Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​11/27/2017

Grade Level: ​1st Grade Time: ​12:50 - 1:40
School: ​Canistota Elementary

Reflection from the prior lesson:

My teacher taught the prior lesson before Thanksgiving break which was just a short review over
doubles. This is the start of the new unit. Today will be a review of doubles plus one and the start of
doubles plus two, but it will continue to tomorrow’s lesson.

Lesson Goal(s)/ Standards:

1.OA.C.6 ​Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number
leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Lesson Objectives:
After reviewing near doubles, students will be able to manipulate cubes and orally discuss the answers
to near doubles with minimal teacher support.

After reviewing near doubles, students will complete the doubles and near doubles walk around the
room activity with a partner and complete with 100% accuracy.

Materials Needed:
● Cubes
● Student whiteboards
● Task cards & worksheet
● Connecting cubes

Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, one student is on an IEP for reading
fluency and reading comprehension. His strongest subject is math. There are 3 students who receive
Title I services in reading and 2 that receive Title services in math. I conducted a learning styles inventory
on students, and the top classes were self, nature, and body. This means that these students will work
best on their own work, naturalistic students will like to use their senses of touch and doing things
hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t need the
outdoor involvement. Math occurs after lunch and on Tuesday and Wednesday, after the music time.
This often results in students having less focus than they do during the morning reading time. Keeping
math interactive and hands on helps cut down on the behaviors.

A.The Lesson ​(​50 minutes​)

1. Introduction ​(​3 minutes​)
a. Getting attention ​“First graders we are going to transition into math, so I want you to be
in your desk and ready to learn.”
b. Relating to past experience/ prior knowledge ​“We have been working on knowing our
double facts to work on our facts to 20. Today we will review using our doubles to find
the sum of doubles + 1 and then start learning our double + 2 facts.”
c. Creating a need to know ​“We learn these math facts of adding doubles + 1 and + 2 to
help us solve problems up to 20. Like using 6 + 6 to know that 6 + 7 equals 13. We want
to get to the point where we don’t have to use our fingers to solve these, but you can
solve the double automatically.”
d. Sharing objective ​“Today we are working on adding with doubles including doubles + 1
and doubles + 2.”

2. Content Delivery (​45 minutes​)

● Review Doubles + 1​ (​10 minutes​) - “If I have a carton of eggs, how many do I have total?
(12 because 6 + 6 equals 12) Now what happens if I add one more egg? How many do I
have now? (13) That is a near double because it is our double 6 + 6 plus 1. Let’s get out
our whiteboards and practice some of our doubles plus 1. I am going to give you each
two sets of cubes and an extra one cube. You will manipulate the cubes to form 6 + 6
and then add your one to make 6 + 7 to make 13. You will write both number sentences
on your whiteboard.” (8+8, 9+9, 5+5, 7+7, 4+4, 3+3) (Jen and Jim go strawberry picking.
They each pick 5 strawberries. Then Jim picks one more. How many strawberries do they
have now?)
● Review Double + 1 Walk Around the Room ​(​15 minutes​)​ - ​“Around the room there are
12 task cards that you are going to solve the problems on. I am going to break you into
groups of two and you are going to work with your partner to find the answers. The
cards look like this (show card) and you are going to read them to find the answer. It
says if you know 7+7= _____ what does that equal? (14) then 7+8 = _____ what? (15)
Good, so I am going to split you into groups and I want you to work on finding the
answers. Each card has a number of the problem on it. So what number would you write
this problem under? (#4) So I would go find number 4 on my worksheet and write 7 + 7
= 14 and so 7 + 8 = 15. You are copying the problems from the task card and then writing
in the answers that you find. Does everyone understand? Okay there are 12 task cards
on one side of the room and 12 task cards on the other side of the room. I will tell you
which side of the room to go on.”
● Double + 2 ​(​25 minutes​) - “Now that we have reviewed doubles plus one, we are going
to work on doubles plus two. Let’s say, I want to share some crackers with a friend. You
put two crackers in a bowl. One of the bowls has two more crackers than the other,
what could we do to make our numbers of crackers even? (draw a bowl with crackers in
 it on the board, show that moving one makes it even) With your cubes, show me that
when Ken and Sue went to the beach, they each had 5 seashells. What doubles fact
shows us how many seashells we had all together? (5+5=10) If Ken adds 2 more
seashells to his collection, how could you find how many seashells there are in all?
(answers vary) Right, so when we are presented with facts like 5+7=12 we call them
doubles plus two because one of our addends is 2 more than the other. Let’s practice
some more. There are two ways that you can represent doubles plus 2. We can take two
sets of our cubes, the double and make 6 + 6 and then add one to each tower of cubes
or you can add two to one tower of cubes. If I give you a problem that is 6 + 8 you are
going to pick which number is the smallest and that will be your double, so which
number is my double in 6 + 8? (6) That means we will make two towers of 6 + 6. Now
what do I need to add to 6 + 6? (two cubes) Right, I need to add two more cubes. Now
instead of counting all of these, we know that 6 + 6 is what? (12) So then we can add to
more, what is 6+8 then? (14) Good, now let’s do one together. The problem is 7+9.
Which number is going to be the doubles fact? (7+7) Good, so make two towers of 7.
Now add two to one of your towers. Now we know that 7 + 7 is (14), let’s count up from
14 and add 2 to find the answer to 7+9. What is the answer to 7+9? (16) Good, now I am
going to give you a problem and you are going to solve it with your cubes and then write
both the doubles equation and doubles + two equation on your whiteboard. If Ken and
Sue were at the beach again, and they each have 4 shells. Then Sue picks up 2 more
shells. How many shells do they have in all? Remember to find the double fact first by
locating the smallest number in the problem. What is our doubles fact? (4+4) What is
the equation for our doubles plus 2 fact? (4+6) Now what is our answer to 4 + 6? (10)”
Follow the model and practice through multiple story problems.

3. Closure (​2 minutes​)

“Today we reviewed doubles plus one and started talking about our doubles plus two. If I had
the problem of 5+6, what would our answer be? (11) How did you know that? (answer varies)
Now what if I asked you what 6+8 is, then what will it be? (14) Good, and how did you figure
that out? (answer varies) We will continue to review more of doubles plus two tomorrow.”

B. Assessments Used
● Doubles + 1 Task Cards - This will be a written assessment that will be a great indicator as to
whether students have come close to mastery in near doubles.
● Doubles + 2 - This is will an oral and written informal assessment because it will be students
manipulating the cubes and writing their answers on their whiteboards. I will ask students for
their answers and ask them to discuss how and why they came up with their answers.

C. Differentiated Instruction
Average and Advanced Learners - The left side of the room will contain task cards that do not have
cubes. These students should be able to do this without the visuals. I will encourage these students to
stop using the cubes if they feel like they are getting comfortable.
Below Level Learners - The task cards for these students will have the cubes on the paper showing the
plus one added to it. This will allow for them to continue to using the visual. I will also make sure these
students are performing the right steps in completing the problems.

D. Resources
file:///C:/Users/User/Downloads/FreeDoublesandNearDoublesTaskCards%20(1).pdf