# Rutherford, Heather – EDSE 444 – Lesson Plan – Combining Objects - 1

Lesson Plan
Teacher Candidate: Heather Rutherford
Title of Lesson: Combining Objects
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
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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.
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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
 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.
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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.

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