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Kerry Bryan

EDUC 523
Lesson Plan
Lesson Plan Details
Part 1

Scott Foresman/Addison Wesley: Mathematics, Teacher
Edition and student workbooks
Math manipulatives: unifix cubes, counting bears
Addition and subtraction flashcards
Fact practice worksheets

AERO (American Education Reaches Out) Standards:

Benchmark 5.2 Operations on Numbers
Computation Whole numbers- Use concrete objects to
model the addition of two or three addends and
subtraction of whole numbers related to sums less than
20 and write the corresponding number sentence.

Mental Math-Recall from memory single digit addition

facts (to 9+9) and the corresponding subtraction facts
Benchmark 5.3 Numerical Operations and Estimation
Problem Solving- Apply strategies including counting on,
counting back, and doubling for addition facts to at least

Specific Content Objective

Students will be able to use a strategy to figure out
addition or subtraction facts with sums up to 20.

Lesson Plan Details

Part 2
Expected prior Knowledge
-Students know, and can write, numbers 1-100.
-Students know the addition (+), subtraction (-), and equals (=)
-Students have used math manipulatives to represent addition
and subtraction problems.
-Students are familiar with addition and subtraction problems
written vertically and horizontally.

For this unit, my regular management system is in place, which
applies to the whole group, small groups, and students working

Classroom Expectations:
Respect others
Keep hands and feet to yourself
Be kind and encouraging

Follow directions the first time

Listen to teachers, adults, and other students

Classroom Management:
If a child is not abiding by the classroom expectations, I will
talk to him/her.
1st time: Warning
2nd time: Time out/move away from group
3rd time: Miss 5 minutes of recess/snack time
4th time: Phone call home.
5th time: See principal.
Each student has a magnet with his or her name on it, and it
begins in the smile () zone. If I have to speak to him or her,
it moves through numbers 1-5 accordingly.

Technology links
Single digit adding practice:

Students will have the opportunity to practice addition

problems and strategies using several different websites.
These are available to use both at school at home (link sent to
parents via email) to reinforce learning addition facts.

To differentiate, students can choose various levels of

difficulties on these websites that can challenge them at their
own level.
Elements of Universal Design for Learning
Principle 1: Representation-Presenting information by modeling using manipulatives to
represent numbers in addition and subtraction sentences.
Provide written numbers to accompany the number sentence.
-Model and think aloud as I decide upon a strategy to use to
solve a problem.
-Show a PowerPoint presentation that demonstrates varying
number sentences for which different strategies can be used.
Principle 2: Action and Expression
-Use the physical action of moving around manipulatives to
solve addition and subtraction problems.
-Allow students to write story problems to go along with the
addition and subtraction sentences to connect the problem to
the real world.
Principle 3: Engagement
-Use the computer practice games to help keep track of how
students are doing. This allows them to go against
themselves and work to get a better score.
-For certain students, provide goals and progress monitoring so
that students can be motivated to memorize the math facts.
Students who need a challenge or motivation can keep track of
this as they improve quickly.

Day 1 Plans
Practicing Adding with Concrete Objects
Anticipatory Set
I will tell some addition stories, and ask students if they can tell stories
like mine. Ill explain that Im going to ask out stories like that. Were
going to count them up together.
Modeling/Direct Instruction/ Teacher Input
-Sit in a circle around the rug
-Have counting bears in front of me only
-Today we will practicing joining together two sets of bears. When we
join two sets together, this is called adding.
-Begin by putting two small groups of bears in front of me. Count each
group and then count the total. Repeat several times, then record as I
make groups. We have two bears in this group and three bears in that
group. That looks like this: 2+3=5.
-Hold up a flashcard that already has an addition problem (without the
answer) and make piles of bears accordingly. Repeat. Ask students to
instruct me on how to solve the problem.
-Have stories to go with each flashcard. (I had 4 cookies, then I had
one more. How many did I have?)
Guided Practice/ Student Active Participation
-Bears are passed out to each child in the circle.
-Allow students one minute to make joining/adding stories and show
them with bears with the person next to them.
-Call for attention of the whole group. As a group, choose an addition
sentence and show it. Students can show the answer with their
-Allow students to come up with the stories and have all students show
the stories with their bears.
-Verbally affirm students around the circle as they show the correct
addition sentence with their bears. When students make a mistake,
tell them to check it again or fix it up. If this is repeated, move and sit
next to the student so he/she can be monitored more closely.

-Continue to reinforce correct illustrations each time there is a new

number sentence.
Assessment/ Identifying Student Success
Checklist for addition with concrete objects.
-Student correctly makes two piles with accurate number of bears to
reflect the addition sentence.
-Student can join the two piles together and count up the correct
number of bears.
-Student can accurately show that number on their fingers to reflect
what theyve counted.
-Student can complete said tasks independently, without looking at
peers for help.
-Student can complete said tasks without asking the teacher multiple
(Checklist is completed during the guided practice.)
Reflection/ Plans for Students with diverse needs who need
more instruction
Students who struggle with this lesson will most likely have trouble
moving on to adding without using concrete objects for counting. They
will need additional practice. If bears arent a good illustration, we
could try different colors of unifix cubes, where they could see the
actual joining of two groups that would be signified by two colors.
They can use these to count.

Day 2 Plans
Counting on or back, starting with the greater number
Anticipatory Set
Given a pair of numbers, students will call out the greater number.
This will be done many times, all with various pairs of numbers, ten or
Modeling/Direct Instruction/ Teacher Input
-Have several addition and subtraction problems written on the board.
-For each problem, identify the greater number and circle it.
-Discuss that the addition sign means going up, so you have to count
on for the second number. The subtraction sign means going down, do
you have to count back for the following number.
-Draw the number of dots that goes with the second number, under
that number. For example, if the smaller number is 3, you draw 3 dots
under the three. These dots are used to count on or back.
-Start with the greater number. Then count on or back (depending on
the sign, to determine the correct answer).

-Show several examples of counting on and back in this way.

Guided Practice/ Student Active Participation
-Students will have the opportunity to come to the board to explain the
process and solve an addition or subtraction problem.
-Pairs of students will be given a worksheet to solve the problems
together. They are reminded to circle the larger number, pay attention
to the sign, and count the dots under the smaller number, either
counting forwards or backwards.
Assessment/ Identifying Student Success
Checklist for counting on or back
-Students accurately circle the greater number.
-Students know what (+) and (-) mean and use the signs to count on or
back, accordingly.
-Students draw the correct number of dots under the smaller number
and use those dots to count on or back.
-Students write the answer after the (=).
Reflection/ Plans for Students with diverse needs who need
more instruction
I will meet with struggling students in a small group. We will still
practice finding the greater number and circling it. If needed, we can
count out unifix cubes for each number, and choose the longer tower
as the greater number. Then, starting with that number, we will count
on or back with the smaller tower.

Day 3 Plans
Use a number line to count on or back
Anticipatory Set
-Ask students what a number line is
-Draw a giant number line on the floor (concrete), or outside on the
-Make spaces about one step apart so that students can walk up and
down it
-Demonstrate how to walk up (counting on) and down (counting back)
Modeling/Direct Instruction/ Teacher Input
-Review counting on and back from day 2. Discuss using the number
line to count on and back.
-Identify the greater number, and step on that number.
-Walk the amount of steps that is equal to the smaller number.
-The number landed on is the answer to the problem

Guided Practice/ Student Active Participation

-Students will each have their own addition or subtraction problem to
model on the walkable number line. The class will help them count
on or back to figure out the answer to their problem.
-I will model how to use a number line on paper, counting on or back
-Students will complete a worksheet to practice counting on and back
on a number line
Assessment/ Identifying Student Success
Checklist for Counting On and Back on a Number Line
-Student starts with the greater number.
-Student moves the correct way on the number line for addition and
-Student associates the number they end on as being the answer to
the problem.
Reflection/ Plans for Students with diverse needs who need
more instruction
Students who struggle with the number line concept or worksheet, will
go back to the walking number line. They will practice addition and
subtraction isolated so they understand that addition is going up and
subtraction is going back.

Day 4 Plans
Learning Doubles for Addition
Anticipatory Set
-Teach the doubles rap
Doubles. Doubles. We can add doubles! Its no trouble for me to add
doubles. 1+1 is 2. 2+2=4. 3+3=6. 4+4=8. 5+5=10. Doubles. Doubles.
We can add doubles. Its no trouble for me to add doubles.
Modeling/Direct Instruction/ Teacher Input
-Write out the doubles
-Have students look for patterns (skip counting by 2s)
-Teach that learning doubles can help us with addition AND subtraction
-Repeat the doubles rap
-Model making flashcards for doubles
-Model practicing flashcards with a friend

Guided Practice/ Student Active Participation

-Students will create their own flashcards for adding doubles
-Students will practice quizzing a partner with flashcards
Assessment/ Identifying Student Success
-Students will accurately create their own set of doubles flashcards.
-Students will complete a doubles fact practice worksheet, with
repetition so that it helps them to memorize these facts.
Reflection/ Plans for Students with diverse needs who need
more instruction
Students who need more help will begin by reviewing the pattern of
doubles going up by 2. Well talk about how if youre doubling 4, you
can count by 2s to 4 (on fingers) and find the double. Students will
have extra practice with flashcards.

Day 5 Plans
Learning Doubles Plus 1 for Addition
Anticipatory Set
-Review the doubles rap
-Ask a couple doubles facts to review
-Write a double+1 on the board (ex. 3+4)
-Ask if its a double
-Draw a number line and show that 3 and 4 are NEXT to each other on
a number line
-We know that 3+3 is a double and it equals 6. Show that since 4 is 1
more than 3, we just need to add one more.
Modeling/Direct Instruction/ Teacher Input
-Write several doubles problems on the board with space between
-Have students solve the double facts.
-After 4+4, write 4+5. After 2+2, write 2+3.
-Ask students if they see the pattern.

Guided Practice/ Student Active Participation

-Have them give examples of doubles and the corresponding doubles
+1 facts.
-Act out several double problems with students so children can clearly
see the other 1 being added on.
-Have 4 boys and 4 girls stand in front of the room. Have students
count or say the answer. Now have one more girl join the other girls.
If we already had 8, we know one more is 8. 4+5=9. Repeat several
times to illustrate different facts.
Assessment/ Identifying Student Success
-Students will complete a worksheet that pairs doubles with doubles
+1 facts. One half will be with the corresponding facts next to one
another; the other half is the facts mixed up. A number line is at the
top for reference (Are the number next to each other? Yes- this must
be a doubles +1 problem.)
Reflection/ Plans for Students with diverse needs who need
more instruction
Students who have trouble with this concept will first practice doubles
once again. This will be done with concrete objects to ensure there is
knowledge of what the numbers represent. Then, still with concrete
objects, doubles +1 facts can be added in to see the patterns.