Professional Documents
Culture Documents
EDUC 523
Lesson Plan
Lesson Plan Details
Part 1
Resources:
Scott Foresman/Addison Wesley: Mathematics, Teacher
Edition and student workbooks
Math manipulatives: unifix cubes, counting bears
Addition and subtraction flashcards
Fact practice worksheets
Procedures/Management
For this unit, my regular management system is in place, which
applies to the whole group, small groups, and students working
one-on-one.
Classroom Expectations:
Respect others
Keep hands and feet to yourself
Be kind and encouraging
Classroom Management:
If a child is not abiding by the classroom expectations, I will
talk to him/her.
1st time: Warning
2nd time: Time out/move away from group
3rd time: Miss 5 minutes of recess/snack time
4th time: Phone call home.
5th time: See principal.
Each student has a magnet with his or her name on it, and it
begins in the smile () zone. If I have to speak to him or her,
it moves through numbers 1-5 accordingly.
Technology links
Single digit adding practice:
-http://www.math-play.com/soccer-math-adding-one-digitnumbers/adding-one-digit-numbers.html
-http://www.softschools.com/math/games/fishing_add.jsp
- http://www.mathblaster.com/parents/math-games/1st-grademath-games
Day 1 Plans
Practicing Adding with Concrete Objects
Anticipatory Set
I will tell some addition stories, and ask students if they can tell stories
like mine. Ill explain that Im going to ask out stories like that. Were
going to count them up together.
Modeling/Direct Instruction/ Teacher Input
-Sit in a circle around the rug
-Have counting bears in front of me only
-Today we will practicing joining together two sets of bears. When we
join two sets together, this is called adding.
-Begin by putting two small groups of bears in front of me. Count each
group and then count the total. Repeat several times, then record as I
make groups. We have two bears in this group and three bears in that
group. That looks like this: 2+3=5.
-Hold up a flashcard that already has an addition problem (without the
answer) and make piles of bears accordingly. Repeat. Ask students to
instruct me on how to solve the problem.
-Have stories to go with each flashcard. (I had 4 cookies, then I had
one more. How many did I have?)
Guided Practice/ Student Active Participation
-Bears are passed out to each child in the circle.
-Allow students one minute to make joining/adding stories and show
them with bears with the person next to them.
-Call for attention of the whole group. As a group, choose an addition
sentence and show it. Students can show the answer with their
fingers.
-Allow students to come up with the stories and have all students show
the stories with their bears.
-Verbally affirm students around the circle as they show the correct
addition sentence with their bears. When students make a mistake,
tell them to check it again or fix it up. If this is repeated, move and sit
next to the student so he/she can be monitored more closely.
Day 2 Plans
Counting on or back, starting with the greater number
Anticipatory Set
Given a pair of numbers, students will call out the greater number.
This will be done many times, all with various pairs of numbers, ten or
less.
Modeling/Direct Instruction/ Teacher Input
-Have several addition and subtraction problems written on the board.
-For each problem, identify the greater number and circle it.
-Discuss that the addition sign means going up, so you have to count
on for the second number. The subtraction sign means going down, do
you have to count back for the following number.
-Draw the number of dots that goes with the second number, under
that number. For example, if the smaller number is 3, you draw 3 dots
under the three. These dots are used to count on or back.
-Start with the greater number. Then count on or back (depending on
the sign, to determine the correct answer).
Day 3 Plans
Use a number line to count on or back
Anticipatory Set
-Ask students what a number line is
-Draw a giant number line on the floor (concrete), or outside on the
pavement.
-Make spaces about one step apart so that students can walk up and
down it
-Demonstrate how to walk up (counting on) and down (counting back)
Modeling/Direct Instruction/ Teacher Input
-Review counting on and back from day 2. Discuss using the number
line to count on and back.
-Identify the greater number, and step on that number.
-Walk the amount of steps that is equal to the smaller number.
-The number landed on is the answer to the problem
Day 4 Plans
Learning Doubles for Addition
Anticipatory Set
-Teach the doubles rap
Doubles. Doubles. We can add doubles! Its no trouble for me to add
doubles. 1+1 is 2. 2+2=4. 3+3=6. 4+4=8. 5+5=10. Doubles. Doubles.
We can add doubles. Its no trouble for me to add doubles.
Modeling/Direct Instruction/ Teacher Input
-Write out the doubles
-Have students look for patterns (skip counting by 2s)
-Teach that learning doubles can help us with addition AND subtraction
-Repeat the doubles rap
-Model making flashcards for doubles
-Model practicing flashcards with a friend
Day 5 Plans
Learning Doubles Plus 1 for Addition
Anticipatory Set
-Review the doubles rap
-Ask a couple doubles facts to review
-Write a double+1 on the board (ex. 3+4)
-Ask if its a double
-Draw a number line and show that 3 and 4 are NEXT to each other on
a number line
-We know that 3+3 is a double and it equals 6. Show that since 4 is 1
more than 3, we just need to add one more.
Modeling/Direct Instruction/ Teacher Input
-Write several doubles problems on the board with space between
them.
-Have students solve the double facts.
-After 4+4, write 4+5. After 2+2, write 2+3.
-Ask students if they see the pattern.