A.

General information:
Corinne Koval
This was a whole class lesson 1st grade
The students are a mix of ability where 1 student is beyond grade level, 6 have IEPs, and 4
ESL students
The lesson used was Add in Any Order as per request of cooperating teacher
See Appendix for questions asked.
B. Overview:
The lesson is aligned to the math curriculum that is currently being used in the classroom. It
is the next to the last lesson before the chapter assessment.
Overall, I thought the lesson went well and it was an easy concept for the students to
understand. I was able to maintain the students attention by using them in my modeling of
the concept. They seemed to enjoy getting out of their seats and to stand in the front of the
classroom. Over the past couple of weeks, I am continually reminded how important it is to
provide modeling for students. Besides using the students as part of the modeling, the lesson
also provided students with an opportunity for independent work. All the students were able
to complete the worksheet with minimal guidance. I was surprised that the lesson was
quicker than I had anticipated.
.
C. Analysis:
Student A is the student who is beyond grade level had an easy time understanding that it did
not matter what order the addends were in, the answer stayed the same. He was able to
complete the independent practice worksheet with zero prompts.
Student B who is grade level also understood this concept relatively easily after the first
problem was modeled during the whole class instruction. Student B did not need any other
additional prompts.
Students C has an IEP and appeared to understand the concept as the class was going through
the modeling of problems. But when Student C got to the independent practice worksheet,
he needed to have two-color counters as a support. He did complete the worksheet correctly.

Appendix
1. What is the sum of four plus three?
2. What is the sum of three plus four?
3. How are the number addition sentences different from each other?
4. What is the sum of four plus five?
5. What is the sum of five plus four?
6. How is the second addition number sentence different from the first addition
number sentence?
7. How can you show one plus nine has the same sum as nine plus one?
8. If you know the sum of four plus nine, do you also know the sum nine plus
four? Why or why not?