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Lesson Plan

Teacher Candidate: Heather Rutherford

Title of Lesson: Combining Objects

Grade Level(s): 1st Grade

Subject Area: Math

Location of the lesson (specify if in general or special education class): ILC Classroom

Grouping (highlight: 1:1, small group, large group)

**Preparing for the Lesson
**

1. Lesson Topic: What are the “big ideas?” How does this relate to what students are

currently learning in general education?

The students will learn to combine two sets of objects to make a larger group.

2. What are your learning targets for the lesson (i.e., what are your primary and supporting

objective of instruction)? What do you want the student(s) to learn and be able to do at

the end of the lesson?

When given two groups of objects, the student will be able to combine the two groups

to make one larger group, 8 out of 10 times as measured by a teacher made checklist.

3. What Content Standards(s) and/or EEO’s will this lesson address? How does this lesson

relate to the 21st Century skills?

Content Area: Mathematics

Standard: 1. Number Sense, Properties, and Operations

2. Number relationships can be used to solve addition and subtraction problems

EEO VI. Combine two sets of objects to make a larger set, using sets up to five.

**This lesson relates to the 21st Century Skills by allowing the student to use objects
**

associated with math.

**4. List specific IEP goals that will be addressed during lesson:
**

Given targeted, focused, intensive instruction, the students will improve their

functional mathematical skills as measured by the ILC Math Rubric.

5. Describe Specific Strategies to be taught/modeled during the lesson. How will you

incorporate the strategies, which have been taught/modeled into the students’ content

courses (math, literacy, behavior).

I will be using prompting, both verbal and physical.

I will be using explicit instruction.

I will be using math manipulatives and tactile learning

Rev 11-10-13

**Rutherford, Heather – EDSE 444 – Lesson Plan – Combining Objects - 2
**

**I will be using movement and kinesthetic learning
**

These strategies are used in all of the students’ content courses.

**6. What background (prior) knowledge do the students need to have to be successful? If the
**

students do not have this knowledge how will they get it?

The students have prior knowledge of using manipulatives to group objects. The

students are familiar with counting objects in a group.

7. How will you address classroom and behavior management/grouping issues during the

lesson?

The students will be in a small group with the teacher and 2 – 3 other paras for

support. The students have a variety of language and processing abilities. I will

need to be cognizant of my verbal language and keep it short and to the point. The

use of the manipulatives, visuals, and movement should be a bigger portion than the

verbal directions.

8. Materials and Resources (What do you need? How/where will you get it??)

Math manipulatives: Unifix Cubes

Alligator symbols for more and less. Equal sign symbol for same

White boards for students

**Teaching the Lesson
**

1. Anticipatory Set –

a. How will you get the student(s)’ attention?

o I will ask the students to join me at the table. I will show them the math

manipulatives and give them each a handful.

b. Review and relate prior learning/lessons.

o I will ask the students to show me a group of __ number of cubes. I will

repeat these instructions three or four times.

2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight.

a. What are the specific steps you will follow when teaching this lesson. Be sure to

include the following:

i. what the teacher will teach or model,

I will ask each student to show me __ number of cubes

I will ask two students to push their cubes together and count how

many they have in all.

I will say the numbers again in a mathematical expression. For

example 2+2=4.

I will repeat these steps at least 3 times.

ii. how the students will be engaged in the lesson, and

I will introduce the ten frame game.

The students will roll the dice one at a time.

Each student will count their cubes out onto a ten frame.

Rev 11-10-13

**Rutherford, Heather – EDSE 444 – Lesson Plan – Combining Objects - 3
**

**Two students will count how many they have in all by counting all of
**

the cubes on both ten frames

The students will take that number and show it on another ten frame

with the cubes.

The students and I will say the mathematical expression.

I will repeat these instructions at least 5 times.

**iii. how the students will demonstrate their learning (Guided Practice)?
**

The students will be given a worksheet where they have to combine

groups of objects

The students will complete these worksheets with guidance from the

teacher.

3. What, if any, scaffolding and/or additional accommodations/modifications are needed for

specific student(s)?

The students in this group have been identified as having a speech/language, autism,

and/or Down syndrome. Verbal language is very limited with this group and I will

have to use prompting and wait time as needed. The students can become unfocused

and off-task very easily. I will have to be cognizant of this and be prepared to

redirect/refocus the students often. The students will each have a token board.

During the lesson the students will earn tokens for being on task. When they receive

all 5 tokens, they will earn a preferred choice.

4. Checking for Understanding- How will you check for understanding? Using Bloom’s

Taxonomy, what questions might you ask your students?

Knowledge

o After writing a number on the whiteboard: Tell me the number I just wrote.

Comprehend

o Show me 5 bears.

Apply

o If I add one more to this group, how many will I have?

Analyze

o

Synthesize

Evaluate

5. Re-teaching: What will you do differently if the student(s) do not understand the

concepts in the lesson?

I will have to see how the students respond to the lesson. I will then reflect on what

worked, and what did not work. With that information I can decide how I would reteach the lesson.

6. How/where will students integrate (generalize) this learning into future

lessons/activities? This is your PURPOSE (how will this relate to real life?).

In real life the students will use this concept whenever they need to count and

combine objects.

Rev 11-10-13

Rutherford, Heather – EDSE 444 – Lesson Plan – Combining Objects - 4

7. Closure:

a. How will you review the content covered during the lesson so students can

demonstrate learning of the lesson concepts (this should be tied to the main

objective).

o The students will come back as a group and we will review what we learned.

b. How will you formally END the lesson (e.g., Students show/tell what they

learned, answer an “exit” question as their “ticket out the door”, “list 2 things you

learned, and one question you still have”).

o The students will have earned their 5th token at the end of our group

discussion. This will be their time to transition to a preferred activity.

8. Independent Practice: What will this look like? Is there homework? Completion of a

product? Practice a skill learned in class?

o The students are at various independent levels. I will provide worksheets for

the students that can be independent. The other students will

demonstrate/practice their skills with the teacher and paras during math and

calendar times.

9. Evaluation: How will you evaluate/assess student learning (this must be more than

completing classroom work)?

o The next day, during calendar time, I will ask the students to show me two

different groups of objects and then tell me how many are in all.

Rev 11-10-13

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