Indiana Wesleyan University

Elementary Education Lesson plan

Mathematics- 2007 ACEI Standards

Student: Briana McLeland School: Westview Elementary

IWU Supervisor: Anita Manwell Co-op Teacher: Julia Poe
Teaching date: October 16, 2018 Grade Level: 1st grade

Real World Addition Problems

Lesson Rationale
This lesson is all about real world addition and adding numbers. I am teaching this
lesson because simple addition like this is used everyday. Students need to understand how to
count and group amounts to find a totals in grocery stores, time, distance, and small tasks. This
lesson will help students understand why we count and how to correctly do it.
Readiness
I. Goals/Objectives/Standard(s)
A. Goals-
i. The students will be able to add numbers to 10.
B. Objectives-
i. After the lesson, students will be able to add numbers 10 and under by
creating addition problems from word problems and answering them.
ii. After the lesson, students will be able to count on by visual aids to group
numbers.
C. Standard(s)-
1.CA.1: Demonstrate fluency with addition facts and the corresponding
subtraction facts within 20. Use strategies such as counting on; making ten.
1.CA.2: Solve real-world problems involving addition and subtraction within 20
in situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all parts of the addition or subtraction problem
(e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem).
II. Management plan
A. Time: 40 minutes
B. Where: Students will start on the carpet and then move around the room for a
later activity.
C. Materials
i. Bag with shapes for an anticipatory set
ii. White board
iii. Markers
iv. Game board
v. Game cards
vi. Dice
vii. Counting cubes
 III. Anticipatory set
A. “Friends, I have something with me today that I’m going to need a little help
with.” I will have a bag with some of the same shapes in different colors to pull
out. “I have some items in my bag that I want to share with you.” I will pull them
out one at a time and put them on the white board. “Friends, with a raise of a
hand, what do you notice about the items I had in my bag?” The students will
then hopefully say that I have 6 blue circles and 4 red circles. “So if I have 6 blue
circles and 4 red circles, will someone raise their hand and tell me how many
circles I have all together?” This will then lead into more word problems that
students will work out on their personal white boards.
IV. Purpose
A. “Friends, we are learning how to add numbers small numbers so that you will be
able to find the amount of different things in the real world.”

Plan for Instruction

V. Adaptation
A. I will have a guided worksheet that follows along with what we are doing for one
student who needs some extra guidance.
VI. Lesson presentation
A. Input modeling:
i. “I want each of you to picture 3 red flowers and 1 blue flower in your
heads. Once you picture it, turn to the person next to you and tell them
what you saw.” This will give the students a time to practice visualizing a
problem before solving it. “If have 3 red flowers and I add 1 blue flower,
in my head I am picturing 3 red flowers in my garden and then I see 1 blue
flower coming into the garden. You might not have pictured a garden, but
you should have seen 3 red flowers and 1 blue flower.” I will then direct
students to take out their white board and marker. I will give them 10
blocks as well.
B. Guided Practice:
i. “We’ve done a lot of picturing the problems in our heads, and were going
to do some more picturing in our heads today, just like using your
imagination and pretending. I’m going to tell you a short story and I want
you to close you eyes and picture the story in your head. I have 3 dogs and
1 cat. You can open your eyes now.” I will put 3 cubes in a pile and then 1
cube in another pile. “What do these cubes show me from the story I just
told” I will allow time for answers. “I’m going to tell you the story again,
and then when I am finished, turn to a partner and tell them what you
just heard. Now you are going to write the addition problem on your
board.” I will draw ___ + ___ = ____ for the students on the board as a
guide for them. “When I say ‘show me’ I want you turn your boards
around so I can see them. Show me!” I will instruct the students to clean
of their white board and give me their eyes. “I am going to tell you one
more story. Close your eyes again! My friend has 5 baseballs and 2 bats.
 Open your eyes and tell the addition problem to your partner, then write
the addition problem on your white board.” I will give time for students to
write. “Show me!” I will then continue this for 1 or 2 more problems.
C. Independent practice:
i. “I am now going to divide you into partners to play a game. Each pair will
have a game board and real world addition problem cards. You will take
turns reading the cards and playing on the board. Each card will have a
real world addition problem on it. Each card will add up to a number. The
total number will be how many places you can move. For example, if
someone pulls a card that is 7+3, that person will get to move 10 spaces
because 7+3=10. I will pass out the game boards and cards and if anyone
has and questions you can raise your hand. “ I will then give the students
a partner, board, playing cards, and blocks to assist them in their
counting.
D. Closure:
i. “I would like for all of my friends to clean up their games. Place your
white boards back in the bucket, put the blocks back into their bucket,
and set the board and cards on your desk. Once you have quickly and
quietly done that, come sit back up at the carpet.” I will give my students
about 1-2 minutes to clean up. “With a raised hand, who can tell me their
favorite part about our math time today?” I will listen to student answer.
“Now can someone tell me what the most difficult part of math time
today was?” I will listen and respond to student answer. “I would like for
3 people to share with me where can use adding when we aren’t in
school.” I will call on three students to share one at a time. “You guys did
an awesome job today and you have learned a lot! Great job!”

VII. Check for understanding

A. When the students hold up their boards, I will check to see how they write their
addition problems and what their answer is. I will ask “With a raised hand, who
can tell me what they got for the answer?”
B. I will walk around during independent practice and check for their understanding
in making addition problems from small word problems. I will ask each group
how they did a certain problem and have them explain their thinking to me.

Plan for Assessment

1. I will observe their problems on their white boards as I teach.
2. I will ask different students for their answer and how they found that answer.
3. During independent practice, I will walk around and observe by listening and asking
groups about how they got the answers they did.
4. The students will then have a homework assignment that will allow me to asses what
they learned from the lesson in class.
Reflection and post-lesson analysis
1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. All but two students were able to meet the lesson objectives. The two who did
not are often pulled out for math intervention, but were in the lesson due to the
absence of the interventionist.
2. What were my strengths and weaknesses?
a. Strengths: Scaffolding the lesson for the students and having them visualize what
they were doing was beneficial to their learning and understanding.
b. Weaknesses: I should have given more time for exploration with the
manipulatives and had them use the manipulatives every time, not just when
they wanted to.
3. How should I alter this lesson?
a. I should alter this lesson more to meet the needs of the students that leave for
intervention. If the students happen to be in the lesson, as they were today, they
will need more accommodations and more one-on-one help.
4. How would I pace it differently?
a. I would allow more time for the students to practice before going to the board
game. I would have slowed down during the lesson to make sure all students had
an understanding of what was being taught.
5. Where all students actively participating? If not, why not?
a. All students were actively participating. They love using manipulatives and white
boards, as well as playing games with a partner.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. For one of the students, I created a guided worksheet that matched what we
were doing. This student needs extra guidance and attention when it comes to
classroom content.
7. Where was I lacking in my teaching?
a. I was focused more on getting the lesson done than I was about my students
truly understanding the content. I could have done more to give my students
more practice with the problems.
8. How are my students understanding simple addition?
a. They understand pretty well. Many of the students do not even need to write the
problem before knowing the answer. Others, however, need more time to
visualize the problem, write it down, and then solve.
9. What method are my students using to add two numbers?
a. Counting on from larger number?
i. About half of the students are finding the larger number and counting on.
This is the goal for the students.
b. Recounting everything?
i. The other half is recounting everything and not finding the bigger number
first. More practice is needed here.