Professional Documents
Culture Documents
PLAN
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:
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.
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