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Angela Walter

ELD 375
Professor Baldassarre
27 March 2014
Small Group Lesson Plan
RATIONALE
The purpose of this lesson is the assist the students who may need extra assistance prepare
for the upcoming assessment. While the students may understand the word problems with key
words like more or less, they are struggling with word problems with the word some. To
help those students gain a better understanding of problems with the word some, they will
practice word problems that include the word some.

Common Core Standards:

CCSS.Math.Content.1.OA.A.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.

CCSS.Math.Content.1.OA.B.4- Understand subtraction as an unknown-addend problem.


For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

CCSS.Math.Content.1.OA.C.6- Add and subtract within 20, demonstrating fluency for


addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8
+ 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing
that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums
(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

CCSS.Math.Content.1.OA.D.8 -Determine the unknown whole number in an addition or


subtraction equation relating three whole numbers. For example, determine the unknown
number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6
= _.

This lesson is important because there are a variety of the learners in the classroom. While
some students may be able to easily grasp the concepts of the previous lessons, some students
may still need mare practice. Students may require a small, review group to help them truly grasp
the concept.
OBJECTIVE
The mathematical goal for this lesson is for the students to practice word problems that
include the word some and take the necessary steps to solve the problem. Students will
practice word problems with this set up in order to gain a better knowledge of these types of
word problems.
As a result of this lesson, the students are expected to understand the necessary steps
required to complete the word problem. Students are also expected to eventually complete word
problems with no assistance as they are preparing to complete the assessment.

LESSON PROGRESSION
Introduction:

To introduce the lesson, the students will review and complete the word problems with
the key words more and less.

By having the student work on these questions that are easier to understand, they are
activating prior knowledge and getting ready to expand these word problems to more
complex word problems.

With the review of the concept, through simpler word problems, students are ready to
build upon those ideas by working on more complex problems. The simpler word
problems also help the students gain confidence so they can ease into the more difficult
word problems.

This lesson fits into the years curriculum because it covers a variety of topics, both basic
and more complex, required by the common core standards.

This lesson is appropriate for first grade students according to the common core standards
relevant to this lesson.

.
Middle:

To proceed with the lesson, I introduce the word problems with the word some when
the students demonstrate a decent understanding of the warm up problems.

Students will be read the word problem and encouraged to work out the problem on with
their white board and dry erase marker.

Students will be given a decent amount of time to solve the word problem with
scaffolding as needed.
o Students are encouraged to write an equation and draw out the solution. They
must circle the answer.
o Students who are struggling will require more individualized attention.

Students will be encouraged to use the strategy that works best for them or whatever
strategy they are comfortable using.

With the small a group, a student will explain how he/she solved the problem.
o Students who used the same procedure (i.e. counting up) will identify that by
placing a thumb up.

o If a student used a different method to solve the problem, they will be given a
chance to explain how they solved the problem the way they did.

By having the students explain the method they used to solve the problem, I am able to
identify what students understand the concept and what students need more assistance.

By monitoring the students as they work, the amount of students are ready to proceed to
the next problem will influence the procedure.
o If a majority of the group is struggling with a problem, as a group we will work
on the problem together going step by step to solve the problem.

In response to what may happen to what may happen during the lesson, I will keep an eye
out for common mistakes the students may have.
o I will reinforce the methods that can be used to find the missing add in.

Closure:

To keep the ideas of the lesson fresh in the students minds, this lesson will be closed
with a review of the topics discussed during the lesson.
o Possible methods to find the missing add in, identifying the key word, and
drawing out the problem and writing the equation.

By reviewing the concepts, students will be left thinking and focusing mainly on these
reviewed concepts.

With the practice of the problems and review of concepts, students are better prepared for
the upcoming assessment.

ASSESSMENT
The assessment is linked to the objectives of the lesson because word problems similar to
the ones practiced by the students are seem on the assessment.
To assess the students during this group review lesson, I will observe the progress and
understanding of the students in the small group.

The work on the students white board acts as an assessment for the small group lesson.
o 3-Students displayed knowledge of the topic. They were able to use the necessary
methods properly to find the correct answer. Students correctly drew and wrote
the correct number sentence to solve the problem.
o 2-Students had some understanding of the topic. They may have used a proper
method to solve the problem but received an incorrect answer. Students either
only wrote the equation or only drew the picture.
o 1-Students had very little to no understanding about the methods used to solve the
problem. Students were unable to draw and write a number sentence for the
problem.

More specific criteria for this lessons assessment are established by the teacher
administering the test following the group review.
OTHER CONSIDERATIONS
Materials:

White Boards

Dry Erase Markers

Erasers

Counters (Optional)

Worksheet with sample problems

Source:

This lesson is based off the lessons taught by my cooperating teacher Ms. Fischer.

By modeling a lesson like the lesson taught to the entire class, I am able to review the
concepts taught with a small group of students.

With the smaller group, it is essential to tailor the lesson to focus on the specific
needs of the students in the small group.

Possible Questions:

What method did you use to solve the problem? Why?

What does more tell us to do?

What is the first step to this problem?

What number did you start with?

What type of equation would you use?

Classroom Management:

To manage the group, students will work in an area that is apart from the less of the
class to avoid distractions.

With the small group, students are encouraged to work on the word problem with little
distraction and little conversation.

By allowing the have the students work with counters, students who misuse the
counters will have the counters confiscated.

Students drawing pictures or writing on the white board, not relating to the math
problems, will be given a worksheet to work on.

Response, Reaction and Misconceptions

I expect the students to have confusion when the problems using the word some are
first introduced.
o They may need extra scaffolding when these problems are introduced.

I expect students who are having a more difficult time completing the problem to zone
out or doodle on the board not completing the problem.

A specific misconception I am look for is students not knowing what method to use or
not writing the equation.

DIFFERENTIATION
Students that are visual learners will benefit from the drawing representations on the white
board. These students will also benefit from circling their answer in order better visualize the
solution.

Students that are auditory learner will benefit from hearing the problem read aloud as well
as the explanation of the method used to get the answer.
Students in the class may need to use counters in order to physically work through the
problems.

Possible Sample Problems


Abby has 12 red socks and 6 yellow socks. How many more red than yellow socks does
Abby have?

Todd has 14 pencils. He gives 5 to his brother. How many pencils does Todd have now?

Jeff has 16 markers. 7 are purple. The rest are blue. How many are blue?

Seth had yo-yos. His sister gave her 4 yo-yos. How many yo-yos does Seth have now?

Summer need 9 buttons. She has 4 buttons. How many more buttons does she need?

Kristen has 13 markers. She gives some to her friend. She now has 6. How many did she give
to her friend?

Chase has 5 notebooks. He gives some to a friend. He now has 1. How many did he give his
friend?

Kim has 12 cheeseburgers. She gives some to a friend. Now she has 9. How many did she
give to her friend?

Justin had some cookies. He gave 6 to Chris and 4 to Joey. He has none left. How many did
Justin start with?

Britney had some balloons. She gives 3 to Kelly and 9 to Vanessa. She has none left. How
many balloons did Britney start with?

Harry had some stickers. He gave 3 to Sam and 6 to Robert, How many stickers did Harry
have to start?

Ashley has some dolls. Her mom gives her 4 more. She now has 9 dolls. How many dolls
does Ashley have to start with?

Nick had some cups. Kevin gave him 7 more. Now Nick has 11 cups. How many cups did
Nick start with?

Maddie had some bows. Paige gave her 8 more. Now Maddie has 16 bows. How many bows
did Maddie start with?

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