Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name

Sandra Lopez

Grade Level

First Grade

Subject Area

Math

Main Topic

Counting, Addition, Subtraction

CCSD Standard

1.OA.C.5 Relate Counting to addition and subtraction (e.g., by counting on 2 to add 2)

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**
Standard 1: Learning Purpose and Connections
What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?

How will the lesson be introduced? [Introduction]

The students will be learning how counting relates to addition and subtraction. In this lesson we will include various different tech tools to help get the concept
across to the students. Students using a scale will help understand how to add and subtract numbers and see the relation between counting to that.

The big concept of for this lesson is to help students understand the relation between counting and subtraction and
addition.
The daily objective will be written on the board for students and at the time of math time it will be orally given to the
students.
Students are to know the purpose and relevance of this lesson because it will allow them to understand math problems
later on in the course or when a test is handed out. Even throughout the day when examples are shown to them.
A Presentation of what was taught previously will allow me to teach my students with the daily review
Feedback will be returned orally (ex. Explaining mistakes, or explaining the process)
Students will build their current knowledge by using steps and new information to help them understand the new concept.
The introduction will include using a smart board giving students math problems such as 1+1, 2+1 and having volunteers
come up and try to solve the problems without any right or wrong answers as well as being able to fill up a bubble map.

Ed Tech Tools: PowerPoint and Zunal

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achi
eving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]
Students will be given different methods such as tech tools and scales to help achieve the relation between counting, addition and subtraction.

Students will be able to identify the difference between subtraction and addition as well as to being able to understand the
concept of a 1-10 scale and how to combine addition and subtraction to it.
Students with SPED, Gifted or ELL will be supported by being provided with other instruments such as computers, ipads or
worksheets that help either break down information or for those gifted help keep up with their pace.
Students will be challenged to advance their thinking and skills by being given a post assessment in this case the whole
class will take part in a pre assessment (Kahoot) to see where the class stands as a classroom in the addition, subtraction
and counting concept. At the end with the help of PLICKERS students will be able to individually answer math problems
using plickers in order so see where they stand individually with this concept.
Ed Tech Tools Used: Plickers and Kahoot

Standard 3: Engagement Strategies and Discourse

How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?

How will students collaborate with each other?

Students will be given different Ed Tech Tools that will allow them to interact with each other throughout the teaching of this lesson.

S
Students will be able to use the smart board that will already have created a webspiration bubble map so that they can
before hand share their ideas of what the relation between counting, addition, and subtraction is.
Students at the end of the day will all be allowed to go up to a computer and share through Padlet something that they
learned and experience or knowledge that they got out of this lesson and the next day we will be able to share with the
class what they thought.

Student will collaborate with each other through Kahoot as a team (in the groups that they are place with their seating
chart) they will be able to share their ideas and come up with an answer as a group to help their team win.
Ed Tech Tools Used: Padlet, Webspiration

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?

How will students share their progress?

How will students be supported in revising their learning strategies based on their progress?

Student will be able to reflect on their learning goals through a powerpoint which will allow them to see what they are
suppose to be learning and show them why it is important for them to be learning what they are learning.
Students will be able to share their progress by volunteering to go up to the board and solving problems, from the
beginning when they dont know much about the subject until the end when they become more aware of the concept.
Through creating a Voki character students will remind them what we are learning, what we have learned so far and
vocabulary that is important in order for them to continue understanding the concept.
Ed Tech Tools used: Voki and Powerpoint

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
How were student pre-assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one-to-one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

Students will be given a Kahoot pre-assessment that will provide me with their answers of where they stand with the
concept pre-teaching it. Who needs more help, who will need special attention and who will be on average with this
concept.
Evidence of student learning will be generated through peer discussions writing an individual Padlet of what they learned
and sharing an experience.
Students will receive formative feedback through a post assessment and orally.
Instructional adjustments will be made through acknowledging and targeting the concepts of difficulty that are more
commonly shared with a larger number of students.
A worksheet of similar math problems will be handed out of what was taught in the classroom to each student individually

to see how they grasp information and to see where they stand individually with this lesson.
Having a PLICKERS activity that will also be a post assessment will close this lesson.
The lesson will be reviewed later through powerpioint providing information of what was taught.