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INSTRUCTIONAL

PLAN

Teacher Candidate: Aubrey Curran Date: 09-26-2017


Grade/Subject: 1st grade Math Time Frame: 20 minutes per group

DESIRED RESULTS

Big Idea/Concepts:
Summarize the big idea(s) (overarching concepts that transcend all grades) and key concept(s) that the lesson will
address. What do you want students to understand about the topic?

This lesson addresses the topic of addition in the form of word problems, and requires students to prove their
answers with drawings. Students will use their prior knowledge of addition to assist in the understanding of:

Multiple addition methods


Using pictures to demonstrate amounts
Posing word problems and solving them
Proving their answers
Defining terms

California Content Standards or Common Core Standards:


What content or common core standard(s) are you addressing?

Represent and solve problems involving addition and subtraction.


CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings,
and equations with a symbol for the unknown number to represent the problem.1


Academic Objective:
What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with
standard(s) above)

By the end of the lesson students will be able to use addition and picture proof to help improve their
understanding and performance. When given a word problem, students will learn that drawing pictures allows
them to find an answer more easily, as well as double check answers. Students will use objects, drawings, and
equations with a symbol for the unknown number to represent the problem. They will also solve word problems
that require the addition of three whole numbers whose sum is less than or equal to 20. They should use objects,
drawings, and equations with a symbol for the unknown number to represent the problem.

Language Objective for English Learners:
What specifically do you want English Learners to do in order to improve their command of the English language (such
as deconstruction, expansion, function, structure/syntax, vocabulary/morphology, register)? Also, describe
how you will monitor and assess their progress on these English language functions.

Prior to beginning the lesson students review their vocabulary and addition methods book in a previous rotation.
The students will discuss and define what addition and one more means since they will use them throughout
this chapter. Although some of these students are considered ELLs, they speak English fluently and have a
good understanding with math. They also have their booklets available in their cubbies if they need them for
reference.
ASSESSMENTS

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will
show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or
scoring guide as appropriate.

Prior to the lesson, the students were given a mini assessment on addition, and based on the score were grouped
accordingly. So before the students came to join the group today I was able to check over their scores.
Depending upon what level the group of students are, depends how much reviewing or group work we will do.
During the lesson we work on problems together and the students offer answers as to what steps need to be
taken. And at the end of the lesson I check over the students independent work to see what students are
grasping the information, and what students will need more practice before continuing on.

ADAPTATIONS, REMEDIATION AND EXTENSIONS

How will you differentiate or adapt your lesson to meet the diverse needs for EL, special needs, and academically
underachieving or high achieving learners?
** Practice of language delivered through: deconstruction, expansion, function, structure/syntax,
vocabulary/morphology, register (choose at least one)

Since the groups are divided by performance level, each group is adapted differently. They first group I have are
lower performing math students so we review more, and work on more problems as a group. The second group I
have has more proficient math students, and they do slightly more independent work.

RESOURCES

What materials will you use for this lesson? (technology and/or resources)

8 Go Math booklets, 8 pencils, 8 erasers, sets of counters

INSTRUCTIONAL DELIVERY

Instructional Plan Rationale

ENGAGE/ANTICIPATORY SET (hook):


As a warm up before opening the book, I will go around
Motivation for Lesson: one by one and have the student roll a dice. I will then
instruct them to add one more to the number they roll.
Communicating the academic learning goals and
This works as a warm up to get their minds going, as a
activating prior knowledge/interests of students. Set
look into what we will be working on today, as well as
expectations for behavior. intriguing to them because they love rolling the dice.
EXPLORE:
Student Inquiry: Students will begin by starting on page 21 for us all to
Describe how students will explore problem or do as a warm up together. I will call on students to tell
activity. me what words they recognize, what numbers are
familiar and ask them what kind of math problem it is.
AND/OR During this time we will briefly go over what they are.

DIRECT INSTRUCTION (I do): Roll the dice-2 min
Describe the concept or skill development strategies Warm up together-4 min
(including modeling/demonstration). Describe your Share and show page 22-8 min
plan for instruction in the order in which it will be Independently do page 23-6 min
implemented (with approximate times for each
step).

The students are grouped by performance on their math
GUIDED PRACTICE (We do): assessment that they were given the previous Friday.
Guided practice of concept or skill development This way, the groups of students are receiving the same
strategies: amount of general information they all need. For
What will the students do? How will they be example, one group needs help with addition concepts,
one needs help with counting and addition, and one
grouped? What explicit questions will be posed to
group does not need help and needs to be challenged. I
students? What misunderstandings are anticipated?
anticipate students to have a hard time with drawing
What will be your response and guidance? How will pictures to prove their answers, and be slightly off with
you provide students feedback? their addition problems. This is what their assessments
How will you check for understanding? showed, so today we will be working on those steps
together.
EXPLAIN/ASSESS:
Student/Teacher instructional support: How will The students will share their ideas during the warm up
students share ideas? Use the lessons big ideas to as I ask them about the terms, addition and one more.
They will also be able to ask and offer answers during
identify what will be highlighted in this part of the
the warm up on page 21, and the group work on page
lesson.
22. I will determine the students acquired skills at the
How will you determine that the students end of the group as I review their independent answers
understand the concept or skill well enough to and evidence for page 23.
complete or explore it independently?
The students will complete the last full page
ELABORATE/INDEPENDENT PRACTICE (in class) You
independently for review by myself. This page will
do: allow me to see if the students understand the main
Student practice of a learned skill or concept with concepts, or if there is a specific area that is keeping
them from reaching the correct answer. At the end of the
teacher monitoring and support:
lesson I will explain to the students that it is important
How will students generalize their understanding
to learn how to prove our answers with pictures because
beyond the problems posed and discussed? as math gets harder for us, it allows us to be sure and
double check our work.
CLOSURE (Drawn from students):
Ensure that students understood the main point of
Before switching groups, students will turn to the person
the lesson: next to them and share one thing that they learned or
What questions will you ask? How will something knew from today that made sense to them.
students summarize the steps? How will Students will be able to apply their heightened addition
students share with one another what they skills learned today onto ST Math in their next rotation.
learned? How will students apply their new The math skills learned today will help the students as
learning in a new situation or draw they move into subtraction, and especially addition with
conclusions? How will this learning link to a higher numbers.
new lesson?

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