CNM SPED 2260/SFE LESSON PLAN 1

Unit Title: Using the Lesson Title: Creating benchmark of 5 Addends of 5 CCSS and/orNM Content Area Standards Addressed: Enduring Understanding(s) &/or Essential Question(s) [These may come from your planning pyramid or unit plan and/or be more specific to this lesson.]: Learning Objective(s) What will your students know and/or do as a result of this lesson? [Remember that the learning objective should be logically connected to essential knowledge and skills.]: IEP Goals If you have students with IEPs in your classroom, list, by students initials, only those goals/objectives which will be addressed in THIS lesson. Assessment Method(s) How will you determine student learning and the effectiveness of your instruction? What studentgenerated responses and documentation will you collect to determine student mastery of learning objectives? Timeframe (Date[s], Period or Duration): 1 class session CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. The base-ten numeration system is the system that most of the world uses today. The number 5 is an important benchmark in our base-ten system. SW identify pairs of addends that make 5 and write an equation representing these pairs.

SW represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out, verbal explanations, expressions or equations Students will use ten-frame arrays as a visual tool and 5 as a benchmark for learning sums up to 9. They will then write equations representing the addends and their sums.

Lesson Description Provide a sufficiently detailed and sequential guide to the presentation of instruction that will help students meet the identified learning objective(s). Consider Hunters 5-steps: SW play a hands-on game that will teach them to generate pairs of addends that equal 5. They will then create their own equations using correct math vocabulary, numbers, and symbols. 1

Anticipatory Set (Hook) Engage and focus students as quickly as possible

TW introduce the number 5 as a riddle: Script 1. For our first activity, Ill give clues about the number well be working with today. 2. Each time I give you a clue you will write it down on a sheet of paper. When we have gone through all of the clues then you will raise a strong silent hand and make a guess about which number you think it is. 3. You can keep all of your guesses on the paper so you can keep track of which ones you already guessed. Just make sure you cross out the ones that can not work so that you don't get confused. 4. For example, if I told you that the number was between 1 and 10, what numbers COULD you write down as your guess? (2,3,4,5,6,7,8,9) Lets say we guessed the number 8. 5. Now, lets say I told you that it was an odd number. Could it still be 8? (no) 6. What could it be? (3,5,7, or 9). Lets go with 7 this time. Cross out your 8 and write 7. 7. I will continue to give you clues until you guess the correct number. 8. Lets begin the riddle 1) . The number is less than 20. Write your first guess down now. 2) The number is greater than 3. If your original guess no longer works you may cross it off now. And write your new one. 3) The number is less than 9. If you need to cross off your last guess and make a new one, do so now. 4) The number is an odd number. 5) It is NOT 7. Dont forget to keep track of your guesses. 6) It is the same as the number of fingers on one hand. 9. Check with your partner in scholarship at this time. Do you both have the same number? If your answers match you may both raise your strong silent hand so that I may call on you. If they do not match. Explain to each other, how each of you got your answer. 10. I need one strong silent hand to share their answer with the class. (5)

I DO - Direct Instruction/Presentation Provide step-by-step instructions on how you will teach specific knowledge or skills.

SW learn to play a hands-on game that will teach them to generate pairs of addends that equal 5. They will then create their own equations using correct math vocabulary, numbers, and symbols. Script 1. Alright scholars, we are going to play a little game that is going to make us experts on the number 5, but first, lets review some very important vocabulary. a. Hold up a flash card with the word one written on it. 2. Who can tell me what this word say? (1) 3. Great. Show me, silently, what this word means. a. Students will hold up one finger. Repeat this with the words two, three, four, five, add, addition, addend and equals. 4. Now that we have the proper vocabulary, we can play our game. 5. Notice that I have a counter that is two colors. It is yellow on one side and red on the other. Since we are becoming experts on the number five I am going to place five of these counters in my cup. 6. I will then gently shake and spill the cup on the desk in front of me. Be very gentle and careful. We do not want to spill the counters on the floor or in our neighbors space. 7. If I see someone not being gentle with their counters they may be asked to do a different assignment that does not require these counters. a. Demonstrate how to properly shake and spill your counter to the whole class, call out your results each time. 8. Open your book to page two. Place your finger on number 1. Please watch me as I model the game for you. a. Shake and spill your counters. 9. I see that we have ______ reds _______ yellow. Write ______ under the red column for number 1. 10. Now write ______ under the yellow column for number 1. ______ plus _______ equals 5. 11. Lets write this equation on our paper for number 1. The sum of _______ and _______ is 5. 12. Repeat after me. The sum of _______ and _______ is 5. 13. Who can show me a different way to say that? Great lets move one. 3

WE DO - Guided Practice Describe how students will practice/apply the knowledge or skills you taught during Direct Instruction/Presentation.

SW practice playing a hands-on game that will teach them to generate pairs of addends that equal 5. They will then create their own equations using correct math vocabulary, numbers, and symbols. Script 1. Who can give me teach-back on how to play this game? 2. You are now going to practice on your own. Shake an spill the practice counter just once 3. After you spill them all, put the red ones together and the yellow ones together. This will help you see them better and make it easier to make your own equations. 4. This is an independent activity so I should hear silence. Show me what silence sounds like. 5. I will walk around to see whether everyone is ready to play the game on his or her own or if we need to model it one more time. a. Let students practice spilling their counters, separating and counting them, and writing the equations in their book. 6. Great job. What are some of the equations we created using our counters? a. Make a list of possible equations on the board while modeling the use of the vocabulary words. 7. We read the equation this way. 4 plus 1 equals 5. The sum of the number you get when you add. In the equation 4+1=5, 5 is the sum and 4 and 1 are the addends. 8. Please copy these words into your book on page 64 so that you can use your academic language while you play. SW work in pairs to play a hands-on game that will teach them to generate pairs of addends that equal 5. They will then create their own equations using correct math vocabulary, numbers, and symbols. Script 1. You and your partner in scholarship will now work together 2. First, one of you will shake the counters and spill them within your workspace. You will get to spill them ten times in a row! 3. Each time you spill the counters you will need to separate the reds from the yellow and report the two numbers to your partner. 4

YOU DO - Independent Practice Describe how students will develop fluency/mastery/generalization of the knowledge/skills you taught during Direct Instruction/Presentation and that they practiced during Guided Practice. e.g., learning

centers or folder activities, homework, application in a different setting.

Closure (wrap-up) How will you end the lesson, assess student learning, and transition to the next activity?

4. You partner will write your number on page 2 of his or her book. They will also create and solve an equation using the numbers you reported. 5. After you have done this ten times you will switch roles and let your partner spill the counters while you record and solve the equations. 6. After you have both rolled ten times you will trade books and check each others equations. 7. If you find errors, explain the errors and work together to make corrections. 8. Don't forget to use you academic vocabulary while you play. 9. I will be walking around and listening for it. 10. You may begin. a. Walk around and give shout-outs to students that are using math vocabulary words or demonstrating classroom values. b. Keep track of possible re-teach opportunities that students may need to review during your closure and/or at the beginning of your next session. SW use the equations they learned during their game to identify pairs of addends that make 5 and write an equation representing these pairs. Script 1. Now that you have had a chance to practice finding addends of 5 and writing your own equations it is time to review what we have learned as a class. a. Place a sheet of chart paper on the board and title it ADDENDS OF 5. Divide this chart into three sections. 2. All right, first I want you to tell me some of the equations you found while playing. Dont forget to use your academic vocabulary when reporting your answers to the class. And remember, we never shout out unless Ive asked for popcorn answers. Instead, I can only call on the strongest, most silent hands. 3. Lets start with our red counters first. a. Record a list of all of the combinations starting with the red counters. 4. Now lets hear the equations starting with yellow. (this just demonstrates the inverse relationship of addition) a. Show both charts side-by-side so that students can see all of the combinations. 5. Great job. Now when I say go, you will turn to your partner in scholarship and work 5

together to find as many equations with a sum of 5 as you can. 6. There is a very specific answer. When you think you have found that answer put your pencils down, place a bubble in your mouth and show me a strong silent hand. Are you ready to work hard? Go! 7. Allow students to try to find the answer. (0+5, 1+4, 2+3, 3+2, 4+1, 5+0) a. Write these combinations in large neat handwriting so that students can refer to them throughout the unit. 8. In conclusion, lets refer to our math agenda for today. Who can read our learning objective? 9. Did we meet our objective? 10. Turn to your partner in scholarship and discuss one example each of how we met our objective today. a. Walk around and listen for a good example that you can highlight for the class. 11. _________ (Student name), I heard you give a great example. Would you share it with the class? 12. Great. Now turn to your partner again and brainstorm one big important idea you took away from todays lesson. a. Walk around the classroom and give each student a post-it note while they brainstorm. 13. Write your big important idea on this post-it note using R.A.C.E. extended response strategy and your new academic vocabulary. 14. Place your post-it on the Exit Ticket board when you are finished. We will use this at the beginning of next class session to review what we learned today. Preparation of the Environment Describe seating arrangements, student grouping, and relevant classroom routines Students will sit in assigned seats and work with the partner in scholarship that they were assigned to prior to starting the lesson. A variety of procedures, expectations, and learning models that have been taught and implemented throughout the year will be utilized in this lesson.

Materials Review your Lesson Description to identify the materials you will need to teach the lesson. List materials and provide details such as the number of each item, title and page numbers of books, locations where the materials are located in the classroom, etc. Vocabulary flash cards Do The Math Workbook Scrap paper or individual dry erase board Pencil Dixie cups Two color counter Classroom dry erase board Chart paper Markers Exit ticket board Modifications/Accommodations If you have students with IEPs in your classroom, list, by students initials, for whom accommodations, modifications, and/or supports are necessary, and list those that are relevant for THIS lesson. JL personal dry erase board. Seating suitable for left-handed student. REFLECTIONS What worked well and how do I know? What did not work well in this lesson and how do I know? How will I change/build on instruction based on assessment results? What will I do differently next time and why? NOTES 7