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Name: Alexandra Carter Lesson Title: In and Out Grade Level: 1st Est. Time: 30 minutes 1) Standards/Objectives: Standard: 1.OA.C.5 Relate counting to addition and subtraction Objective: Students will be able to use cubes to form an addition equation with 80% accuracy provided they have already been introduced to the concept. 2) Materials: Cubes placed in rows of tens (10 sets) 11 copies of game board 11 copies of recording sheet Addition and equals sign Pencils Elmo 3) Procedures: a. Motivation/Engagement: (2 min) The students will gather on the carpet. I will begin by reviewing the addition and equals signs. On the Elmo, I will call on a student to tell me what the sign is. I will tell the students we are going to be playing a game today to practice counting and writing addition problems. b. Developmental Activity: (10 min.) I will introduce the game "in and out" to the students. This game will help us practice counting and addition. You will need a game board, a recording sheet, a stack of 10 cubes, and a pencil to play. I will show all of the materials on the Elmo. You will be playing this game with a partner. One person will be the cube dropper and the other will record the results. You will switch off after each round. I will model one round. First, drop ALL of the cubes on the board. Count how many landed IN the circle. Record the number on the in line. Count the cubes on the outside of the circle. Record the number on the out line. Add the two numbers OR count the total number of cubes. Read your addition problem. (3+7=10). I will go over the rules of the game. When we are dropping our cubes, your hand should be no higher than a thumbs up. We do not throw our cubes at the board. We lightly drop them. If a cube falls off of the board, should we count it in or out? (out). If all of the cubes land in the outside, what is our addition problem? (0+10=10). If Ms. Peterson or I see anyone making the wrong decision during the game, they will move their clip and complete an assignment on their own at their desk. Give me a thumbs up if you understand. While we are working with our partner, we will be at a level 1. I want to see all partners working together while playing the game. I will be looking for good partner work. I will model one more round for the students. I will call on a student to be my partner. The student will drop the cubes on the board (no higher than a thumbs up). As the partner, I will record the number of cubes inside the circle, outside the circle, and the total number of cubes. My partner will count along with me. We will read our addition problem. Is it correct? The next round, I will drop the cubes while

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my partner records. The rules will be posted on the board for friends to look at during the game (Lemov - Name the steps).

c. Culminating Activity: (13 min) I will be looking for quiet friends to dismiss to begin playing the game. To save time, I will pair the students (high with low students). One partner will go back to his/her desk and get a pencil while the other partner gets supplies from me. They will find a spot and start playing the game. While the students are playing, I will be walking around checking for participation, sportsmanship, and proper use of the cubes. If I see a common mistake, I will clap for the class attention and explain directions again. d. Accommodations/Modifications: Students will be working with partners who can assist them with the rules of the game, counting, and addition. If neither partner understands, I can clarify directions or help as needed. e. Closure: (5 min) I will say, 1,2,3, freeze. The students will bring the game board, recording sheet, and cubes to the front area and go back to their desks at a level 0. The students will Think, Pair, Share (Kagan) with their shoulder partner what we practiced today during our game. I will call on two friends to share what their partner said. I will be looking for quiet teams to line up for ST math. 4) Assessment: a. Formative: As the students are playing the game, I will be walking around and using a checklist to check for understanding. If the students are having a hard time with the game, I will check which which part of the concept they do not understand. During the next math lesson, I will review the game with a small group at the back table. 5) Reflection: Strengths: Overall, the lesson went smoothly. My pacing was very good. The whole lesson stayed on track with the lesson plan. I was struggling with pacing in my pervious lesson, so I kept a timer by me during my motivation/engagement and developmental activity. This helped tremendously. During my explanation of the game, I modeled it once, reviewed the rules, and then asked one student to demonstrate one round of the game with me. This part of the lesson went well. I paired the students so one high and one low student were working together. I found this is helpful because the students are not picking friends to partner with or messing around during the activity, and the high student can help the low student understand the activity. For the most part, the students were working the whole time. During the game, the class was fully engaged with their partner. Depending on the activity, I would choose partners again in the future. I was walking around checking for understanding as the students were playing the game. This gave me the opportunity to explain rules again to students who did not understand or praise partners who were working well together. At the end of the lesson, I gave a blue ticket (for the big event) to the partners who were working well together. I gave the class specific examples of good teamwork so they could work towards it next time. I will definitely be using the blue tickets again.

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Weaknesses: My biggest concern during the lesson was how I related my objective to the students learning. When I finished the lesson, I asked the students to tell the class one thing they learned. A lot of the answers were 2+8=10. This was something they were practicing, but overall they were learning how to construct addition problems, count cubes, and solve addition problems. This could be solved by specifically telling the students what they will be learning and reinforcing it throughout the lesson. Insights: After talking with my mentor about my lesson plan, she gave me some great advice. I only included one standard in my lesson plan, but she told me I could have included another standard as well. She told me about a resource the teachers use called wiki-teacher.com. The website has resources categorized by standard. It provides the standard, student-friendly learning targets, vocabulary, related standards, and workbook pages in Investigations.

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1. ________ + ________ = ________ 2. ________ + ________ = ________ 3. ________ + ________ = ________ 4. ________ + ________ = ________ 5. ________ + ________ = ________ 6. ________ + ________ = ________ 7. ________ + ________ = ________ 8. ________ + ________ = ________ 9. ________ + ________ = ________ 10. ________ + ________ = ________