LESSON EDLC 510
Lesson Plan Assignment
Jaquita Pratt
School of Education, Liberty University
LESSON PLAN TEMPLATE
DAILY LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name:
Jaquita Pratt
Grade Level: 1st Grade
Candidate’s
Endorsement:
Elementary
Education K-6
Central Focus: Addition
Subject: Math Learning Segment Theme: Joining together!
LESSON EDLC 510
Where in the
learning segment
does this lesson
occur? Beginning☒
Middle End☐ ☐
Lesson Structure or Grouping:
Whole Class Small Group 1:1 ☒ ☐ ☐
Other (specify): Click or tap here to enter text.
STUDENT
Complete this section if you a
ASSETS (KNOWLEDGE OF STUDENTS)
re in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests,
family backgrounds,
experiences, etc.)
N/A
Cultural (Traditions,
dialects, worldview,
literature, arts, etc.)
N/A
Community
(Landmarks,
community events,
etc.)
N/A
Developmental
(Cognitive, physical,
social, and
emotional)
N/A
CONTENT STANDARDS
State Standards Virginia Standard of Learning Math 1.CE.1 The student will
recall with automaticity addition and subtraction facts within
10 and represent, solve, and justify solutions to single-step
problems, including those in context, using addition and
subtraction with whole numbers within 20.
- Show proficiency in addition and subtraction within 20
using reasoning strategies such as counting on/back, one
more/less, doubles, and making ten.
- Recall with automaticity addition and subtraction facts
within 20..
National Standards Students should be able to fluently add and subtract within
20, demonstrating understanding of various strategies like
counting on, making ten, and using the relationship between
addition and subtraction.
LESSON EDLC 510
InTASC Standards •Standard 4: content Knowledge – Teachers need a strong
understanding of first-grade math content, including addition
and its related concepts. This includes understanding the
meaning of addition, different ways to represent it (e.g.,
pictures, objects, equations), and the relationship between
addition and subtraction
•Standard 8: Instructional strategies—Teachers should be able
to use diverse instructional strategies to help students learn
addition, such as counting on, making ten, decomposing
numbers, using number lines, and connecting addition to
realworld problems
•Standard 1: Knowledge of the learner: Teachers should
understand how students learn and what strategies work best
for them. This includes recognizing individual learning styles
and providing differentiated instruction to support all students
in their learning of addition.
•Standard 5: Assessment-- Teachers employ multiple
assessment methods to observe student learning and guide
their teaching. These include formative and summative
assessments to monitor student progress and pinpoint areas
requiring additional support.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
Statements of what students will know, understand, and be able to do at the end of the
lesson
(consider all three domains). Include condition, performance, and criterion.
• Students will be able to add numbers up to 20.
•Students will demonstrate an understanding of addition concepts by using
objects, drawings, and equations to represent addition problems..
- Students will be able to solve single step addition problems within 20 using various
strategies (ten frames, double plus, counting on)
• Students learn to solve addition word problems with sums up to 10 and 20, using
pictures, objects, and equations..
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
LESSON EDLC 510
Begin the lesson with a story that involves characters resolving issues through addition.
Engage students by posing questions such as, “How many total oranges are there in both
baskets?” This approach will captivate their attention and effectively introduce the topic of the
lesson.
MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language demands?
Detail your plan. Note: For math lesson plans, please write or attach every task/problem
students will solve during the lesson—with the correct answers.
Instruction/
Modeling
Introduce the concept of addition through storytelling or a
real-life scenario that requires adding quantities. Use
manipulatives to visually demonstrate simple addition
problems.
.
Guided Practice Present addition problems on the whiteboard, encouraging
students to use manipulatives to solve them. Engage students
in group discussions to share their thought processes as they
solve problems collectively..
Independent Practice Distribute worksheets that include various addition problems
for students to solve independently, reinforcing the concepts
learned
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
Conclude the lesson by reviewing key points on addition. Encourage students to
share their favorite addition strategies and practice at home..
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Preassessment(s)
(could be prior to the lesson)
Utilize rapid assessments, observational techniques, and
manipulatives to evaluate students' comprehension of addition
within the ranges of 10 and 20. Additionally, identify specific
areas where students may require further assistance.
Formative Assessments/ Evaluate students throughout the lesson through observation,
questions, and checking for understanding..
Feedback to
LESSON EDLC 510
Learners (part of the
activities in the
lesson)
Summative
Assessment (matches
the objective)
Assess students through worksheets or quiz to measure their
understanding of subtraction.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) Students will learn total,
students will learn add
students will how many in all
Language Support(s) Review vocabulary
model solving addition problems
Essential Vocabulary addition, sum, strategy, carrying (if using double digits), count on,
whole, plus sign
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education Positive Behavior Interventions and Supports (PBIS) teach
students how to regulate their feelings, thoughts, and
actions to promote prosocial behavior. This framework aims
to create a positive school environment by encouraging
students to develop skills that lead to constructive
interactions and decision-making.
Materials •Manipulatives for counting (e.g., base ten blocks, blocks, counters)
•Whiteboard/markers, projector
•Worksheets with addition problems
•Incorporate story books about addition
- Ten frames
- smartboards
Technology
Connection
Use the smartboard to display the video clips in this lesson
1. Video clip adding numbers:
https://www.youtube.com/watch?v=uQiUTFO78Jk
2. Videoclip addition by counting on
https://www.youtube.com/watch?
app=desktop&v=VScM8Z8Jls0
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do!
List planned supports (instructional strategies, learning tasks and materials, and other
LESSON EDLC 510
resources deliberately designed to facilitate student learning of the central focus).
Planned Supports -- Use manipulatives like blocks and counters to
represent numbers in addition.
-Implement number lines to visually
demonstrate addition, especially with larger
numbers.
-Provide regular practice for addition facts to
build fluency.
-Conduct assessments.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities
(special needs
[IEPs/504 plans],
gifted and talented,
accommodations,
etc.)
- Provide additional support and resources for
students who require more time to grasp the concept.
- For students needing additional support, provide
one-onone assistance during independent practice.
ELL - Provide visual supports.
- Offer translations for students.
- Advocate for necessary student support, including
ELL assistance in class.
Learning
Styles/Student
Engagement
Interactive Addition Activity (20 minutes)
Organize the classroom into different addition stations,
allowing students to rotate and experience each activity!
Station 1: Addition Bingo
In this lively game, students will play bingo by solving
addition problems! Each student receives a bingo card with
sums on it. As you call out problems (like 2 + 3), they solve
them and mark their cards. The first to get a row wins!
Station 2: Addition Board Game
Create a fun board game that incorporates addition
challenges. As students move around the board, they land
on spaces that require them to solve addition problems
(e.g., “What is 5 + 4?”). This friendly competition will keep
them engaged!
LESSON EDLC 510
Station 3: Digital Addition Games
Utilize tablets or computers for students to play educational
addition games. These games adapt to their skill levels,
ensuring that everyone is challenged just right. They can
practice their skills while having a blast!
Rotation Monitoring:
As students move through the stations, monitor each group
closely. Provide support and guidance when necessary,
encouraging discussions about their strategies!
This interactive approach makes learning addition exciting
and helps first graders develop their skills in a supportive
environment!
Extension • To support advanced learners, consider offering extension
activities that challenge their critical thinking and creativity.
These could include project-based assignments,
independent research opportunities, and collaborative
learning experiences, allowing students to explore topics in
depth while applying their skills in real-world contexts..
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
LESSON EDLC 510
InTASC Model ore Teaching Standards: A Resource for State Dialogue. (2011).
https://caepnet.org/~/media/Files/caep/accreditation-resources/intasc-
teacherstandards.pdf
Better Lesson Coaching. (2025). Betterlesson.com.
https://teaching.betterlesson.com/lesson/501233/addition-
vocabularyintroduction
Grade 1» Operations & Algebraic Thinking | Common Core State Standards
Initiative. (n.d.). Www.thecorestandards.org.
https://www.thecorestandards.org/Math/Content/1/OA/
LESSON EDLC 510
Boddle Learning. (2019). Adding Number (Up to 20) - 1st Grade Math (1.OA.2).
In YouTube. https://www.youtube.com/watch?v=uQiUTFO78Jk
Addition by Counting on - Grade 1. (n.d.). Www.youtube.com. Retrieved April 9,
2023, from https://www.youtube.com/watch?v=VScM8Z8Jls0
Virginia Department of Education. (2022). K-12 Standards & Instruction | Virginia
Department of Education. Www.doe.virginia.gov.
https://www.doe.virginia.gov/teaching-learning-assessment/instruction
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
NCTM. (2000). Principles and Standards - National Council of Teachers of
Mathematics. Www.nctm.org.
https://www.nctm.org/Standards-and-Positions/Principles-and-Standards
Common Core State Standards Initiative. (2021). Read the Standards | Common
Core State Standards Initiative. Www.thecorestandards.org.
https://www.thecorestandards.org/read-the-standards/
This lesson plan provides first graders with a foundational understanding of
addition through engaging activities and assessments. By incorporating
storytelling and hands-on practice, students will learn addition while developing
a love for mathematics.
