Muskingum University

Teacher Education Programs

Lesson Plan Format

Teacher ______________ Subject ________________ Grade ___________

School Building____________

School Building
I. Learning Goals
· Identify the new Ohio Learning Standard(s) ​OR​ Common Core Standard(s) addressed in
this lesson:
K.OA.A.1 Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from. Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions,
or equations.

· Describe the interconnections among the components of the content within the discipline
and the relationship of the content to ​at least​ two other content areas. Specifically describe how
the content taught in your lesson relates to ​at least​ two other content areas.

-VA.5.P.R. Engage in artmaking that explores and combines various forms of symbolic
representation including words, symbols, images, music and movement.

-SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something
that is not understood.

- L.K.5.a. Sort common objects into categories (e.g. shapes, foods) to gain a sense of the
concepts the categories represent.
Resources:
(student learning target​ – ​“I can/am able to …” )

- I can understand adding as putting together or adding to.

- I can add using visuals.
- I can use symbols to represent a quantity.
 - I can ask and answer questions for better understanding.
- I can sort objects into categories.
II. Student Background Knowledge and Experience

· What prior knowledge and skills do students need in order to be successful in reaching
the goals of this lesson?
● Number Recognition and counting
● Shapes
● What addition is
● Number sentence
● How to use a calculator
● How to work in a team to achieve the goal

· What are preconceptions, common errors, and misunderstandings related to the content
of this lesson?
● Don’t understand counting on
● No preconceptions of addition
● Students know 1+1=2 but they don’t know why
● Double counting (counting 1,2,3 and adding 2 and saying the answer is 1, 2, ...2!)

· How do you know if students have the knowledge and skills they need in order to be
successful?
● Formative assessments to directly see if students are comprehending the lesson
○ Thumbs up/thumbs down during the beginning of the lesson only
○ Raise hands throughout the entire class time
○ Exit slips at the end (5+6 and 2+3+4)
○ Asking questions during the lesson to assure they are understanding using
whiteboards
● Summative assessments to directly see if students are comprehending the lesson after it
is taught.
○ Quiz at the end of the week to assure understanding
○ Test at the end of the month to assure understanding
● Facial expressions/body language
· How will you use or accommodate the diverse experiences that your students bring to
class (gender, race/ethnicity, English language proficiency, economic status, exceptionalities,
skill level, learning styles)?
Gender: Expectations of behavior for both boys and girls will be the same so that boys are not
given the secret message that they can be assertive and girls should be passive. Both girls and
boys will be encouraged to be active participants and to take risks. Equal time will be spent with
both genders to clarify understanding. Problems will not be explained for boys and solved fo
r girls fostering independence in boys and dependence in girls. Both genders will receive equal
attention sending the message that that both genders are respected. Girls will be encouraged to
participate in math and science activities and encouraged to succeed in both. Materials will be
screened for gender bias. Gender-free language will be used in the classroom. Both boys and
girls will be called on equally to deliver the message that both genders have valuable
contributions to make. The same difficulty questions will be asked of all students. Adequate wait
time will be used to ensure that all students have a chance to answer. No student will be
interrupted while they are speaking.

Race/Ethnicity: All students will be listened to. All students will be valued. It will be recognized
that diversity exists in all classrooms. An effort will be made to use preferred references to
race/ethnicity. African American is the preferred usage as is Asian American. Race and ethnic
backgrounds of students in the class will be explored to provide background and understanding
in dealing with the diverse students in the class. Good work of all students will be recognized.
Care will be taken to ensure that historical or cultural references that may not be familiar to
some students are not used. All students will be encouraged to participate. All students will be
addressed by their correct names pronounced correctly.

English language proficiency: Students will not be penalized for misuse of English vocabulary
and grammar. A variety of learning methods will be used to encourage student involvement and
learning. Group work has been shown to be of benefit to all learners. The diverse backgrounds
and interests of all students will be recognized and used to improve the learning experience for
everyone. Picture cues will be used in directions to help comprehension. Pre-teaching, tutoring,
mentoring, and peer teaching will be used to add to English Language Learners understanding
of the concepts. When appropriate, information will be provided in the student’s native
language. Cultural references and activities will be used when they add to the curriculum but not
to simply showcase English Language Learners.

Economic Status: It is recognized that poverty can have profound effects on the skills and
knowledge of students. Every effort will be made to make the knowledge and skills taught in the
class available to all students. This may include pre-teaching, tutoring, mentoring, and peer
teaching as means to improve skills and knowledge of any student who requires it.

Exceptionalities and skill levels: The room is handicapped accessible. Books at a variety of
reading levels will be available so that the information is provided at a simple to complex level.
Directions will be presented pictorially, verbally, and visually as needed. Pre-assessments and
formative assessments will be used to determine student understanding and ensure that all
students receive the amount of instruction necessary for success. Interests will be pre-assessed
to adapt the lesson to different interests when possible.

Learning styles: All lessons or lesson series will include visual, auditory, kinesthetic, and verbal
components to address the different learning styles of the students. This lesson on the periodic
table includes the visual stimulus of the cards; since the cards can be moved around there is a
kinesthetic component; students will be discussing their ideas in their groups so there is an
auditory/verbal component as well.
III. Instructional Procedures
· Content summary, including concepts and essential understandings:
● The teacher will use symbols to represent the numbers in an addition problem. After, the
students will work in small groups using dice to create number problems.
● The concept being addressed in this lesson is addition.
● The essential understanding of the lesson is for students to recognize that numbers in
number sentences represent the amount of something by using shapes and symbols.
Another aspect students will gain is the ability to add the amounts together by using a
number sentence and shapes.

· Teaching methods:
● Lecture-demonstration by Teacher
● Class Discussion to talk about the students’ answers after they solve 3+4 on their
whiteboards..
● Small Groups work together to create and check addition problems using the dice.
● Gaming
● Use of chalkboard by instructor as aid in teaching
● Use of technology. Use the smartboard to demonstrate basic addition problems.
Students can use a calculator to check their work.
● Use of instructional resources
● Differentiated assignment and homework by changing the numbers on the dice to best
meet the needs of the students. Students can also practice using an extra dice.

· Academic Language (​content​ vocabulary AND ​general academic​ vocabulary used across
the discipline ​e.g. Bloom’s Taxonomy, key words, phrases, and symbols:​ Note: address each of
these ​specifically listing the academic language students are expected to learn and use.

Content Vocabulary:
● Numeral
○ 1,2,3…
● Counting on
● Addition
● Digits
● Symbols/pictures
General Academic Vocabulary:
● Calculator
● Complete
● Knowledge
● Draw
● Create
● Check
● Evaluate
 ● Write

IV. Classroom Environment

· Identify the components of the classroom environment (room arrangement, grouping
patterns, learning resources, and materials) needed for teaching the entire planned lesson.
Provide a strong rationale for ​each​ of the environmental decisions made.

· Room arrangement (with rationale provided): Students will be seated in groups of 3 at

tables arranged for easy walking access by the instructor. This will facilitate walking around
listening to the student groups, asking questions and discussing ideas with the students.

· Grouping patterns (with rationale provided): Explaining the knowledge and

comprehension are full group. Students will then break off and work in groups of 3. This
encourages all students in the group to be engaged with the project. Larger groups may result in
one student not being fully engaged with the activity. Working in groups of three encourages
discussion that will increase the understanding of all students in the group.

· Learning resources, including ​technology​ (with rationale provided): Each group will be
given two dice to add together and paper with which to write the problems down. Each group of
students will also be given a calculator in order to check their work and ensure that they are
solving problems correctly. Once they understand the use of two dice well, a third die should be
added to enhance their addition abilities. Each individual student will have a white board to
respond to the teacher during the comprehension portion of the lesson.

V. Instructional Activities
Lesson sequence​ (include important​ questions​ to ask students). ​Time Allotted
Provide a ​thorough​ description of each:
SEE ATTACHED BLOOM’S-BASED LESSON PLAN

Opening:
Main Activities:
Closing:

VI. Assessment/Evaluation
How will you know if ​each ​student has met the learning goals?

Formative strategies:
Check to see if students met learning goals formatively by holding up their white boards with the
star representation and answer for the problem “three plus four.” Formatively check the
students’ actions and answers during the group work with the dice to see if they met the
learning goals concerning addition.
Summative assessment:
Summatively assess the students by writing the equations “5+6=” and “2+3+4=” on the board.
The students will then answer those problems, on their own, on a separate sheet of paper and
turn it in when finished.

Attach assessments and assessment criteria.

● 5+6=11
● 2+3+4=9

VII. Adaptations ​(e.g. IEP, 504 plans, WEP)

Modifications: If lesson objective and/or significant content learning goals need to be changed
to alter the expectations for a student (e.g. reduced number of problems, or lower level Bloom’s
or for gifted student(s) extensions to advance progress).
Accommodations: If other components such as method, activity or materials of lesson are
changed to help students meet the learning goal (e.g. extended time, scribe, reader, spell
checker, electronic device, or guided notes).

Student Name Gifted ELL Special Needs ADHD

(samples (Physical
e.g.gifted, ELL, Disability)
special needs:
physical,
cognitive,
emotional)

What needs are The Making The student The student

you addressing student’s sure the has difficulty needs to be
for this student advanced student with fine motor engaged
in this lesson? math skills has the and gross throughout
are being language motor skills, the lesson
addressed skills to specifically meaning the
in this understand relating to the materials are
lesson. instruction child’s arms hands-on.
and and fingers.
express
their grasp
of the
lesson.
Learning Goals Student will N/A Student will be Student will
(modification as be able to expected to be expected
to what student add four create and to answer
will be expected dice solve addition the addition
to know or do) together problems. problems
correctly. using a dice
or multiples.

Teaching Demonstrate Give When students In the small

Methods how to use student write on their group
four dice in a word bank individual setting,
small group at the whiteboards, ensure the
teaching beginning this student will student is
setting. of the not have to provided
lesson and hold up their manipulative
give whiteboard up. s.
student
time to
process
questions
and
formulate
responses.

Teaching One extra Word bank Use the Use the

Materials die will be and access Smartboard to interactive
provided. to display the smartboard
translation addition as well as
App problems and hands-on
examples. material to
engage the
student and
provide the
appropriate
fidget.

Academic Since the I wrote the Since the No

Language concept will Somalian student only additional
(​identify merely be word for has a physical academic
variation based expanded addition disability, no language is
upon student slightly, no (Intaa addition needed.
needs) additional waxaa academic
academic dheer) language is
 language is on the need.
needed. board and
wrote the
english
translation
next to it.

Student Four dice N/A Student will Student will

Activities will be used use a larger use their
in the small whiteboard to own
group after write down the manipulative
using three answer to the s as well as
dice. math problem. fidget
However, the throughout
student does the lesson.
not have to This will help
hold their board the student
in the air like be engaged
the rest of the as well as
class. interactive.
The students
still gets to roll
the dice, but
will use larger
dice.

Student One extra Word bank Student has a Own set of

Materials die will be and marker holder die will be
provided. translation to use to draw provided for
app and solve the the student.
addition
problem on the
whiteboard.
The student
has a large
calculator with
large buttons to
check the
answers of the
addition
problems. The
student has a
 large dice to
roll during the
group
activity.The
student has a
pencil holder to
write the
addition
problems and
answer. The
student has the
pencil holder to
write the
answer for the
exit slip.

Assessment/ The exit N/A N/A N/A

Evaluation ticket will
(allows for have an
student extra
demonstration of problem:
learning) 4+6+1+3.

VIII. Reflection (if lesson is taught):

· What went well? How do you know?
- The students seemed to really enjoy working with the dice to create math problems.
They all were engaged the whole time when I walked around to monitor them and would
fight over who got the roll the dice next. In addition, most of the students did well on their
exit ticket, so I know that the lesson was effective.
· What did not go well and how do you know?
Some of the students got distracted with the dice and would lose focus because they were
playing with them. They had to get redirected a couple times back to the lesson. Even though
dice are really effective manipulatives, they do distract some students, so it’s important to
monitor the students and make sure they are on task.
· If you could teach this lesson again, what would you do the same? Why? If I could do this
lesson again I would keep they way they do the whiteboards as a check of their understanding.
This is a good way to formatively assess their understanding. It tells me when they are ready to
move on to the next activity themselves.
· What would you do differently? Why? I would make the dice more into a game; I would
make it so that one person has to say what the answer is and the other two check. All of the
students must write it down. This way, it is more of a competition, and students would keep
each other from “cheating.” All students should write down each dice roll, though.
· Which individual or group did particularly well? How do you account for this performance?
The group of students who have done particularly well are the students who showed advanced
math skills previous lessons. I know these group of students did well because the exit slip
showed they knew how to add, along with my observation of their results when doing group
work and when they showed me their work on the markers board during comprehension stage.
· What will/would you do tomorrow or try in the future with this individual or group? (Natalie)
Overall i believe the students enjoyed the activity and demonstrated their knowledge through
the exit ticket. In the future i will allow the students to work more independently within the group
by answering their own set of questions maximizes understanding.
· Which individual or group appeared to be having problems? How do you account for this
performance? The group that appeared to struggle throughout the lesson included those who
could not manage the manipulatives as well as group interaction. Sharing the die amongst the
group caused social issues with sharing. Ensuring proper classroom management resolves this
issue.
Note: justify your next steps with research and/or theorists must provide targeted support to
individuals and groups to improve their learning.