Presentation/Assigment

Lesson Goals

Lesson Title: Adding numbers one through ten

Central Focus of Lesson:

In this math lesson, first-grade students will add numbers using different pictures and objects.

State Standard(s) Addressed:

OA .2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

http://www.corestandards.org/wp-content/uploads/Math_Standards.pdf

Lesson Objectives and Language Demands

Content/Skill Objectives:

At the end of this lesson, the students will be able to:

1. Follow the steps on how to add the objects (numbers).

2. Solve addition problems (up to 10) using different objects .

Language Demands:

The students will use the discourse of language demand, which includes written and oral language.

Key Vocabulary:

One, Two, Three, Four, Five, Six, Seven, Eight, Nine, Ten, Count, Number.

Resources and Materials

Resources:

· YouTube Video “Add Count Together Song – Learn Addition” - https://www.youtube.com/watch?v=UM-TSRPBaN0

Materials:

· Colored Blocks

· Magnetic Colored Cubes Board

· Matts

· White Board

· Pens/Pencils

· Adding Worksheet

· Picture Addition Worksheet

· “How Did I Do?” Rubric

· “Am I understanding?” Cards

· Sticker Stars

· Plastic fruits

· Cars

· Notebooks

· Counting sticks

Sources:

Free Butterfly Garden Picture Addition Worksheets – Free4Classrooms. (n.d.). Retrieved August 7, 2020, from https://free4classrooms.com/free/free-butterfly-garden-picture-addition-worksheets/

NOTE: Attach and/or embed any relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Prior Academic Learning and Prerequisite Skills

Prior Academic Learning and Prerequisite Skills:

To be successful in this lesson, the students should have the following prior knowledge and skills:

1. Know number names

2. Count Sequence

3. Count up to ten objects

Misconceptions:

The students may have the following misconceptions:

1. Students who have difficulties counting 1 to 10 may solve the problems incorrectly. 

2. Failure to understand that counting is a strategy used to determine the total number “how many” and that the last number in the equation says “how many.”

Lesson Plan Details

Beginning the Lesson/Introduction

Minutes [10]

The lesson will begin with the  “Add Count Together Song – Learn Addition ” song to pick the student’s interest in the topic. 

I will question the students to activate their prior knowledge and experiences related to the topic.

I will set a purpose and help students understand the importance of the lesson by connecting the lesson topic to the student’s lives.

What Teacher Will Do:

I will play the song “Add Count Together Song – Learn Addition “and sing with students.

Today, we will be learning to add the numbers.

Raise your hand if you know a number. Raise your hand if you can count to ten.

I will briefly explain the importance of math and explain that we use it every day. I will provide examples that we use the addition when going shopping, cooking, and playing. I will tell students that today’s lesson will teach them to add numbers and different objects together to find a total. I will ask students what they can count in their everyday lives. 

What Students Will Do:

Students will stand up to dance and sing with the teacher.

Randomly selected students will share their answers.

Students will share their answers to demonstrate the understanding of the discussion.

Introducing New Content/Skills

Minutes [5]

I will introduce to students a new skill using the colored cubes. It will allow the students to view and touch the objects to add the numbers.

What Teacher Will Do:

To begin the lesson, I will place the cubes on the matt and ask children if we could count them together. There will be a total of 10 cubes. While counting, I will point to each cube and take it from one side to another, where I will build them in a row. 

Then, I will create a problem by placing two cubes on one side of the mat and two cubes on another side. Students will be asked to count how many cubes on each side and then add them together to receive the total number of cubes. Then, I will create a more challenging problem by taking four cubes on one side and three cubes on another side of the mat. I will use a few more problems to give students additional examples.  Each time the students will be given a problem to solve, I will ask for a volunteer to come to me and count the cubes together with classmates.  

What Students Will Do:

Students will be seating on the rug and counting together the cubes from one to ten.

When students are given a problem to solve, each time one student will participate at the front to count and add the cubes together with the teacher and classmates.

Guided Practice

Minutes [5]

The students will solve two problems using magnetic colored cubes with the teacher’s guidance.

Formative Assessment:

Students will get observed during the activity and asked questions so that a student can explain their mathematical reasoning.

What Teacher Will Do:

Each student will be given a magnetic board with a set of 10 colored cubes. I will draw on the board a problem (2 + 3) and then use the cubes to guide students on how we are creating and solving the problem. Then, I will ask students to count the cubes on one side of their board and then on another side and add them to receive the total. We will repeat the process using a different problem (3 +1).

While students are working on their magnetic boards, I will slowly walk around the class to observe their work and track the student’s progress throughout the learning process. I will ask students questions to explain how and why they were taking steps to get their answers.

What Students Will Do:

Students will use their fingers to manipulate the cubes on the magnetic board. Students will repeat the manipulation by following the teacher’s guidance, counting the number of cubes on each side of the board, and then adding the numbers to get a total number of cubes. This exercise is allowing the students to understand the problem-solving step by step.

The students will show their engagement in the lesson. They will count the blocks to solve the presented problem and demonstrate their understanding of what they are doing and why they need all of the steps.

Independent Practice

Minutes [10]

Students will be given a “Picture Addition Worksheet” that will require them to solve four equations by matching the numbers.

Formative Assessment:

Students will be observed during the activity and given the star stickers for the correct answers.

What Teacher Will Do:

I will introduce to students a worksheet that they will be working on. I will explain to the students what they are required to do step by step using the example on the worksheet. The steps are:

1. Count how many objects on the left side (example: there are three birds)

2. Count how many objects on the right side (example: there are two birds)

3. Sum three plus two, which is five in total.

Find the correct answer on the right side of the worksheet and draw a line to it.  The steps will be written on the board so that students could check themselves during the activity.

During the activity, I will go around the class and observe the students and monitor the student’s understanding. The observation will allow identifying those students who are still struggling and need additional individual assistance to reach the lesson goal. I will award the students with sticker stars for each correct answer to motivate them to keep working on the worksheet.

What Students Will Do:

The students will listen to the teacher’s instructions on how to complete the “Picture Addition Worksheet.” The class will participate in counting the birds on the example and finding the correct total number of birds. Students will review the steps that are listed on the board. Then, students will begin to complete the exercise.

While students are working on the exercise, they will get a star sticker for each correct answer. If the students feel that they are struggling, they will ask a teacher for help.

Closing the Lesson

Minutes [15]

The students will be engaged in a game to add different objects sitting in a circle.

I will relate the math to the student’s life experience.

Summative Assessment:

Students will be given an “Adding” worksheet to demonstrate the learned material.

What Teacher Will Do:

To close the lesson, I will ask students to sit in a circle. I will prepare different objects in the amount from one to ten, such as plastic fruits, pens, cars, notebooks, counting sticks, and cubes. I will count and add the objects together with the class to check their understanding and review the learned material. The students will be given the self-assessment smiley face. They will show one card at the end of each math problem. This way, the teacher could check if all students comprehend the topic, and students will feel more comfortable showing if they need any help.

After the material is reviewed, I will discuss with the students how addition can be used in their lives. I will bring an example that we can add many objects that we are using every day, such as toys and clothing. Then, I will discuss with students what else they can add in their daily lives. I will ask to give examples.

What Students Will Do:

The students will sit in a circle and participate in the game, where they will add objects to demonstrate the learned material. The students will use the smiley face cards to show if they can add the objects correctly.

The students will be engaged in a discussion where they can think over how addition can be used in their lives.

The student will work on the assignment where they will be required to complete the “Adding” worksheet.

Extension:

To extend the lesson, I will play the game “Classroom Touch.”

The students will practice the addition problems using different objects in the classroom. I will create a board called “Addition” in the classroom.

To support further learning to those students who did not meet the learning objectives, I will provide additional timeframe and individual support.

What Teacher Will Do:

I would ask students to stand up. Then, I will explain the rules of the game: a teacher shouts to the classroom, “Everyone touches three tables,” “Everyone touches three chairs,” etc. Any objects in the classroom can be used. This fun activity will provide a physical activity that will help students relax and concentrate on future activities.

I will keep implementing the addition problems into the classroom activities after the lesson is done to allow the students to practice their skills every day. I will create a board called “Addition” in the math center that will include many objects, plus and an equal sign to play with.

Some students might need additional time or instruction to reach the learning goal. Therefore, I will give additional activities to do at home or on the weekend so that a student can practice addition. I will cooperate with the parents so that the student can continue learning outside of the classroom. Also, I will remind these students of the addition strategy during playtime. Example: while a child plays in the cooking center “Vikki, what ingredients you are using to cook? Let’s add the apples and carrots to see what is the total amount of ingredients you will use?”

What Students Will Do:

Students will stand up and touch different objects all over the classroom as a teacher shouts the name of the object, and the number of objects needs to be touched.

Students will play in the math center and use the "Addition" board to practice the learned skills.

Students will keep solving the addition problems to reach the lesson goal.

Accommodations/Differentiation

Students with Special Needs or IEPs:

For students with special needs or IEPs, I will provide the following accommodations/differentiation:

1. Make the worksheets shorter to allow a student additional time to work on the assignment.

2. The questions and instructions will be read to the student individually when he/she asks.

3. Working on a one-on-one with a teacher to receive the individual instructions/help. 

4. Allowing answers to be given verbally if needed. 

English Learners:

For students whose English is not their first language, I will provide the following support:

1. Provide visual instructions and model the directions.

2. Speak slowly throughout the lesson.

Also, I will learn the cultural background of my students to be culturally responsible. Possibly know some basic words from the student’s language to be able to assist a student and provide help as needed.

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

This lesson was created using the theory of Lev Vygotsky that refers to the principles of Zone of Proximal Development (ZPD) and scaffolding. “Vygotsky stated that a child follows an adult’s example and gradually develops the ability to do certain tasks without help or assistance” (Cambridge, MA: Harvard University Press, n.d.). Vygotsky presents ZPD as the space between the actual developmental level (what the student knows) and the potential developmental level (what the student can achieve with assistance from the more knowledgeable other MKO, teacher’s guidance, or peer collaborations). “Scaffolding refers to the way the adult guides the child’s learning via focused questions and positive interactions” (Cambridge, MA: Harvard University Press, n.d.). The students who are struggling to understand the topic are most likely will demonstrate better performance with appropriate help. The instructions and assessment were modified to reflect the student’s current level of development (numbers they already know) and the potential development (numbers the student should be able to reach with teacher’s guidance)

References:

Cambridge, MA: Harvard University Press. (n.d.). Vygotskian principles on the ZPD and scaffolding. https://www.open.edu/openlearncreate/pluginfile.php/5904/mod_resource/content/1/Vygotskian_principles_on_the_ZPD_and_scaffolding.pdf

Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning

Assessment Strategy #1:

Formative Assessment.

Ensure the students understanding the addition steps by:

1. Observing the students during the activities.

2. Complete the “Picture Addition Worksheet”

Alignment with Lesson Goals:

This assessment is designed to check the student’s knowledge in the following lesson objectives:

1. Follow the steps on how to add the objects (numbers).

Evidence of Student Understanding/Skill:

“Curriculum-embedded assessment, which is based on teacher  observation that is integrated into the curriculum and not conducted as a separate procedure. The teacher assesses the children while teaching using the classroom activity itself” (Bredekamp, 2019). Observing the students during the lesson activities is showing to a teacher if the children are comprehending the topic. In this lesson, students will be observed in many different activities where the students are working in a group and individually so that a teacher can collect the information.

The “Picture Addition Worksheet” is an exercise where the students should demonstrate the comprehension of using the steps in counting. Students will be observed and questioned by a teacher to explain their mathematical reasoning. 

Feedback to Students:

The students will receive verbal feedback, praise, and words of encouragement. “Acknowledging is the positive attention a teacher gives to a child that tells the child the teacher noticed what the child did” (Bredekamp, 2019).

Also, I will use positive reinforcement in my lesson. “Positive reinforcement is a reward or pleasant consequence that follows a behavior, causing that behavior to be repeated” (Bredekamp, 2019). The students will receive star stickers for each correct answer while working on the “Picture Addition Worksheet” to reward students for good work. This will motivate the students to keep working in the activity.

Assessment Strategy #2:

Summative Assessment.

Ensure students can solve the problems using the objects step by step and add them to get the total amount:

1. Complete the “Addition Worksheet”

Alignment with Lesson Goals:

This assessment is designed to check the student’s knowledge in the following lesson objectives:

1. Solve addition problems (up to 10) using different objects .

Evidence of Student Understanding/Skill:

Students will have to count the objects on each side of the problem, write it, and then add the objects to receive the sum. Students will demonstrate their ability to use the steps in counting and comprehension of the topic.

Feedback to Students:

“Feedback, in which teachers provide specific information on a child’s performance or respond to questions, helps focus the child’s attention on the process of learning” (Bredekamp, 2019). Children will be given feedback through a funny smiley faces rubric, including the teacher’s notes. The teacher will individually discuss the learning progress with those students who did not do well in the assessment activity.

Lesson Plan Criteria:

3

Proficient

2

Developing

1

Emergent

Points Earned and Comments:

Central Focus

Plan includes all of these:

· Describes important understandings and core concepts.

· Goes beyond list of facts and skills.

· Aligns with content standards and learning objectives.

· Addresses the subject-specific components in the lesson.

Plan includes three of these:

· Describes important understandings and core concepts.

· Goes beyond list of facts and skills.

· Aligns with content standards and learning objectives.

· Addresses the subject-specific components in the lesson.

Plan includes two of these:

· Describes important understandings and core concepts.

· Goes beyond list of facts and skills.

· Aligns with content standards and learning objectives.

· Addresses the subject-specific components in the lesson.

State Learning Standards

Plan includes all of these:

· Standard(s) number(s)

· Standard(s) text

· Link to Standard(s)

Plan includes two of these:

· Standard(s) number(s)

· Standard(s) text

· Link to Standard(s)

Plan includes one of these:

· Standard(s) number(s)

· Standard(s) text

· Link to Standard(s)

Lesson Objectives

Plan includes all of these:

· What students should know

· What students should do

· Observable language, measurable verbs

Plan includes two of these:

· What students should know

· What students should do

· Observable language, measurable verbs

Plan includes onel of these:

· What students should know

· What students should do

· Observable language, measurable verbs

Language Demands

Plan includes all of these:

· Syntax skills identified and related to the lesson objectives

· Discourse skills identified and related to the lesson objectives

· Key vocabulary

Plan includes two of these:

· Syntax skills identified and related to the lesson objectives

· Discourse skills identified and related to the lesson objectives

· Key vocabulary

Plan includes one of these:

· Syntax skills identified and related to the lesson objectives

· Discourse skills identified and related to the lesson objectives

Key vocabulary

Resources and Materials

Plan includes all of the following:

· Resources

· Materials

· Sources

· All relevant handouts, templates, slides are attached

Plan includes three of the following:

· Resources

· Materials

· Sources

· All relevant handouts, templates, slides are attached

Plan includes two of the following:

· Resources

· Materials

· Sources

· All relevant handouts, templates, slides are attached

Prior Academic Learning and Prerequisite Skills

Plan includes both of these:

· Description of prior academic learning and prerequisite skills

· Description of common misconceptions regarding concepts addressed in the lesson

Plan includes one of these:

· Description of prior academic learning and prerequisite skills

· Description of common misconceptions regarding concepts addressed in the lesson

Plan names prior learning, prerequisite skills, and common misconceptions, but does not describe them

Beginning the Lesson

Plan explains all of these:

· How prior knowledge, interest, and purpose will be activated

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How prior knowledge, interest, and purpose will be activated

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How prior knowledge, interest, and purpose will be activated

· What teacher will do

· What students will do

· Timing (Minutes)

·

Introducing New Content/

Skills

Plan explains all of these::

· How students will encounter new information or skills

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will encounter new information or skills

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will encounter new information or skills

· What teacher will do

· What students will do

· Timing (Minutes)

Guided Practice

Plan explains all of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Independent Practice

Plan explains all of these:

· How students will practice skills or interact with new content independently

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will be supported as they practice skills or interact with new content

· What teacher will do

· What students will do

· Timing (Minutes)

Formative Assessment

Plan explains how teacher will monitor learning/check for understanding during three of these:

· Beginning the Lesson

· Introducing New Content

· Guided Practice

· Independent Practice

Plan explains how teacher will monitor learning/check for understanding during two of these:

· Beginning the Lesson

· Introducing New Content

· Guided Practice

· Independent Practice

Plan explains how teacher will monitor learning/check for understanding during one of these:

· Beginning the Lesson

· Introducing New Content

· Guided Practice

· Independent Practice

Summative Assessment

Plan explains all of these:

· How students will demonstrate the extent to which they met learning objectives

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains three of these:

· How students will demonstrate the extent to which they met learning objectives

· What teacher will do

· What students will do

· Timing (Minutes)

Plan explains two of these:

· How students will demonstrate the extent to which they met learning objectives

· What teacher will do

· What students will do

· Timing (Minutes)

Closing / Extending the Lesson

Plan explains both of these:

· Specific extension activity

· Further support for students who did not meet learning objectives

Plan explains one of these:

· Specific extension activity

· Further support for students who did not meet learning objectives

Extension activities and further support are mentioned, but not explained.

Special Needs / English Learners

Plan explains both of these:

· How special learning needs will be addressed

· How English Learners will be supported

Plan explains one of these:

· How special learning needs will be addressed

· How English Learners will be supported

Support for special needs and English Learners are mentioned, but not explained.

Lesson Rationale

Plan includes three relevant research-based principles of learning and teaching, and their sources

Plan includes two relevant research-based principles of learning and teaching, and their sources

Plan includes one relevant research-based principle of learning and teaching, and its source

TOTAL:____/45