strategies we went over today to help us add
three 1-digit numbers together. I will call on three different students for the
answer.
Differentiated Instruction: Identify one to three students with learning differences. They
may be special or general education students, and they may represent a range of
ability and/or achievement levels, including individuals with IEP’s, gifted and
talented students, struggling learners and English language learners. They need
not be the same students for each lesson
Indicate, in the chart below, those students who you have
identified with special needs and who require differentiated instruction.
Provide the required information for each student.
Student
Name or ID
|
Identify
the special need (s) of the student.
|
Briefly explain how you
will differentiate instruction for this student .
|
K.K.
|
K.K. struggles with Math and has difficulty
staying on task.
|
I will be sure to check in on K.K. during the
whole group instruction and while he is working independently. I will also
work with him in a small group and provide him with an interactive flip book
that will help him understand the concept better.
|
M.D.
|
M.D has difficulty in math and would benefit from
reinforcement.
|
I will be sure to check in on M.D. during the
whole group instruction and while she is working independently. I will also
work with her in a small group and provide her with an interactive flip book
that will help her understand the concept better.
|
Student
Name or ID
|
Identify
the special need (s) of the student
|
Briefly explain how you
will differentiate instruction for this student
|
S.S.
|
S.S. has difficulty in math and has trouble
staying on task.
|
I will be sure to check in on K.K. during the
whole group instruction and while she is working independently. I will also
work with her in a small group and provide her with an interactive flip book
that will help her understand the concept better.
|
K.M.
|
K.M. has difficulty in math and would benefit
from reinforcement.
|
I will be sure to check in on K.K. during the
whole group instruction and while she is working independently. I will also
work with her in a small group and provide her with an interactive flip book
that will help her understand the concept better.
|
Student
Name or ID
|
Identify the special
need (s) of the student
|
Briefly explain how you
will differentiate instruction for this student
|
Notes from the pre-conference:
|
||
Rev 11/2015
No comments:
Post a Comment