Pre-practicum 2 – Lesson Template

Name: Emily Solimini Date: 10/18/2018

School: The Thomas Edison School Grade: First Grade

Starting and Ending Time: 9:00 a.m. to 10:00 a.m.

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the “big picture” of the students’ long-term learning, which
MA framework does the lesson most clearly address?

Add and subtract within 20.

CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Work with addition and subtraction equations

CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three
whole numbers. For example, determine the unknown number that makes the equation true
in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to use the manipulatives of cups and counters to practice counting
on/counting back, and to identify the missing addend. The students will use cups, counters, and
student recorded data sheets to practice and demonstrate their knowledge of counting on and
counting back. Students will be able to explain how they identified the missing addend, by
explaining and identifying the strategy they used (such as counting on or counting back).

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Each student will be asked to work in pairs to complete a student recorded data sheet. On this
data sheet, the students will be required to work with the number 9. For each turn, one partner
will choose how many counters are outside of the cup. The other partner will then use their
understanding of counting on/back to find how many counters are in the cup, since there is a
total of 9 counters. They will then alternate turns, so each student has an equal amount of turns
either solving the problem or arranging the problem. The students will be asked to identify the

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total numbers of counters, the counters outside the cup, the counters inside the cup, and then
write an equation representing the total number of counters inside and outside the cup. Following
the lesson, the students will be asked to complete a worksheet individually. This worksheet will
have them continue to practice working with the number 9, but they will be presented with a
math word problem accompanied with an illustration. Each student will be required to use
counting on/back to solve each of the problems on the worksheet.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as
cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will be able to understand and use the following mathematical terms, materials, addent,
counting on, and counting back. Ultimately, the students will be able to use the academic
vocabulary in conversation with peers and teachers.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

When students are asked to explain how they reached their answer, or what strategy they used to
get to their answer, they will provide an explanation using the words “counting on” or “counting
back.” Additionally, by being able to solve the worksheet following the lesson, the students are
demonstrating their understanding of the terms addent, counting on, and counting back. In the
beginning of my lesson, I also plan to ask students which strategy they used to find the number
of counters in the cup. On the partner questions poster, it asks the students to explain their
thinking by using “I counted on from…” or “I counted back from…”, thus displaying their
understanding of these two terms, in addition to being able to apply the vocabulary to math
problems.

Content: What are the specific details of the lesson’s content knowledge?

This lesson will cover content related finding the missing addend, and using counting on and
counting back strategies. The students will learn how to use and complete a student-recorded
data sheet by working with a partner, and then individually use their knowledge of counting in
relation to addition and subtraction to find the missing addend.

● Use manipulatives to practice finding the missing addend

● Using manipulatives such as the magnetic ten frames to better understand and grasp
counting on and counting back strategies
● Understand and use vocabulary terms such as materials, addend, counting on, and
counting back

PROCEDURES FOR THE LESSON

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In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

I will start the lesson by explaining, “Today, we are going to review the game Counters in a Cup!
Who remembers playing this game? Give me a thumbs up or a thumbs down! We are going to
use cups and counters to practice finding the missing addend! Remember, it is always so
important to count off from the higher number!”

“We are going to be using different materials! We are going to be using cups , magnetic ten
frames, counters, and a student-recorded data sheet! Today, we are going to be working with the
number 9! But before we start working with the number 9, let’s practice using the cups and
counters, while filling out the data sheet!”

I will begin the lesson by exclaiming, “First, let's review by working with the number 7. Now, I
want everyone to turn their back to me and close their eyes! And no peeking! And when I tell
you to open your eyes, you can turn around!” I will then wait for the students to turn around and
close their eyes. I will then use this time to select how many counters I want inside and outside
the cup.

Once I have arranged the counters in the way I like I will state, “Okay, turn around and open
your eyes!”

I will then ask the students, “ Raise your hand if you can tell me how many counters are outside
of the cup?” ___ “Great! So I am going to write the number ___ on the chart where it says
“counters outside the cup”!
“We can also use the magnetic ten frame to help us solve the problem. We can place _____
counters, showing the blue side.”

“I am also going to put a 7 within the total number of counters section! Now that we know that
there _____counters outside the cup, raise your hand if you know how many counters are inside
the cup! Remember there is a total of 7 counters!” ___ “Great job! What strategy did you use to
find your answer?”

“We can also use the magnetic ten frame to help us. By counting on from _____, we can use the
counters on the red side to see how many are inside the cup.”

“Since we found how many counters are inside the cup, I am going to put the number ____
within the inside the cup section!”

Once we have filled out the total numbers of counters, the counters inside, and the counters
outside, I will ask the students to think of a math equation to represent the number of counters
inside and outside of the cup. I will ask, “What math equation can we use to show the numbers
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of counters inside and outside the cup!”

Once we have completed one row together, I will state, “Let’s try it again! Everyone turn around,
close your eyes again, and remember no peeking!”
“How many counters did I put outside of my cup? Raise your hand if you think you can tell me
the answer!” _____. “Great, and where are on the chart am I going to put this?”

I will continue by asking, “How many counters must be inside the cup, if we have a total of 7
counters?”

Once we have filled out the total numbers of counters, the counters inside, and the counters
outside, I will ask the students to think of a math equation to represent the number of counters
inside and outside of the cup. I will ask, “What math equation can we use to show the numbers
of counters inside and outside the cup!”

I will then work with the students to fill out one more row on the data sheet, where they must
identify the total number of counters, the number of counters outside the cup, the number of
counters inside the cup, and a math equation to represent the total number of counters inside and
outside.”

After completing three rows on the data sheet together using the number 7, I will say to my
students, “We did a great job working with the number 7, and using different materials such as
counters and cups to help us! Now, I want you to work together to complete the data sheet!”

During Lesson (25-30 minutes): How will you direct, guide, and/or facilitate the learning
process to support the students in working toward meeting the instructional objectives?

I will continue to explain, “Now we are going to practice working with the number 9! We are
going to practice finding different combinations of 9, by counting on or counting down! Now, I
am going to ask for you to get together with a partner! When you have your partner give me a
thumbs up!”

I will then state, “You are going to practice using and completing the student-recorded data
sheet! Together, you will complete the data sheet! You will take turns choosing how many
counters are outside and inside the cup! You do not have to worry about who goes first, because
you will be rotating and taking turns! One partner will choose how many counters are inside and
outside of the cup. The other partner will cover their eyes, and then after your partners has
chosen the number inside and outside the cup, you can open your eyes, and count how many
counters are outside the cup, and then using counting on, or counting back, to solve the problem!
You fill out one row, and then you are your partner will switch roles!”

“While you fill out the sheet together, make sure you do not repeat! We want to have completely
different equations each time.”

I will then state, “Once you and your partner have completed both the front and the back of the
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worksheet, I will check your work! I want to give you all a three, so make sure you and your
partner are not acting silly!”

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

At the end of the lesson I will exclaim, “We have done a great job working together to complete
the data sheet and use different materials! Now, I want us to practice finding the missing addend
on our own! On the worksheet, we are not going to be using the cup or counters, but you can use
the counting on or counting back strategies to solve the problems! You can also use the magnetic
ten frames if you would like! You will notice that the total number is still 9! You must fill out the
worksheet using the total of 9, and look at how many bones the dog has outside of the barn! Your
goal is to find out how many bones are inside the barn! This worksheet acts as your exit ticket!
So once you complete the worksheet, and I check your work, you can go back to your seats!
If you have any questions, just raise your hand and I will be right there to help you!”

SUPPORTING ALL LEARNERS

As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/ udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
(1) examples format (verbal/written)
Graphic organizers
Provide alternate Give daily progress
Seat students
reading Use Braille or large report
strategically near one
print
another
Provide on-level Extend time
reading Use manipulatives
Pair students (3) Use assistive devices
(1)
Give verbal cues to
emphasize main ideas Technology Use interpreter
(2)
Give students copy of Give more breaks
Increase number of directions
review activities Allow use of computer

Hand out copies of

notes

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 Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.

Support #1: Students will be asked to pair up to complete the “Counters in a Cup Recording
Sheet.” By working in pairs, they will be able to help each other learn, and support each other to
learn and identify new strategies.

Support #2: The instructor will repeat key phrases and ask students how they solved the
problem by using specific terms such as “counting on,” or “counting back.”

Support #3: The students will be asked to use the manipulatives cups and counters to practice
counting on and counting back. The students will also use the magnetic ten frames to practice
finding and identifying the missing addend.

FINAL DETAILS OF THE LESSON

Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

● Behavioral issues will be kept to a minimum by ensuring that students are actively
engaged in all aspects of the lesson. If I simply lectured to them, this would lead to
boredom and possible disruption. By utilizing partnerships, along with creating activities
where they are required to follow along and participate, I am aiming to minimize the
number of behavioral issues.
● Throughout the longevity of the lesson, I strive to use an enthusiastic, attentive, and
respectful tone when speaking with my students. In speaking in this manner, I hope to
keep my students engaged in the math lesson.
● If one of the students is doing a great job of paying attention and being engaged I will
acknowledge the behavior and encourage it!
○ Ex: “You are doing a great job listening and answering my questions! Keep up the
good work!”
● When presenting the lesson to my student, we will utilize a small u-shaped table that is
located on the outskirt of the classroom. We will be sitting facing a wall, and away from
the students in class. This will allow the students to focus and pay attention to the lesson
more.
● If the students start to lose focus during the lesson, I will keep them engaged by having
them pair up with another student in the class, in addition to having them participate in full
class activities.
● If any of the students become distracted or confused about the task, I will repeat the
instructions or question.
● Some of my students within my small group might attempt to get me off topic and steer
me away from the lesson at hand, due to the fact that we are working together while their
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 classmates are doing another activity at the rug. In order to try and deter this behavior, I
will try to make sure that each student’s body is directed away from the classroom activity
occurring at the rug at all times. If facing away from the rug is not enough, I plan to say
“Let’s focus on finding the missing addend!” If this inappropriate behavior continues, I
would say, “I would not expect you to be turning around and not listening to me or your
peers” in attempt to regain attention and draw the student back into the task at hand.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?

- Cups
- Counters
- Magnetic Ten Frames
- Counters in the Cup Recording Sheet
- Exit Tickets (Worksheet involving Dog and Bones)
- Poster stating Partner Questions

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e. the MA
Curriculum Framework incorporating the Common Core State Standards)?

● The concept of finding the missing addend and counting on/back are components that will
be revisited in various forms throughout the remainder of the year.
● In the upcoming weeks, I hope to give a full class lesson that will be informally observed.
It is possible that the full class lesson I give within the next few weeks could possibly be
revolving around this topic. My future lesson could be based on the same MA Curriculum
Framework/Common Core State Standards. In my future lesson, I could work with the
kids to try and master larger numbers. I could try and work with numbers such as 10,11,
and 12, since the overarching goal is for first graders to practice solving problems in
relation to counting on and back from 20.
● In continuing weeks, I will have my students working towards mastering the counting
on/back math strategies, in addition to having the students continue to practice working
with manipulatives such as the magnetic ten frame and the counters, along with using data
sheets
● Within future math lessons, the students will continue to use the vocabulary terms
counting on, counting back, and addent.
● My supervising practitioner and I will conduct future lessons revolving around finding the
missing addend, and this lesson and what the student’s learned, will help them in the
future lessons to come. It is imperative that the students know the importance of finding
the missing addend, counting on from the highest number, and also knowing how to count
back when necessary.
● The next steps for my Supervising Practitioner and I will be to form lesson plans in which
students can learn to implement what they learned to then practice working with higher
numbers.

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Name: ____________________ Date:_____________

The dog has a total of 9 bones inside and outside!

If the dog has 3 bones outside, how many bones are inside the barn? __________

If the dog has 8 bones outside, how many bones are inside the barn? ___________

If the dog has 5 bones outside, how many bones are inside the barn? ___________

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If the dog has 2 bones outside, how many bones are inside the barn? ___________

If the dog has 6 bones outside, how many bones are inside the barn? ____________

If the dog has 7 bones outside, how many bones are inside the barn? _____________

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