Presentation/Assigment

Lesson Goals

Lesson Title: Adding numbers one through ten

Central Focus of Lesson:

In this lesson, students will implement and improve their knowledge’s in adding numbers one to ten in various problems.

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. Students will be able to solve addition problems with sums up to 10. 

2. Students will know the five addition strategies. 

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:

· “If You Were a Plus Sign” written by Trisha Speed Shaskan

· YouTube Video - “Addition Song for kids” - https://www.youtube.com/watch?v=UqQ1VkBvuRs

Materials:

· “Addition Strategies” Worksheet

· “Addition Strategies” Poster

· “How Did I Do? Rubric

· “Math Salad” Worksheet

· Beach Ball

· Blank Sticker Posters

· White Board

· Pencils

· Paper

Sources:

Math Salad 28 | Worksheet | Education.com. (n.d.). Www.Education.Com. Retrieved August 12, 2020, from https://www.education.com/worksheet/article/math-salad-28/

Starter), H. (Teach. (2016, July 26). 10 Easy, Simple Addition Activities for Kids. Teach Starter. https://www.teachstarter.com/au/blog/10-easy-simple-addition-activities-kids/

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. Be proficient in counting

2. Recognizing numbers one to ten

Misconceptions:

The students may have the following misconceptions:

1. Students may have difficulties to understand all five addition strategies.

Lesson Plan Details

Beginning the Lesson/Introduction

Minutes [10]

I will begin the lesson by a read-aloud time reading the book - “If You Were a Plus Sign” written by Trisha Speed Shaskan.

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

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

What Teacher Will Do:

I will read the book “If You Were a Plus Sign,” written by Trisha Speed Shaskan. 

Today, we will be learning to add the numbers. Raise the hand who can count how many fingers do you have? Raise your hand if you can count how many toes do you have? Raise your hand if you can count how many people wearing white t-shirts? (Example: there are five students in the white t-shirt).

I will discuss with the students the importance of adding the numbers. I will tell that we use math every day in our daily lives and that adding is a basic concept that we all should learn.

What Students Will Do:

Students will listen to the story, identify and count the objects on each page.

Students will randomly share their answers with the class.

Students will provide examples what they can count in their daily lives.

Introducing New Content/Skills

Minutes [ 5 ]

I will introduce to students new skills using the prepared poster and modeling the strategies on the whiteboard with math problems.

What Teacher Will Do:

I will use a prepared poster to introduce to the students five addition strategies. I will review each strategy at a time using different math examples on a whiteboard.

What Students Will Do:

Students will learn the five addition strategies that they can use when adding the numbers.

Guided Practice

Minutes [ 5 ]

The students will practice the new skills by solving multiple examples provided on a whiteboard.

Formative Assessment:

The authentic assessment will be used to check the student’s comprehension. “Performance assessment, also known as authentic assessment, is used to determine what children know and can do from their demonstration of a skill or their creation of a product” (Bredekamp, 2019).

What Teacher Will Do:

I will write on a board a math problem (4+3)

and ask students to help me add the numbers using the 5 strategies we have just learned. Every time I will ask for a volunteer to come up to the board to solve the problem. I will support students and remind them that they can always look at the addition strategies worksheet to remind themselves how to use each strategy. I will repeat this activity using a few math problems.

This activity is an excellent way to check the student’s understanding. I will observe the students while they are working on resolving the problem. I will check how many people are interested in volunteering to solve the math problem. I will give every student a chance to come up to the board to solve the given problem. I will engage other students to participate in solving the problems at their desks but don’t share the answer until I ask.

What Students Will Do:

The students will volunteer to solve the math problems on the whiteboard. Each student will have a different addition strategy to use or different math problems. The students will use their fingers, thinking, and drawings to solve the given problems.

Students will demonstrate their comprehension by solving math problems using five addition strategies.

Independent Practice

Minutes [ 10 ]

The students will practice new skills using the “Addition Strategies” Worksheet.

Formative Assessment:

A formal assessment strategy is used. The teacher will review the student’s work on the “Addition Strategies” Worksheet. Also, the students will get observed during the activity.

What Teacher Will Do:

I will provide each student with the “Addition Strategies” Worksheet. Then, I will ask students to solve each problem using each strategy we have just learned.

The teacher will walk around the class during the student’s work and observe the students check for their comprehension and recognize students who need assistance. Once the student is finished, I will review the student’s work and provide a self-assessment rubric to be completed.

The “How Did I Do? The rubric is a great way to identify the students who are struggling and need an individual teacher’s guidance to succeed.

What Students Will Do:

The students work on the “Addition Strategies” Worksheet.

The students will ask for a teacher once they complete their work. Then, they will receive a “How Did I Do? rubric, where they will need to circle the most appropriate answer. 

The rubric includes the following choices:

1. I was able to use all 5 addition strategies.

2. I was able to use 4 addition strategies.

3. I was able to use 3 addition strategies.

4. I was able to use 1 or 2 addition strategies and need some help.

5. I don’t understand this at all.

Every choice has a smiley face right next to it.

Closing the Lesson

Minutes [ 15 ]

The students will get questioned by a teacher while sitting in a circle and then play a game.

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

Summative Assessment:

Students will be given a “Math Salad” worksheet to demonstrate the learned material.

What Teacher Will Do:

I will ask students to sit in a circle. Then, I will say: “Let’s talk about what we have learned today, can someone share their answers?” Then, I will ask students to play a game where they will need to create a math problem for a teacher and ask me to resolve it in one of the learned strategies (the student can name the strategy I should use). This activity will engage the student, and at the same time, they will repeat the information they just learned. I will solve the problems using the poster.

After the material is reviewed, I will discuss with the students how the skills of addition can be used in their lives. I will remind them of a mouse from our morning reading that was traveling on the pages and was able to add different objects and animals. I will explain the importance of learning the math concepts as it will assist them in their future learning and lives. I will ask to give examples where they can use the learned addition strategies.

I will ask the students to have their sits at their desks and will introduce the “Math Salad” worksheet. I will provide the following instructions:

- Please take your pencils and solve the problems.

- Please use the blank papers to use any of today’s learned strategies to help you find the answer.

- Remember that you can always look at the poster with the listed strategies if you need it.

- At the bottom of the worksheet, you will find the problem that marked with a star. Please take a look at it.

- Once you finish work, please raise your hand, and I will step to your desk.

I will also verbally motivate the students by saying, “Alright, let’s begin our activity to have some fun.”

While students are working on their worksheets, I will go around the class and observe them. I will give the words of praise when I see that a student is doing great and the words of support and motivation when I see that students have some difficulties.

Once the student is done, I will check the work and discuss with the students their progress.

What Students Will Do:

The students will share their answers as to what they have learned in today’s lesson. Then, the students will create their own problems and ask a teacher to resolve it using the specific strategy.

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

The student will listen to the instructions and begin working on the “Math Salad” worksheet. Once completed, the student will raise the hand to show that he/she is ready.

Extension

To extend the lesson, I will play a video “Addition Song for kids.”

The students can play a game “Addition catch” at the classroom or playground after this lesson to continue to practice the content and skills.

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:

Turn on the video “Addition Song for kids.” I will ask students to stand up and dance and sing together.

I will use a beach colored ball. In each color, I will write a math problem.

I will let my students know that if they need my help, they can always reach out to me and ask for assistance. Also, I will discuss with the parents the student’s academic performance and guide them on how they can support their children’s learning outside of the classroom. I will keep implementing the addition problems to those students and ask them throughout the day to solve it using different objects and materials.

What Students Will Do:

Students will get engaged in the movement activity where they will sing and dance. Students will practice the addition problems.

Students will throw the ball to each other and pick the math problem that is most close to their hands to answer.

Students will need to keep practice the addition strategies 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 a student asks.

3. Provide feedback so that students can motor their own progress. 

4. Allowing answers to be given verbally if needed. 

5. Keep the directions and instructions clear and concise. 

6. Provide flashcards and pictures to support visual learners. 

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 – “applying knowledge of the social and cultural contexts in which children live, which helps teachers build on children’s prior knowledge and make experiences meaningful and responsive” (Bredekamp, 2019).

Lesson Rationale/Justification

Principles of Research/Theory on Learning and Teaching:

This lesson was created using the theory of B.F. Skinner of the operant conditioning method. “The most important principle of operant conditioning is that behavior changes as a result of its immediate consequences. Positive consequences strengthen the frequency of specific behaviors; unpleasant consequences decrease the frequency” (Bredekamp, 2019). Throughout the lesson, the students are receiving positive reinforcement through verbal praise that motivates the student’s keep working on the assignments. The use of operant conditioning method allows a teacher to establish positive consequences that would help the students achieve the goals of the lesson.

References:

Bredekamp, S. (2019). Effective Practices in Early Childhood Education: Building a Foundation. (4th Edition). Pearson.

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

Assessment Strategy #1:

Formative Assessment.

Ensure the students understand the five addition strategies:

1. Observing the students during the activities.

2. Complete “Addition Strategies” Worksheet

Alignment with Lesson Goals:

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

1. Students will know the five addition strategies.

Evidence of Student Understanding/Skill:

“Teachers are the primary assessors as well as the primary audiences for classroom assessment. In early childhood, much classroom assessment is informal and performance-based, relying heavily on teacher observations” (Bredekamp, 2019). While students are working on obtaining new skills, I will observe the students to assess their comprehension. Then, the students will be given the assignment where they will need to demonstrate the understanding of the learned concepts.

Feedback to Students:

The students will receive verbal feedback, praise, and words of encouragement. The positive reinforcement is used through the assessments to encourage the student’s learning.

Assessment Strategy #2:

Summative Assessment.

Ensure students can solve addition problems:

1. “Math Salad” worksheet.

Alignment with Lesson Goals:

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

1. Students will be able to solve addition problems with sums up to 10.

Evidence of Student Understanding/Skill:

This assessment strategy allows students to demonstrate comprehension on how to add the numbers up to ten. Students will have different problems to work on. At the end of the worksheet, the students will have a math problem with the star, which allows a teacher to check the level of student’s comprehension.

Feedback to Students:

I will individually discuss the performance with each student to provide verbal feedback. Also, I will use the encouragement strategy through the assessment. “Encouragement doesn’t directly enhance a child’s understanding or skill; it is most valuable in helping children realize that effort is necessary for mastering skills, completing tasks, and solving complex problems” (Bredekamp, 2019).

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