LESSON PLAN 1

Name: Kelly Edwards Date: 10/30/17

Lesson Title: Adding Threes with Ease! Grade/Level: First Grade Math
Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
Operations and Algebraic Thinking: 1.OA.A.2 Add three whole
numbers whose sum is within 20 to solve contextual problems Central Focus: Can students find the sum of three whole
using objects, drawings, and equations with a symbol for the numbers using both numerical values and pictures?
unknown number to represent the problem.

Lesson Objective(s)
Objectives are measureable.
Students will be able to solve equations with three addends whose sum is less than twenty.

Students will be able to demonstrate finding the sum of three numbers by using pictures to solve the equation.

Students will be able to design their own equation using three addends and finding their sum, which will be less than twenty.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply it
throughout the rest of the lessons. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.

Addend: a number that is added to another

Sum: the total of the addends put together

Number: a value or amount of something

Digit: a number

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
How did you identify the sum of these three numbers? Why?

Which numbers are the addends and which numbers are the sum of the equation?

Can you explain how this problem using numbers relates to the next problem which uses pictures?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively coming up to the board to show their work, which will demonstrate their overall understanding of the
material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?

The students will be given a worksheet to complete individually. It will have three problems that are expressed in numerical values
and three problems that are expressed with groups of pictures after the instruction, guided, and independent practice. All sums of
the problems will be less than or equal to twenty. Some problems will require the students to add the addends together to
determine the sum, and others will require the students to count the number of pictures in the groups and add those numbers
together to find the sum. The assessment will be taken up for a grade and will be based on the students effort.
Materials
What do you need for this lesson?
- SmartBoard
- PowerPoint of the definitions of the vocabulary, example problems to work as a class, and example problems that
students will be asked to come up to the board and do
- Pencils
- Notebook paper
- Worksheet (Combination of 3 Addends by softschool.com, groups of shapes, and word problems)
- Bags of colored beads
- Math vocabulary books
- Independent worksheet (Combination of Grade 1 Addition Worksheet by K5learning.com, groups of shapes, and word
problems)
- Square paper
- Markers
- Blocks
- Homework sheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will be instructed to read the vocabulary terms on the board and think-pair-share with a partner about what the
words could mean. They will be asked to write down the words in their math vocabulary books and be ready to fill in the
definitions later on in the lesson. Some of the vocabulary will be review from the previous lesson, and some will be new words that
will be introduced in the lesson to follow.

Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will each have a bag on their desk with three different colors of beads. There will be three red beads, two blue beads,
and five green beads in each bag. The students will be asked to come up with as many equations as they can, using the beads in
their bags and write them down on a piece of paper. The students are allowed to talk to their neighbors to come up with ideas.
After a few minutes, the students will share some of their ideas with the class. The equations using two addends will be review and
the equations using how to add three numbers together will be jump starting into the lesson. However, all equations discussed will
come from the students.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher order
thinking and problem solving, etc.
The teacher will facilitate discussion about the equations the students came up with during the anticipatory set and ask the
students how they could create an equation using all of the colors of the beads to get one total. The students will answer and the
class will discuss their findings as a whole. The teacher will introduce that the class will be learning about adding with three
addends. The teacher will then ask students to define the vocabulary term addend from the bell ringer. The students will answer
with their ideas and the teacher will write them on the board. The teacher will read all of the answers out loud and introduce the
correct definition to begin the lesson. The teacher will ask the students to write down the correct definition in their math
vocabulary books. The rest of the terms (sum, number, and digit) will be introduced, defined by the students, and properly defined
by the teacher in this same pattern. These will also be written in the math vocabulary books. Then, the students will take a
moment to either write down an example of the word and definition or draw a picture to help them remember what each one
means. This will be in the right hand column of their journal. The teacher will explain that the three colors of beads in the previous
activity represent three addends. The teacher will ask the students to count each color of beads and will write the numbers on the
board in the form of an equation. The teacher will then ask the students to add the first numbers together to find the total. The
students will respond, and the teacher will ask the students to add the sum of the first two numbers with the third addend. The
teacher will write down the total following the equal sign in the equation.
The teacher will present and model problems adding three numbers and finding the sum of the numbers by using step by step
procedures. The numbers will be lined up vertically, and added by columns. Then, the teacher will model problems that use
pictures or are word problems rather than numbers but demonstrate the same concept. The teacher will then move into doing
these same types of problems but will ask students to help. The students will raise their hands and the teacher will call on them for
their answer or they will come up to the board and write their answer.
Guided and Independent Practice
This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After demonstrating, the teacher will ask students to write down a few problems posted on the board and work them out on their
paper. The teacher will work out the first few problems on the board step by step with the students. Then, the teacher will get the
students started on the remaining problems and let them finish them on their own. The teacher will answer any questions the
student may have. The teacher will call on some students to come up to the board and show their work, asking them as a class to
provide the correct answers to each problem. The students will stand if they agree with the answer on the board or sit if they
disagree. Based on if the teacher sees that the problem is right or wrong, students who are standing or sitting will be asked to
defend their opinion. Students will respond to why they agree or disagree, and the teacher will address it and move on to the next
problem. All of these problems will be done together as a group before moving into independent practice.
Students will then be asked to complete a worksheet with a partner. After five minutes, the teacher will announce that students
need to work individually for the remaining five minutes of the activity. The answers will then be gone over as a class before
transitioning into a completely independent worksheet.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will review the independent worksheet questions, which are questions that deal with the material learned in the
lesson, after the papers have been taken up by working a few of the problems on the board. The teacher will also answer any
questions or work any specific problems that students wish to go over. The teacher will then assign any homework based on the
classs comprehension of the material. The teacher will ask students how to find the sum of three whole numbers (the central
focus question) and explain that now that the class has learned how to add, they will begin to learn different properties of adding
next time.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
During the anticipatory set, if students are not comprehending the task, the teacher will take up the beads and pass out pieces of
paper with lines of squares on them. The students will be given 4 different colors of markers and asked to make equations using
different colors for different groups of numbers. The teacher will eventually instruct them to use all of the colors in one problem,
causing them to have to think about how there can only be one sum, so the rest must need to be addends. During the first part of
the instruction, the teacher would go over this anticipatory set like the other anticipatory set is discussed in the instruction
section. Then, if the students are not understanding how to add the first addends and find the sum before adding the sum to the
next addend during instruction, the teacher will pull out a set of blocks. The teacher will make three groups of blocks based on the
numbers in the equation that the students are not understanding. The teacher will discuss how the first group of blocks consists of
the same number that is the first number in the equation. The teacher will do the same for the other two addends and groups of
blocks. Then, the teacher will combine the first two groups of blocks like a normal two-addend problem. The teacher will write the
sum on the board below these numbers in the equation and drop down the other addend beside it with an addition sign. The
teacher will show the students the new equation, and will combine the rest of the blocks in the same way the first equation was
done. Finally, the teacher will ask students if they have any further questions before moving on. Once students grasp the concept,
the teacher will move into the practice problem phase. If students are not understanding how to do the practice problems, the
teacher will give them a set of blocks or another visual and have them work out the problems with blocks as the teacher
demonstrated earlier. As students begin coming up to the board to show work, the teacher will guide them if they need assistance
and encourage them to draw a picture using the square method that was used in the anticipatory set or discuss it with a partner.
The teacher will monitor the class as they are completing the independent worksheet that will be taken up for a grade and will
assist students to get them back on track when necessary. The grade will be effort based, so even if students do not come to the
correct answer, if they show their work and the process is right, they will receive credit and the teacher will have them complete a
simple addition with two addends worksheet for homework.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson contains word problems and the use of vocabulary, which integrates reading, vocabulary and definitions, as well as
grammar. Students will discuss concepts out loud throughout the lesson, helping them develop speaking, listening, and writing
skills. Students will be following a procedure in order to solve the problems, showing reasoning skills similar to those used in
science experiments.
SOFTSCHOOL.COM K5LEARNING.COM CROSS CURRICULAR MATH TIPS THAT ROCK

LESSON PLAN 2
Name: Kelly Edwards Date: 10/31/17

Lesson Title: Additive Identity Property Grade/Level: First Grade Math

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
Operations and Algebraic Thinking: 1.OA.B.3 Apply properties of
operations (additive identity, commutative, and associative) as Central Focus: Can students add and subtract using the
strategies to add and subtract. additive identity property?

Lesson Objective(s)
Objectives are measureable.
Students will be able to identify problems that require the use of the the additive identity property.
Students will be able to solve addition and subtraction equations using the additive identity property.
Students will be able to apply the additive identity property to problems that use both numbers and words.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply it
throughout the rest of the lessons. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Property: a characteristic of something
Additive Identity: the zero
Equal to: the same as

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
Based on the examples we have gone over in class, what can we recognize about the answer to number [problem #]?
Can you describe how you came to the conclusion that [number] is the correct answer?
Can you explain how the additive identity property works?

Assessment/Evaluation

Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively coming up to the board to show their work, which will demonstrate their overall understanding of the
material. When students are called on to answer questions or come up to the board, the teacher will keep track of which students
get the majority of the problems right and which ones get the majority of the problems wrong. This will determine if it is necessary
for the teacher to reiterate the concept before moving on to independent practice.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade. This will
show the teacher which students can come to the right answers on their own, and which students still need help understanding
the content.
Materials
What do you need for this lesson?
- SmartBoard
 - PowerPoint of the definitions of the vocabulary, example problems to work as a class, and example problems that
students will be asked to come up to the board and do
- Pencils
- Notebook paper
- Notecards
- Worksheet
- Counting Cubes for Anticipatory Set
- Math vocabulary books
- Dry erase boards
- Markers
- Shapes
- Homework sheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The teacher will ask the students to think about some of the ways they have been practicing solving addition problems. After a
minute or two, the teacher will ask the students to raise their hand if they know of a way they have been practicing solving
addition problems. The teacher will call on them one at a time and write down the ideas on the board. These answers would
include drawing or looking at pictures, making a number line, counting it out on their fingers, or by using objects they have been
given like the beads used in the previous lesson. The teacher will remind the students of any strategies they have left out, and will
add them to the chart.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The students will be given a set of counting cubes with two different colors and a sheet with two addition equations, two
subtraction equations, and one equation that will involve adding zero to a number. Students will be asked to demonstrate the
equations with the cubes and find the answers. They will write the answers in the blanks beside the equations. The teacher will ask
the students to think about why they did what they did with the cubes for the last problem.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher order
thinking and problem solving, etc.
The teacher will define the terms property, additive identity, and equal to. The students will write down the words and definitions
in their math vocabulary books similar to the introduction of the lesson in lesson plan one. The teacher will call on two or three
students to answer each problem from the anticipatory set. The students may have the same answer or different answers. Once
the students have given their answer to the last problem, the teacher will ask the students why they have arrived at their answer.
Students will respond with their reasons, and the teacher will direct the discussion into the introduction of the additive identity.
The teacher will tell the students that the additive identity property says that zero added to any number will equal that number.
The teacher will present and model problems that demonstrate the additive identity property. Then, the teacher will model
problems that use pictures or are word problems rather than numbers but demonstrate the same concept. The teacher will then
move into doing these same types of problems but will ask students to help. The students will raise their hands and the teacher
will call on them for their answer or they will come up to the board and write their answer.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After demonstrating the additive identity property, the teacher will ask students to write down a few problems posted on the
board and work them out on their paper. The teacher will call on some students to come up to the board and show their work,
asking the class to provide the correct answers to each problem. The students will stand if they agree with the answer on the
board or sit if they disagree. Based on if the teacher sees that the problem is right or wrong, students who are standing or sitting
will be asked to defend their opinion. Students will respond to why they agree or disagree, and the teacher will address it and
move on to the next problem.
Students will then be given an individual worksheet. There will be a mixture of word problems and equations. There are ten
problems total, and students will work independently to find the answers. The students will complete the worksheet and turn it in
to the teacher for a grade.
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the worksheets have been handed in, the teacher will hand out notecards and ask the students to write down a Fifty Cents
summary of the lesson. Each word is worth ten cents, so five words are needed to complete the thought. The teacher will take up
the notecards and announce that the class will be learning a new property next time.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
During the anticipatory set, if students are not comprehending the task, the teacher will take up the counting cubes and distribute
mini dry erase boards and markers. The dry erase boards will have a divided rectangle template mimicking the strip of paper in
lesson one. The students will be instructed to color in given amounts of squares in the rectangle and erase them according to the
addition and subtraction equations the teacher writes on the board for them. Then, if students need more clarification about the
additive identity during the direct instruction portion of the lesson, the teacher will pull out shapes. The teacher will model the
same problems on the board, using the shapes. The teacher will ask the students to count out the shapes with them, and then will
ask them to add zero shapes to the group. The teacher will continue to model the problems in this fashion until the students grasp
the concept, and the class is ready to move forward. The teacher will also monitor the class as they are completing the
independent worksheet that will be taken up for a grade and will assist students to get them back on track when necessary. If the
students begin working on the independent practice worksheet and need assistance, the teacher will pass out some of the shapes
from the earlier demonstration and instruct them to move around the shapes according to what the problem tells them to do to
find their answers. The teacher will also show students how to count it out on their fingers if the digits involve numbers less than
or equal to 10. The grade will be effort based, so even if students do not come to the correct answer, if they show their work by
drawing out the shapes or using another method and the process is right, they will receive credit and the teacher will have them
complete a 5 problem worksheet on the additive identity property for homework.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson contains word problems and the use of vocabulary, which integrates reading, vocabulary and definitions, as well as
grammar. Students will discuss concepts out loud throughout the lesson, helping them develop speaking, listening, and writing
skills. Students will be following a procedure in order to solve the problems, showing reasoning skills similar to those used in
science experiments.
22 POWERFUL CLOSURE ACTIVITIES CROSS CURRICULAR MATH TIPS THAT ROCK

LESSON PLAN 3
Name: Kelly Edwards Date: 11/1/17

Lesson Title: Switch it Up!... With the Commutative Property Grade/Level: First Grade Math
Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
Operations and Algebraic Thinking: 1.OA.B.3 Apply properties of
operations (additive identity, commutative, and associative) as Central Focus: Can students add using the commutative
strategies to add and subtract. property?

Lesson Objective(s)
Objectives are measureable.
Students will be able to identify problems that require the use of the the commutative strategy.
Students will be able to solve addition equations using the commutative strategy.
Students will be able to apply the commutative strategy to problems that use both numbers and pictures
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply it
throughout the rest of the lessons. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Property: a characteristic of something
Commutative: related to the interchanging of quantities to achieve the same outcome
Balance: even on both sides

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What is the commutative property?
How can you express this equation using the commutative property in words or pictures?
What will happen if I change the order of the addends?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively coming up to the board to show their work, which will demonstrate their overall understanding of the
material. This will allow the teacher to keep track of which students consistently get questions wrong or right. It will determine if
more instruction is necessary before moving on to independent practice.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade. This will
show the teacher which students can come to the right answers on their own, and which students still need help understanding
the content before moving on to the next property.
Materials
What do you need for this lesson?
- SmartBoard
- PowerPoint of the definitions of the vocabulary, example problems to work as a class, and example problems that
students will be asked to come up to the board and do
- Pencils
- Notecards for bell ringer
- Notebook paper
- Worksheet for anticipatory set
- Equation ball for anticipatory set
- Math vocabulary books
- Dice
- Dice worksheet
- Human equation cards
- Homework sheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The teacher will ask the students to think about the new property they learned yesterday. The teacher will hand out notecards and
ask the students to write down one word that they remember from it. After a minute or two, the teacher will ask the students to
raise their hand if they would like to share their word with the class. The teacher will call on the students and write down their
words on the board. The teacher will then ask the students to look at the words and raise their had if they know the name of the
property and if they can describe what it says. The answer will be the additive identity property, which says (a+0=0+a=a).
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will announce that the class will be learning another property today. The students will be given a paper with blank
equations on it. ( __+__=__ ) The teacher will have a beach ball with equations written on it. The first two equations will include
the same numbers but in a different order. The second two will include the same numbers but in a different order. Ex. 2+3=__
3+2=__ 4+3=__ 3+4=__. The rest of the equations written on the ball will repeat this same pattern. The teacher will toss the ball to
several students, and each time a student will read a new equation that is written on the ball out loud. The students will be asked
to write down the numbers in the blanks as they are read out loud, and they will solve the problems using any strategy they would
like once all of the addends have been filled in. The teacher will then ask them to think about things that the problems have in
common.
Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher order
thinking and problem solving, etc.
The teacher will define the terms property, commutative, and balance. The students will write down the words and definitions in
their math vocabulary books. The teacher will then address the equations from the anticipatory set. The teacher will call on
students to give their answers, followed by what they think the problems have in common. The teacher will allow students to
voice their ideas and will then introduce that the problems contain the same addends but in a different order. The teacher will
explain that the commutative property says that the order of the numbers being added can change, but the solution will remain
the same.
The teacher will present and model problems that demonstrate the commutative property. Then, the teacher will model problems
that use pictures or are word problems rather than numbers but demonstrate the same concept. The teacher will then move into
doing these same types of problems but will ask students to help. The students will raise their hands and the teacher will call on
them for their answer or they will come up to the board and write their answer.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After demonstrating the commutative property, the teacher will ask students to write down a few problems posted on the board
and work them out on their paper. The teacher will call on some students to come up to the board and show their work, asking the
class to provide the correct answers to each problem. The students will stand if they agree with the answer on the board or sit if
they disagree. Based on if the teacher sees that the problem is right or wrong, students who are standing or sitting will be asked to
defend their opinion. Students will respond to why they agree or disagree, and the teacher will address it and move on to the next
problem.
Students will then be given an individual worksheet. This will be a dice worksheet. Each student will be given a die. There are five
problems total, and students will work independently to find the answers. The problems will mimic the equations from the
anticipatory set in the sense that the initial equation will be followed be the same equation but with the addends in a different
order. (2+3= __ = 3+__) The students will roll the die to get one number, and roll it again for the second number. The student will
fill in the sheet appropriately with the numbers and then switch the equation to show the use of the commutative property. The
students will complete the worksheet and turn it in to the teacher for a grade based on effort.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the worksheets have been handed in, the teacher will ask students to take out a sheet of paper and write one thing they
learned from the lesson. The students will ball up their paper and throw it across the room. Going around the room, each student
will pick up a paper that is not their own and read it out loud. Once they have all been read, the students will place the balls in the
teachers basket as they transition to the next subject/ class. The teacher will use these as a guide to see if the students
understand the material.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
For the anticipatory set, if the students are not understanding the concept, the teacher will pass out the Roll and Switch
worksheet. The teacher will walk the students through the worksheet by asking them to fold their worksheets hot dog style so
they can only see the roll it and add it column. The class will complete a few together and continue on in pairs until the
problems are completed. The teacher will instruct the students to place the worksheet under their desk and tell them that they
will pull it out later after the lesson to complete the last column. The teacher will begin with the vocabulary books as done in the
previous classes and move into the lesson. If the students are not understanding the commutative property, then the teacher will
pull out laminated cards. Some will have numbers, one will have an addition sign, and another will have an equals sign. The
teacher will call out an equation from the board and the students holding the appropriate cards will form a line to make the
equation. Then, the teacher will demonstrate the commutative property by rearranging the students holding the addend cards.
Then, the teacher will ask the students if the equation is still true. The students will agree and the class will continue in the same
fashion until the teacher feels that the class comprehends the concept. The teacher will follow this up with an independent
worksheet. The teacher will also monitor the class as they are completing the independent worksheet that will be taken up for a
grade and will assist students to get them back on track when necessary. If the students begin working on the independent
practice worksheet and need assistance, the teacher ask students to get in pairs and will pass out 3 cups and a bag of marbles to
each group. The teacher will demonstrate a problem from the worksheet modeling how placing the marbles in the cups and
switching the cups will still give you the same number of marbles in the sum cup. The grade will be effort based, so even if
students do not come to the correct answer, if they show their work by drawing out boxes with circles in them or using another
method and the process is right, they will receive credit and the teacher will have them complete a 5 problem worksheet on the
commutative property for homework.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson contains word problems and the use of vocabulary, which integrates reading, vocabulary and definitions, as well as
grammar. Students will discuss concepts out loud throughout the lesson, helping them develop speaking, listening, and writing
skills. Students will be following a procedure in order to solve the problems, showing reasoning skills similar to those used in
science experiments.
ANTICIPATORY SET IDEAS (MOODLE) 22 POWERFUL CLOSURE ACTIVITIES
CROSS CURRICULAR MATH TIPS THAT ROCK

ROLL AND SWITCH COMMUTATIVE PROPERTY OF ADDITION WORKSHEET

LESSON PLAN 4
Name: Kelly Edwards Date: 11/2/17

Lesson Title: Associative Property Grade/Level: First Grade Math

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?
Operations and Algebraic Thinking: 1.OA.B.3 Apply properties of
operations (additive identity, commutative, and associative) as Central Focus: Can students add and subtract using the
strategies to add and subtract. associative property?

Lesson Objective(s)
Objectives are measureable.
Students will be able to identify problems that require the use of the associative property.
Students will be able to solve addition and subtraction equations using the associative property.
Students will be able to apply the associative property to problems that use both numbers and pictures.
Vocabulary/ Academic Language
What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply it
throughout the rest of the lessons. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.
Property: a characteristic of something
Associative: relating things to one another in groups
Grouping: arranging or moving around groups of things

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What is the associative property?
How can you express this same problem but in a different way?
What is another way you can group these addends and still get the same sum?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively coming up to the board to show their work, which will demonstrate their overall understanding of the
material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade. This will
show the teacher which students can come to the right answers on their own, and which students still need help understanding
the content before moving on to the next property.
Materials
What do you need for this lesson?
- SmartBoard
- PowerPoint of the definitions of the vocabulary, example problems to work as a class, and example problems that
students will be asked to come up to the board and do
- Pencils
- Notebook paper
- Worksheet for anticipatory set
- Math vocabulary books
- Human equation cards
- Independent practice worksheet
- Dry erase boards
- Markers
- Shapes
- Homework sheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The students will be instructed to read over their vocabulary notebooks in pairs and quiz each other on the words. Then, they will
be asked to look at the vocabulary terms on the board and think-pair-share with a partner about what the words could mean. They
will be asked to write down the words in their math vocabulary books and be ready to fill in the definitions later on in the lesson.
Some of the vocabulary will be review from the previous lesson, and some will be new words that will be introduced in the lesson
to follow.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will pull out laminated cards. Some will have numbers, one will have an addition sign, and another will have an equals
sign. The teacher will call out an equation which has three addends, similar to the equations in lesson one. The teacher will write it
on the board and the students holding the appropriate cards will form a line to make the equation. Then, the teacher will ask the
students what the best way to find the sum is. The teacher will direct the students towards saying that they should add the first
two addends to find the sum and then add the third addend to it to find the total sum of the equation. The teacher will then
explain that this process is called grouping. The teacher will ask the students if there is another way to group the three addends in
the problem to still get the same sum. The students will shuffle around to where the other two addends are added together,
followed by the last addend to find the sum. The teacher will explain that this is called the associative property and that this is
what the class will be learning about today.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher order
thinking and problem solving, etc.
The teacher will define the terms property, associative, and grouping. The students will write down the words and definitions in
their math vocabulary books. The teacher will then address the equation from the anticipatory set but will do so on the board. The
teacher will use this problem to again explain the concept of the associative property while circling the groups of addends being
made, totaling their sum, and then adding them to the rest of the addends in the problem. The teacher will reiterate that the
associative property says that addends in an equation can be grouped together, added, and then added to the rest of the addends
in any order and still get the same sum. The teacher will continue to model a few more problems like this on the board. Then, the
teacher will model problems that use pictures or are word problems rather than numbers but demonstrate the same concept. The
teacher will then move into doing these same types of problems but will ask students to help. The students will raise their hands
and the teacher will call on them for their answer or they will come up to the board and write their answer.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After demonstrating the associative property, the teacher will hand out dry erase boards and ask students to write down a few
problems posted on the board to work them out on their boards. The teacher will ask students to raise their board after each
problem so they can see the students work. The teacher will also call on some students to come up to the big board and show
their work, asking the class to provide the correct answers to each problem. The students will stand if they agree with the answer
on the board or sit if they disagree. Based on if the teacher sees that the problem is right or wrong, students who are standing or
sitting will be asked to defend their opinion by showing the class their board to see their work. Students will respond to why they
agree or disagree, and the teacher will address it and move on to the next problem.
Students will then be given an individual worksheet. There are five problems total, and students will work independently to find
the answers. The problems will have three addends, and the students will have to show their work to find the correct answer.
However, each problem will have to be worked two different ways. The students must solve the problem the first time using
grouping, and for the second time they will have to group two different numbers from the same equation to fully demonstrate the
associative property. The students will complete the worksheet and turn it in to the teacher for a grade based on effort.

Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Once the worksheets have been handed in, the teacher will pull out the Three Ws chart, which lists three questions. These
questions are: What did we learn today? So what? (why is this important) and What now? (where do we go from here). The
teacher will ask each question and take answers in between.
Adaptations to Meet Individual Needs
How will you adapt the instruction to meet the needs of individual students?
If the students do not understand the anticipatory set, the teacher will draw stick people on the board to mimic the human
equation. The number of stick people in each group will line up with the number each child is holding. So, if the child is holding the
number 2, then there will be 2 stick people in the group. The teacher will write out the rest of the equation this way, and will copy
it beneath the equation. In the copied equation, the teacher will combine two of the three groups of stick people to where there is
one group of the stick people added together and the other group is still the same. Then, the teacher will add the two groups
together to make one large group. The teacher will show how three groups combined into two groups, which then combined into
one group which is the sum of all three groups. If the students are not grasping the lesson content, the the teacher will pull out a
box of shapes and distribute them to all of the students. The teacher will model the equations using the shapes, and making like
shapes in the same group. However, each group will be a different shape. If the equation reads 2+2+4=___ then the first 2 will be
2 squares, the second 2 will be 2 circles, and the 4 will be 4 triangles. This way the students can see the two groups combining
before adding the third group to get the whole. The students will participate with the shapes they were given and the class will
continue in the same fashion until the teacher feels that the class comprehends the concept. The teacher will follow this up with
an independent worksheet. The teacher will also monitor the class as they are completing the independent worksheet that will be
taken up for a grade and will assist students to get them back on track when necessary. If the students begin working on the
independent practice worksheet and need assistance, the teacher ask students to get in pairs and will have them use the shapes
like they did during the lesson. The grade will be effort based, so even if students do not come to the correct answer, if they show
their work by drawing out the shapes or using another method and the process is right, they will receive credit and the teacher will
have them complete a 5 problem worksheet on the associative property for homework.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson contains word problems and the use of vocabulary, which integrates reading, vocabulary and definitions, as well as
grammar. Students will discuss concepts out loud throughout the lesson, helping them develop speaking, listening, and writing
skills. Students will be following a procedure in order to solve the problems, showing reasoning skills similar to those used in
science experiments.
40 WAYS TO LEAVE A LESSON CROSS CURRICULAR MATH TIPS THAT ROCK

LESSON PLAN 5
Name: Kelly Edwards Date: 11/3/17

Lesson Title: Into the Unknown Grade/Level: First Grade Math

Curriculum Standards Focus Question/Big Idea/Goal
State Curriculum Standards What question(s), big idea(s), and/or goals drive your instruction?

Operations and Algebraic Thinking: 1.OA.B.4 Understand Central Focus: Can students subtract with an unknown
subtraction as an unknown-addend problem. addend?

Lesson Objective(s)
Objectives are measureable.

Students will be able to identify problems that contain unknown addends.

Students will be able to write the steps necessary to complete an unknown addend problem.
Students will be able to solve problems with unknown addends.

Vocabulary/ Academic Language

What opportunities will you provide for students to practice content language/vocabulary and develop fluency?
Before beginning the demonstration of the lesson, the following terms will be at the beginning of the PowerPoint presentation.
The students will be able to guess what the definitions of the terms are, find out the actual definition, and then be able to apply it
throughout the rest of the lessons. When asking or answering questions, students will use the vocabulary to demonstrate a
practical application of the terms.

Unknown: not known; not sure what it is

Addend: a number that is added to another

Questions for higher order thinking and assessment

These cannot be answered by yes or no.
What is an unknown addend?
What is the first step in solving an unknown addend subtraction problem?
Can you explain how you got your answer?

Assessment/Evaluation
Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The teacher will ask and take questions throughout the lesson to determine the overall comprehension of the information.
Students will also be actively coming up to the board to show their work, which will demonstrate their overall understanding of the
material.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will complete a worksheet, which covers the material taught, independently. It will be taken up for a grade. This will
show the teacher which students can come to the right answers on their own, and which students still need help understanding
the content before moving on to the next property.
Materials
What do you need for this lesson?
- SmartBoard
 - PowerPoint of the definitions of the vocabulary, example problems to work as a class, and example problems that
students will be asked to come up to the board and do
- Pencils
- Notebook paper
- Cookie jar/ cookies
- Math vocabulary books
- Equations for group competition
- Independent practice worksheet
- Erasable crayons
- Homework sheet

Bell Ringer
What will students do as they enter the classroom and get ready to start the lesson?
The teacher will pass out largely lined paper and a crayon to each student. The teacher will have 5 subtraction problems listed on
the board. As they are coming into the classroom, the students will write down and solve the problems as a review of subtraction
before getting into the lesson.
Anticipatory Set
How will you engage student interest in the content of the lesson? Use knowledge of students academic, social, and cultural characteristics.
The teacher will have a cookie jar with enough cookies in it for the class. The teacher will invite the class to come sit on the rug.
The teacher will take out 5 cookies, counting them with the students as they are removed from the jar. Then, the teacher will say
that they are going to put two back into the jar. The students will count out loud with the teacher. Then, the teacher will ask the
students how many are left. The students will respond with 3, and the teacher will move onto another problem. This time, the
teacher will have 7 cookies and will count them out with the students. Then, the teacher will not announce it, but they will put
back 4 cookies. Then, the teacher will ask the students to count the remaining cookies as a class. The teacher will ask them how
many cookies they think were taken away. Without giving the answer, the teacher will write 7-?=3 on the board and explain to
the class that today they will be learning about subtracting with unknown addends. The teacher will give the students a cookie to
eat on their way back to their seats.

Instruction
Provide specific details of lesson content and delivery. This could include step by step procedures, discovery, modeling (I Do), questions, encouraging higher order
thinking and problem solving, etc.
The teacher will define the terms unknown and addend. The students will write down the words and definitions in their math
vocabulary books. The teacher will then address the equation from the anticipatory set. The teacher will ask the students how they
think that they would go about finding the missing number. The students will guess. Then, the teacher will draw out a number line
and explain that 7 is the largest number and the number of cookies they started with, so it goes on one end on the line. Then, the
teacher will put a 3 at the other end, because it is the sum or the number that they are trying to get to. Finally, the teacher will ask
the class to count from 1 to 10 as they label the number line. Once the number line is labeled, the teacher will instruct the
students to count the lines between 7 and 3, which will be 4. Then, to check the work, the teacher will show the students how to
make a basic subtraction equation (7-4=__) and use a strategy to solve to see if they are right. The answer will be 3, which
matches with the original equation. The teacher will continue to model a few more problems like this on the board. Then, the
teacher will model problems that use pictures or are word problems rather than numbers but demonstrate the same concept. The
teacher will then move into doing these same types of problems but will ask students to help. The students will raise their hands
and the teacher will call on them for their answer or they will come up to the board and write their answer.

Guided and Independent Practice

This is the We Do and You Do section where students are encouraged to think critically. Provide specific details that demonstrate a gradual release of
responsibility from teacher to students.
After demonstrating the concept, the teacher will pass out a slip of paper with an equation on it to each student. Each row of
students will have the same equation. The row must work together to see which row can get the correct answer fastest. When
they are finished, the first person in the row must run up to the board and write the answer and simple equation to show that they
checked it. The teacher will work out each problem with the class after they return to their seats to see which groups got the right
answers.
Students will then be given an individual worksheet. There are five problems total, and students will work independently to find
the answers. The problems will have unknown addends and will be similar to those used in the lesson. Some will have pictures and
some will be numerical equations. The students will complete the worksheet and turn it in to the teacher for a grade based on
effort.
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
The teacher will review the concept one more time. Then, the teacher will pass out exit tickets and instruct the students to write
down one thing they didnt understand about the lesson before leaving the room or transitioning.

Adaptations to Meet Individual Needs

How will you adapt the instruction to meet the needs of individual students?
If the students do not understand the cookie jar activity, the teacher will ask them to return to their seats. The teacher will pass
out strips of paper that have squares on them and erasable crayons. The teacher will put a basic subtraction problem on the board
and ask the students to demonstrate the problem by coloring in the squares and erasing the squares to find the answer. Then, the
teacher will explain the unknown addend part and ask students to repeat the process of coloring in the squares. Then, the
students will swap crayons with a neighbor to get a different color and color in the amount of squares that match the given sum
on the already colored-in squares. Then, the students will count the number of squares that are the original color to find the
answer. The teacher will repeat this same process if the students do not understand the lesson content. The teacher will follow
this up with an independent worksheet. The teacher will also monitor the class as they are completing the independent worksheet
that will be taken up for a grade and will assist students to get them back on track when necessary. If the students begin working
on the independent practice worksheet and need assistance, the teacher will instruct students to draw out the squares and shade
them in, like they did during the lesson. The grade will be effort based, so even if students do not come to the correct answer, if
they show their work by drawing out the shapes or using another method and the process is right, they will receive credit and the
teacher will have them complete a 5 problem worksheet on subtraction with unknown addends for homework.

Cross-curricular connections
State connections between the material covered and other content areas.
This lesson contains word problems and the use of vocabulary, which integrates reading, vocabulary and definitions, as well as
grammar. Students will discuss concepts out loud throughout the lesson, helping them develop speaking, listening, and writing
skills. Students will be following a procedure in order to solve the problems, showing reasoning skills similar to those used in
science experiments.
CROSS CURRICULAR MATH TIPS THAT ROCK
 UNIT PLAN
Name: Kelly Edwards Date:10/30/17-11/3/17

Subject/Content: Math Grade Level: First Grade

Curriculum Standards Unit Goals

State Curriculum Standards
Operations and Algebraic Thinking: 1.OA.A.2 Add three
whole numbers whose sum is within 20 to solve
contextual problems using objects, drawings, and
equations with a symbol for the unknown number to
represent the problem.
Operations and Algebraic Thinking: 1.OA.B.3 Apply
properties of operations (additive identity,
commutative, and associative) as strategies to add and
subtract.
Operations and Algebraic Thinking: 1.OA.B.4
Understand subtraction as an unknown-addend
problem.
Create goals that are observable
The students will be able to find the sum of three
whole numbers using both numerical values and
pictures.
The students will be able to add and subtract using the
additive identity property.
The students will be able to add and subtract using the
commutative property.
The students will be able to add and subtract using the
associative property.
The students will be able to subtract with an unknown
addend.

Activities Planned
List and/or describe the daily activities planned for the unit.
Lesson 1: The students will add to their math vocabulary books. The students will participate in the
colored bead activity. The teacher will instruct the students on adding with three addends. The teacher
and students will practice problems together. The teacher will guide students as they begin to do
problems on their own. Then the students will complete a worksheet independently which will be taken
up for a grade based on effort.
Lesson 2: The students will add to their math vocabulary books. The students will participate in the
counting cube activity. The teacher will instruct the students on the additive identity property. The
teacher and students will practice problems together. The teacher will guide students as they begin to
do problems on their own and as a class they will discuss the answers. The students will complete a
worksheet independently that will be turned in for a grade based on effort.
Lesson 3: The students will add to their math vocabulary books. The students will participate in the
equation ball activity. The teacher will instruct the students on the commutative property. The teacher
and students will practice problems together. The teacher will guide students as they begin to do
problems on their own and as a class they will discuss the answers. The students will complete a
worksheet independently that will be turned in for a grade based on effort.
Lesson 4: The students will add to their math vocabulary books. The students will participate in the
human equation activity. The teacher will instruct the students on the associative property. The teacher
and students will practice problems together. The teacher will guide students as they begin to do
problems on their own and as a class they will discuss the answers. The students will complete a
worksheet independently that will be turned in for a grade.
Lesson 5: The students will add to their math vocabulary books. The students will review subtraction and
participate in the cookie jar activity. The teacher will instruct the students on subtracting with unknown
addends. The teacher and students will practice problems together. The teacher will guide students as
they begin to do problems on their own and as a class they will discuss the answers. The students will
complete a worksheet independently which will be taken up for a grade based on effort.

Assessment
 Informal: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
The students will be assessed informally through their ability to answer questions in class, defend their answers,
show work when solving problems, work in groups to solve problems, and solve problems on the board in front of
the class. The teacher will monitor this by taking note of the students who consistently answer questions right or
wrong, and by taking up work done in class. This will allow the teacher to give feedback on the work and return it
to the students before the students are required to complete the problems for a formal assessment.
Formal: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)?
The students will be assessed formally through independent worksheets that are taken up for a grade based on
effort. The teacher will document student comprehension of the content and assess student understanding as
well as ones own teaching.

https://www.tn.gov/education/article/mathematics-standards