Lesson Plan 1: Grade/Subject: 1/math Unit: Addition Lesson Duration: 40 Mins

Cameron Brucker
Education
November 09, 2015
C&I
Lesson Plan 1
Grade/Subject: 1/Math Unit: Addition Lesson Duration: 40 mins
SPECIFIC OUTCOMES FROM
ALBERTA PROGRAM OF STUDIES
LEARNING OBJECTIVES
Formative & Summative
ASSESSMENTS
Students will:
8. Identify the number, up to

20, that is:
one more
two more
one less
two less than a given number.
Name the number that is one

more, two more, one less or
two less than a given number,
up to 20.
Represent a number on a ten
frame that is one more, two
more than a given number.
Identify numbers that are one
more or two more than a
given number
Observe: Look if
students know their
numbers up to 10
Key Question: How
many students know
what adding is? What
students can add
Formative: Can a
student add by more
than 1? Can students
identify numbers
pictorially and in
written form
LEARNING RESOURCES CONSULTED

Resource #1: Mathematics Kindergarten to Grade 9 Program of Studies
Resource #2: Mathematics Kindergarten to Grade 9 Achievement Indicators
MATERIALS/ EQUIPMENT/ SET UP

* Math Manipulatives
* 12 ways to get to 11
* SMART Board number line, animal pictures
* Worksheets
* Number Chart
PROCEDURE
Introduction (10 min.):
Hello class, today I want start by reading you a book. This book involves addition by a show of
quiet hands, who here knows what it means to add? Thats good a few of you seem to know what
adding is. After reading the book, I am going to ask again who knows about adding and we can see
how many hands are up then. (read 12 ways to get to 11) Alright boys and girls now by raising
your hand again who here know about adding? Great I am glad to see how many of you were
listening to my story. Today we are going to be working with numbers up to ten and maybe starting
to learn how to add two numbers together. If you dont get it right away that is fine, we will work
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Cameron Brucker
Education
November 09, 2015
together to hopefully get you guys to be able to add up to 20! To begin we are going to be drawing
out the numbers 1-10.
Body (25 min.):
Cameron Brucker
Education
November 09, 2015
Number Familiarity:
Before beginning introduce the number line on SMART board,
encourage the students to count along with you as you point to the
numbers.
Tell a number story allowing the students to come up and place
objects in the story beside the corresponding number.
Students are now given the opportunity to demonstrate their
understanding by using individual worksheets, peer collaboration is
encouraged.
Students will be given a worksheet with names of numbers.
Students need to show the amount of the number, using pictures.
Students will then be given a worksheet with objects of a certain
amount.
Students need to write how many objects there is in number form.
During the time students are working on their worksheets I will be
going around to check for understanding and to give assistance
where needed.
Examples of correct work will be at the front on a SMART board if
the students are confused or unsure if they are correct.
*If time permits move into learning how to add easy numbers.
Adding One and Two by Counting On:
Students will be brought back to the SMART board
A new number story will be told starting with a set number of
objects placed on the number line. For example, 2 chipmunks were
walking the forest. Two chipmunk pictures would be placed on the
number line, 1 chipmunk in the 1 spot and 1 chipmunk in the 2 spot.
As the story progresses and more chipmunks join their group, the
chipmunks will go in the next number slot. Start by going up by
ones.
During different intervals ask the students how many of the object
do I have? Ask the students to explain their reasoning.
Now add 2 more instead of one object then see if the students can
figure out how many there will be using the number chart.
Do this a few more times adding one and sometimes two but
starting at different points on the number chart. Make sure all
students are given the opportunity to try and add using the smart
board, if a student is struggling help them out by either using the
class or by whispering the answer or next step in the process.
Students will be told to put their worksheets away if they have not
finished them and the second activity wasnt started. If the second
activity was started Class tomorrow when we do this again we
will be coming up with our own story adding either one or two
things to our story than drawing a picture of what you added to your
story, a before and after scene showing what you added to your
story.
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Observational:
By interpreting the students
willingness to participate I
will be able to see if there is
an understanding. If there are
no hands or lack of eye
contact, I will know there is
some work to be done.
Formative:
Students will receive
worksheets to show their
understanding.
Observational:
Students who are chatting or
moving around a lot may be
having trouble. If students
complete the sheet with no
problems before time limit is
reached the class is ready to
move on. If the class is
struggling with finishing
worksheet more time may be
needed with concept.
Product:
Worksheet to take home with
them to show their parents
what they have learned and to
be able to tell them what they
are going to learn about next.
Observational:
Are the students excited to use
the SMART board? Which
students are being disruptive
and why might that be? Are
students comfortable with the
number chart and how it can
help them find a desired
number. Are the students
confused by the story if so can
it be put simpler?
Key Questions:
Do the students look
comfortable counting up by
ones? Are students ready for
counting up by 2? Are
students ready to move into
adding two number?
Cameron Brucker
Education
November 09, 2015
Closure (5 min.):
Class I want you to take home your worksheets and study them. Talk to your parents about what
you learned today and show them your worksheets from class and then ask them about helping you
with doing some addition for practice. Do you guys have anything you would like to ask me about
numbers? (Answer the appropriate questions) Great work today guys make sure to try and practice
your numbers. *Dependent on if they got to the second activity Tomorrow we will be working in
adding by joining two different numbers together! If they did not get past first activity, talk about
the second activity.
Lesson Plan 2
LEARNING OBJECTIVES
(2-3, clear, and measurable)
Students will:
9. Demonstrate an
understanding of addition of
numbers with answers to 20
and their corresponding facts,
concretely, pictorially and
symbolically, by:
Creating and solving
problems in context that
involve addition
Modelling addition, using a
variety of concrete and visual
representations, and recording
the process symbolically.
Cameron Brucker
Education
November 09, 2015
ASSESSMENTS (How
will you know they met
learning objectives?)
(Observations, Key
Questions,
Products/Performances)
Choose a method to solve a

problem
Create an addition problem
based on personal
experiences, and simulate the
action with counters.
Describe and act out number
stories
Observation: Are
students
understanding joining?
Which students are
having trouble? Are
students able to solve
the problem without
help?
Performance: Students
are able to move the
images to proper area
and are able to find the
total/sum (formative).
Students can act in the
number story with
confidence.
Key Questions: Do the
students understand
what joining is? Can
the students use their
experience to help
solve the story?


* Smart Board (Dinosaur Activity)
* Lily Pad Worksheets
* Number Chart
* Drawing utensils
* Frog Template
PROCEDURE
Students will join the teacher sitting in a circle.

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Cameron Brucker
Education
November 09, 2015
Hello class, today we are going to tell a story, and if you remember there is 3 parts to a story (a
beginning, middle, and end) The middle of our circle is going represent a pond. Can someone
name me some animals that live in ponds? (take answers until a student gets to frog or if they get
off track suggest frog and transition to the next part) Our story is going to begin with 4 frogs
hoping into the pond. I am going to point to 4 (any number from 1-8 works) of you, if you have
been picked go into the middle of the circle. Now we get to the middle of the story, where two
more frogs jump into the pond. I am going to point to two more people, when I do go join the
others in the circle. Now who can tell me how many frogs are in the pond in the end? Alright frogs
in the middle can you go back and find a place in the circle. So now who could retell the story to
the class from beginning to end? So as we saw, we began with 4 frogs and than two were added
when they jumped into the pond. Than there were 6 frogs in the pond. I think a great name for this
story might be 4 frogs and 2 frogs is 6 frogs. Alright boys and girls when I say pickle-feather you
can go back to your desks. I am going to hand you a sheet of paper with 2 lily pads. When you get
to your desk I want you to draw out the story we just told showing 4 frogs on 1 lily pad than 2
frogs on the other lily pad. Pickle-feather!
Body (20 min.):
*if not done the day before*

Adding One and Two by Counting On:
Students will be brought back to the SMART board
A new number story will be told starting with a set number of
objects placed on the number line. For example, 2 chipmunks were
walking the forest. Two chipmunk pictures would be placed on the
number line, 1 chipmunk in the 1 spot and 1 chipmunk in the 2 spot.
As the story progresses and more chipmunks join their group, the
chipmunks will go in the next number slot. Start by going up by
ones.
During different intervals ask the students how many of the object
do I have? Ask the students to explain their reasoning.
Now add 2 more instead of one object then see if the students can
figure out how many there will be using the number chart.
Do this a few more times adding one and sometimes two but
starting at different points on the number chart. Make sure all
students are given the opportunity to try and add using the smart
board, if a student is struggling help them out by either using the
class or by whispering the answer or next step in the process.
Observational:
Are the students excited to use
the SMART board? Which
students are being disruptive
and why might that be? Are
students comfortable with the
number chart and how it can
help them find a desired
number. Are the students
confused by the story if so can
it be put simpler?
Key Questions:
Do the students look
comfortable counting up by
ones? Are students ready for
counting up by 2? Are
students ready to move into
adding two number?
Observational:
Wander the class to check for
understanding and if there are
behaviors quickly deal with
them before they become a
bigger problem. Check for
students who are fidgeting or
may be off task and encourage
them to get back on task. If
the whole class seems restless
get up and stretch to work out
the wiggles.
Adding by Joining:
Students sit at their desks and draw frogs on the lily pads, at their
desks there is examples of frogs, as well as on the SMART board at
the front of class.
Teacher will be going around to check for understanding, provide
encouragement, and provide assistance when necessary.
Make note of which students might be struggling.
When students have completed their drawings, tell them that need to
write the total number frogs on the lily pads in both number form
and in words. (i.e. 6 frogs and six frogs)
For ELL learners having an example and a model of the correct
Observational:
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Cameron Brucker
Education
November 09, 2015
product. After all students are done or 10 mins have passed have the
students put their paper away in a safe place to take home to their
parents. Have the class join the teacher by the SMART board for an
interactive game using dinosaurs, and how we might be able to get
the dinosaurs home before sunset. (Talk up the new Pixar dinosaur
movie if time allows)
Are there students who need

an example at their desk and
not just on the front board?
Are there too many students
finishing early or not finishing
in time?
SMART Board Activity (Addition):

Dinosaur Activity
4 dinosaurs are placed in forest on the board, 4 other dinosaurs are
on the other side of the forest. Those 4 dinosaurs have to get back
home. Students will be picked to come up to the board and grab one
of the dinosaurs and move it over to where the other 4 dinosaurs are.
Once all the dinosaurs have been moved the class needs to work to
together to determine how many dinosaurs there are. Explain that
when the groups of 4 and 4 get together it is addition since your
combining 2 groups. Explain that the end number is called a total.
Ask the students to explain how the total of 8 is correct? If they can
explain it, ask the students to show you how; using the board and
images. Ask the students what is another way you can tell what
number is four more then 4?
Repeat activity with different equations taking different step up
numbers and have the students complete it until the whole class has
had a chance to participate.
With students who are struggling with understanding, the teacher
should hint or help guide the student in the proper direction.
ELL students can also be given manipulatives to assist in their
understanding by having a physical object to hold, but the SMART
board activity should be sufficient.
If the class is struggling with the larger numbers, decrease the
number values to the lower range.
When all the students have had their opportunity with activity, the
teacher will have the class wait for a new signal word to go back to
their desks.
Key Questions:
Do the students understand
what joining is? Can the
students use their experience
to help solve the story? What
other number combinations
can the students solve for?
Performance:
Students are able to move the
images to proper area and are
able to find the total/sum
(Formative).
Observational:
Are the students engaged in
the activity? Do the students
want to participate? If few are
hands are put up to answer the
question, lower the value of
the numbers. Is the SMART
board working properly or is it
affecting the learning in any
way?
Observational:
Which students didnt come
up to do the activity when
offered? Talk to those students
and identify the reason for not
wanting to participate.
Closure (5 min.):
Class, you may not know this but today we did some addition! We even started to make equations
or math problems. Who can tell me what a total is? That is great! You guys have done such a great
job creating stories using numbers just like the one I read to you on the first day of our addition
unit. Tonight I want you to bring home the lily pad sheets with pictures so your parents can see
what youre learning, also remember to keep practicing with your number charts, asking your
parents for help as well. Tomorrow we will be learning how to add different numbers up to 10
using new numbers to get to different totals.
Lesson Plan 3
Cameron Brucker
Education
November 09, 2015

LEARNING OBJECTIVES
Students will:
you know they met learning

objectives?)
ASSESSMENTS (How will

(Observations, Key
Questions,
Products/Performances)
9. Demonstrate an
understanding of addition of
numbers with answers to 20
and their corresponding facts,
concretely, pictorially and
symbolically, by:
Creating and solving
problems in context that
involve addition
Modelling addition using a
variety of concrete and visual
representations, and recording
the process symbolically.
10. Describe and use mental

mathematics strategies
(memorization not intended),
such as:
Making 10
Represent the numbers and

actions presented in a
given problem by using
manipulatives, and record
them using sketches and/or
number sentences.
Create an addition problem
based on personal
experiences, and simulate
the action with counters.
Represent a given problem
pictorially or symbolically
to show the additive and
solve the problem.
Use and describe a

personal strategy for
determining a given sum.
Visualize addition
combinations for 10
Informally explore missing
addend problems


* Monster Math
* Deck of Cards (10-K taken out)
* 10 Frame Chart
* Math Manipulatives
* Test Sheet
Performance
(Summative): Problem
solving and creating an
equation with a number
story
Observation: Can the
students create different
equations? Are students
able to use manipulatives
to assist them in solving
problems? Are a majority
of students struggling to
write equations?
Key Questions: Are
students ready to be
tested? Can students find
the total of two numbers
equaling up to 10?
Observation: How are the
students getting to
answer? Can students fill
in missing information
from an equation? Do
students still need a
number chart?
Cameron Brucker
Education
November 09, 2015
* Color by Numbers Sheet
PROCEDURE
The students will come to the carpet.

Hi Class, today we are going to see how much you remember. As you can see I have a deck of
cards here, I have taken out the 10 card and the face cards (jacks, queens, kings). Each of you will
be receiving a card I want you to find a person in the class with a card that that will give you a
total of ten. So say if my card was the 4 I would have to find someone with the 6 card, that would
total 10. If anybody is unable to figure out what number would help them total 10 Please, come see
me and I will give you hint as to what number you have to find. I dont want to hear the volume of
this activity get to loud, so remember to use indoor voices. If it does get too loud we will stop the
activity. Once you have found your partner come sit back on the carpet. When I say the king has
come you my get up and try to find your pair. After our activity we are going to an activity on the
smart board to test your adding skills so far, then we may play a fun game if we have the time and
everyone is well behaved. (cue phrase) Now that each of you are in pairs (dependent on the
amount of students one group of three, can be picked before game if that is the case) we are going
to move into our next activity. You and your partner are going to sit at one of the tables, then I will
come around and hand you each a 10 frame chart, there will be foam cut outs at your table, we
need to leave those where they are until I explain the next part.
Body (25 min.):
Frame Charts (Partner Activity):

Using a 10 frame worksheet and a sheet where they are able to write
the equations they make, pairs will work together to make math
phrases all adding up to ten using the equation that made them
partners as their starting point. They will use the foam
manipulatives, placing them on the frame worksheet to find
combinations that equal ten. (must show work, to demonstrate
understanding) They will be tasked to get 3-5 math phrases (based
on well they are understanding the material)
If assistance is needed they are able to come, see the teacher or go
talk to other classmates for help/hints.
Once they have completed the required amount of equations the
pairs must go to the teacher to check for correctness.
For the students who are finished they can use the manipulatives to
make equations that dont equal 10. Those totals can either be above
10 or below 10. In their pairs they can talk about what they think the
total is.
When the class is finished or 10 minutes have expired, the class
needs to put away their charts and equation sheets. Then they need
to grab the manipulatives and place them in a box that the teacher
has.
Tell the class after they have put away their materials they need to
come join the teacher at carpet.
Equation and Answer (Matching):
9
Observational:
Are students able to work in
their partner groups? If there
is little work getting done, pair
will be separated, either with
new partner or to work
individually. Are the
manipulatives being used
properly for learning or are
they distractions to students
work?
Observational:
Are students able to make 3-5
math phrases? If students are
not able to create the math
phrases lower the required
number. If students are able to
do it quickly increase to
required number for those
pairs. If the entire class
struggles to do this reconsider
doing the test.
Key Questions:
Can students create math
phrases confidently and
accurately? Are effective
strategies being used to solve
the equations?
Cameron Brucker
Education
November 09, 2015
Students will receive worksheets with equations that have a blank

space after the equal sign. There will be a column on the right hand
side with the answers to the equations in a random order. Students
are tasked with matching the proper answer to the appropriate
equation. The sheet will be handed into the teacher after they
complete the task for marks and to assess where the classes
understanding is. Explain that this a silent activity and there should
be no talking until the class has finished the assignment.
*Sponge activity: A color by numbers sheet, the way the find out
what color corresponds with a number, a math equation must be
done.
For the learners who you know are struggling (identified by the
formative assessments), have a classmate who finishes early and
that can be trusted to help without giving the answers. Another
option is to place the teacher in the back of the class to assist
students by having them come to back to ask any questions they
may have.
The test will be handed in for marks and feedback will be given to
students about their performance, when the test is handed back.
*If the class finishes early play the game of Ladders
After students are finished, congratulate to students on a job well
done, encourage students who may have be struggling as well as
students who knew their stuff. Equally trying to encourage the class
to continue to build confidence. Tell the students to come over and
gather by the carpet sitting legs crossed.
*time allowing (optional)
Ladders:
A game of addition, have the class sit down in group and explain
that we are going to play a game of addition, but in this game we are
going to be active but we still need to be safe. There will be some
stepping over of peoples legs so if that makes you uncomfortable
you may come sit on the side by me. Addition questions will be
asked (doing only easy math equations up to ten or twelve
depending on class size, only using addition equations) and when a
pairs number is the answer (i.e. 2 + 2 =? When pair 4 realizes that
their number is the answer they need to get up and race), the pair
will need to race out of their seat and up the ladder, then back to the
beginning and up the ladder again until they have reached their
original spot, first one back to the spot receives a point. Using a
student in class, and a pair of random students demonstrate what
action is expected. To begin students will partner up. Sit the students
down in an open space. Positioned in a two rows, vertically. Have
the partners sit across from one another connecting the soles of their
feet like rungs of a ladder. After the class is positioned number the
pairs off starting at 2 and counting up. Once all the pairs have their
numbers, show another example with a student of what is expected
10
Observational:
Are students body language
closed off or are they relaxed?
Is there a large amount of
students who need help with
the questions? Do students
understand the language being
used on the test?
Observational:
Are students keeping their
eyes on their own test? If
cheating comes up, its a
warning before they get sent
to a table in room by
themselves.
Performance (summative):
Problem solving and creating
an equation with a number
story
Observational:
What students need assistance/
more time after the test is
done? Is there something I
could do to make it better
experience or explain an idea
more thoroughly? Do I need to
create a separate group to go
over what we have learned so
far?
Observational:
Have students been well
behaved? Are they ready for
an activity with people near
their personal space? Can the
students do the activity safely?
Observational:
Is there enough space in the
classroom? Are there too
many students to make the
game easy enough for them to
be able to solve the problems?
If unable to get the answer
right away are they becoming
discouraged?
Key Questions:
Can the students solve the
problem quickly? Are the
Cameron Brucker
Education
November 09, 2015
using the current group because it is what the game will look like
when its played. Once the class is quiet and ready to go you may
start the game. Play the game for as long as time allows or until
students lose interest or they are having difficulties understanding.
Tell the students to come gather by the carpet sitting legs crossed.
students developing the proper

mental math strategies?
Closure (5 min.):
Great job class, to finish off today we are going to read a short story (Math Monsters) about math
again. Now before we begin who can tell me, they know about adding? (all hands should be up)
Look at all you smart students!
(read book)
Thank you all for great day! Does anybody have anything they want to go over from todays
lesson?
Tomorrow we are going to create a story like the one I just read to you. We will use numbers to tell
a story, we will work in groups to create pages of a book. When we are finished we may even put it
together so you will have your own number story book.
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Cameron Brucker
Education
November 09, 2015
Rationale for Lesson Plans

As a develop into a teacher, I want to start looking at designing and implementing lessons. My
overall objective before I began was to design a physical education unit, but after having done my
orientation at my practicum placement I changed my mind on the subject I would do. When I was
designing these 3 lesson plans I targeted them toward math specifically grade 1 addition as that is what
I will be teaching out in the classroom. My TA told me my first lessons in the class will be addition,
which scared me. I choose to do this subject so that I was able to ease myself in, by at least doing the
work ahead of schedule to put my mind at ease and to become more knowledgeable in a subject that
isnt really one of my passions. I decided to shorten the amount of activities in the lessons because I
felt to many activities would be overwhelming to children especially kids this young.
My overarching question that I believe needs to be answered is What is the total of two
numbers combined and how can is be written? A student statement may look something this I will
be able to add numbers up to 10, I will be able to write a number story, or I will know when two
numbers combine the result is called a total. As I wrote out my lessons I kept this question in mind
when I thought of the outcomes I would like to observe. My outcome for my first lesson plan is that
the students will be familiar with numbers and addition will begin to be introduced gradually after I
can see that they understand written number and quantities of objects. The reason I chose to design the
plan in this way is because the previous unit in grade 1 before addition and subtraction is number
familiarity up to 20. The class I will be working with is a ESL class with many students just learning
the language, so I wanted to confirm the students learning is where it needs to be before progressing.
For my second lesson plan I wanted to start introducing adding numbers through the use of
literature. Creating stories for the children to be able to relate to and be a part of. I used interactivity to
my advantage for this lesson so they would be learning visually, through auditory instruction, and
kinetically by touching physical objects and virtual objects on the SMART board. In this lesson I
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Cameron Brucker
Education
November 09, 2015
wanted to get into the very basic addition by defining what a total is and how they can make a total by
combing two numbers. As I was planning out the activities I kept in mind that this is the students first
experience with this subject matter. I placed a large amount of formative assessment in my lessons to
prevent the students from feeling rushed. During the closure of my lessons I put emphasis on the
students practicing the skills they learned at home with their parents. With addition being such large
building block in the growth of a students math skills, I decided to use a two-pronged approach to help
create a mastery in the subject.
For my third lesson plan I skipped ahead a bit in the process of teaching addition to the point in
which the class would be ready to move on to subtraction. For my intro and first activity I placed the
class in review scenarios in an exciting and engaging way. I used partner work so that students who
may have been struggling were able to learn from their peers as another way to ensure the class had
understanding of concept (addition). My thought process for advancing past of few of the other lessons
was that at this stage I would be able to do a summative assessment. I mentally debated for a short
while the reason for a summative assessment with a grade this young. I reasoned that a mark
demonstrates an understanding of the material, which can help identify the students who may still more
time with concept. If at the end of the test, there is large amount of student who dont demonstrate
understanding more time needs to be spent with the subject. I made the summative assessment
matching so the answers were available, they just had put the correct answer in the appropriate spot. At
the end of the lesson I introduced a game that can be modified as the students progress in their
learning. It allows the students to be active in a subject not commonly known to have an active
element. By the end of this lesson my hope would be that the students would have a good grasp on the
concept of addition so we could move on to learning about subtraction. Continuous assessment would
ongoing, to confirm there is no disconnect when it comes to adding numbers, specifically when the
class gets to adding bigger numbers.
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Cameron Brucker
Education
November 09, 2015
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Cameron Brucker
Education
November 09, 2015
Group work
Learning pairs
Media
Individual guided
practice
Reading
Writing
Learning games
Teaching Strategies
I want use this strategy because I
believe some of the best learning
takes part in a social setting. Students
seem to enjoy the work more if they
are able to work with their peers. It
can also be less intimidating to talk
with peers, than to ask the teacher.
I would use this strategy for many of
the same reasons for group work, but
this strategy is more controlled then a
whole group dynamic. Less space is
taken when working, easier to adjust
and move the pairs around the room.
Lessons in this day age use
technology as many students are
familiar with this tool in their
everyday life. Using media in the
classroom can be a great way to
engage students in the learning by
making the students use different
mental exercises to achieve a desired
outcome. New technologies are
something I am interested about
integrating in my teaching, trying to
learn more about what I can do to
involve students more.
I wanted to use this strategy in the
school setting as well as in their
household setting. By practicing their
skills, they will be able to have a
deeper knowledge of subject matter
and be able to preform a targeted task
with greater accuracy.
For correct results the students must
able to understand how to read an
equation and determine its total.
Students will also need to be able to
write down an equation having 3
numbers, an addition symbol, and an
equals symbol. Students should be
able too write up to the number 20
To bring physical activity into the
classroom I wanted to bring in a
creative way to make math
entertaining and allow them to take a
product out into the playground and
15
Allow the students to work in

a group to use their peers for
learning. Involved in the
learning process more likely
to stay engaged
Allow the students to work in
a group to use their peers for
learning. Involved in the
learning process more likely
to stay engaged
Using a medium they are
familiar with in their life
outside of school. Technology
these days a great job of
having students stimulated
and engaged.
Short time intervals of

practice. Students will not feel
left behind in the learning and
create an atmosphere where
students arent shy to speak
up.
A skill that when developed
allows for participation, use
stories that involve class or
interests of the class.
A skill being developed
continually. Write in various
ways to make it different and
get the students to try new
methods of writing.
The students are active, being
in the moment to learn =
active engagement. If its
entertaining they want to be
part of it.
Cameron Brucker
Education
November 09, 2015
use it in a social setting. The game

allows targets those students who
learn better kinetically.
Direct Instruction
For the first few times of introducing
the concept I feel its better to take
guidance from an expert (teacher) the
students will benefit more and it will
deliver a reliable and accurate
description of the task that needs to
be accomplished.
Parent participation Involving the parents in some cases
can be beneficial to classroom
success. Having a second voice to
reiterate the information and turn it
into long term memory that they can
recall at any time.
Role playing
Using role play is a way to involve
drama in the classroom as well as
have the students build confidence by
having them act in front of their
class. Some students thrive in a
setting of being the center of
attention in class as well.
Problem based
With addition problems students do a
learning
lot of problem based learning.
Solving the problem of what will
happen when variables do a function
can give students. When students use
this strategy it prepares them for real
life scenarios that happen in social
settings and employment scenarios.
16
Helps to guide, can be done in

different ways so it keeps it
fresh and the students will
want to see how it will be
approached on different days.
Using their parents to help get
answers, students feel
comfortable asking parents for
help and are usually engaged
with their family.
The students are active, being
in the moment to learn =
active engagement. If its
entertaining they want to be
part of it.
Using games and activities to
help student find the answer,
but when done in an
entertaining fashion, students
like to be part of it or enjoy
watching it intently.
Cameron Brucker
Education
November 09, 2015
Teaching Resources
Math Focus 1
(All 3 lessons)
Monster Math
by Anne Miranda
(Lesson 3)
12 Ways to Get to 11
by Eve Merriam
(Lesson 1)
Math Manipulatives
(All 3 lessons)
SMART Board
(Lessons 1 and 2)
Number Chart
(Lessons 1 and 2)
Mathematics Kindergarten to
Grade 9 Program of Studies
(All 3 lessons)
Mathematics Kindergarten to
Grade 9 Achievement
Indicators
(All 3 lessons)
The grade 1 addition and subtraction curriculum is in the

book. It has games and strategies to teach math. It shows
the ways in which to best reflect on the material. There is
work sheet templates inside to use in lessons. It provides
ideas for activities that you can use to meet SLOs. It
progresses the lesson at a pace appropriate for students.
I wanted to use this book as reflective piece for what has
been accomplished through the 3 lessons. It can be
engaging and with a better knowledge of addition the
students would be able to interact more with the story. The
book ties in well with the outcomes of the lesson so it was
a great closing piece.
To start to get students engaged I wanted read an addition
story so that I could see where the class was at with the
concept. It engages the students right away in addition and
helps to model what it is going to look like visually. There
is interaction but it will be limited at the beginning but this
book does a good job of trying to involve the students.
Having the book at the start also let me judge where their
number identification skills are.
For learners who are tactile or need to visualize a problem
this resource can be helpful to target for reference. Having
objects at the students tables can be great if a student gets
stuck. Most classrooms have them so they are easy to
access so why not use them to assist in the learning.
I think the games and activities that can be done with
SMART boards are great for educational purposes. It does
a great job of engaging students in an activity, It can be
used to let students explore their creativity, and students are
able to familiarize themselves with technology (which is
becoming more prevalent in society)
This tool is being used so the students have a reference of
the different numbers and how they are written. It can
show progression of an object as things are added. Another
way to direct students attention on what needs to be
accomplished.
I got my SLOs and GLOs from here. Shows where the
students development needs to be in a certain grade level.
This where I found methods for how a student will reach
the SLOs. It gives examples of I will statements for the
student. In my opinion these need to be in evert subjects
program of studies.
17
Cameron Brucker
Education
November 09, 2015
Evaluation
Performance Task for Grade 1 Addition
In this task students will match the answers in the box to the correct equation and finish a number
story.
Students will have 15 minutes to finish.
Task will be handed in for marks.
Checklist for the students:
Have I matched all the numbers in the box to an equation?
Have I used the numbers in the box only once?

o i.e. did I use the 2 two times?
Have complete the number story at the bottom
Do I understand that the addition symbol means combine 2 numbers?
Do I know what a total is?
If I need help I will ask the teacher
If I need I will use the objects at my table to help me find out the answer.
If I am having trouble reading a word, I will ask the teacher.
Do I know my numbers up to 10?
If I dont finish in the 15 minutes, I can finish it when I have free time.
If I finish early I will work on creating my own number story.
I understand I have to hand this into the teacher
I know I will be receiving marks if I am correct

Student Rubric
4 = Excellent 3 = Knowledgeable 2 = Almost There 1 = Needs Practice
1. Unable to solve an addition equation. Cannot create an addition problem. Knows the
number but is not able to put it in right spot.
2. Can solve the problem but help is needed. Cannot create a correct addition problem. Knows
the number and with support can put in the right spot.
3. Can solve an addition equation, more time needed to find answer. With support can create
an addition problem. Able to find the right number.
4. Easily solved an addition equation. Created an addition problem. Able to find the right
number.
5.
18
Cameron Brucker
Education
November 09, 2015
[Work sheet example]

Name:
Addition Matching Quiz
Match the numbers in the box to the right total.
3 + 5 = _____
10
8 + 1 = _____
2 + 3 = _____
5 + 5 = _____
1 + 2 = _____
Ants in a Tree
4 ants climb a tree.
2 other ants join them.
Now there is 6 ants climbing a tree.
How do you write this using math?

__ + __ = ___
Why was 6 afraid of 7?
Because 7, 8 (ate), 9
19
Cameron Brucker
Education
November 09, 2015
Personal Rubric for Teacher Use

CATEGORY
Excellent
Proficient
Adequate
Limited
Understanding
Addition
Easily distinguishes Accurately

an addition scenario distinguishes an
addition scenario
Sometimes
distinguishes an
addition scenario
Cannot distinguishes
an addition scenario
Problem
Solving
Easily creates and

solves appropriate
addition number
stories. sometimes
solves 2 step stories
Accurately creates
and solves
appropriate addition
number stories
Creates and solves

number stories with
some support
Inconsistently
creates and solves
number stories,
usually requires
support
Representation
Effectively
represents simple
addition number
stories by
connecting
appropriate pictures
and number
sentences.
Clearly represents
simple addition
number stories by
connecting
and number
sentences.
Partially represents
simple addition
number stories by
connecting
and number
sentences.
Represents simple
addition number
stories, but only
partially by
connecting
and number
sentences.
Precision
Clearly and
accurately
communicates
addition represented
by equations
Accurately
communicates
by equations
Partially
communicates
by equations
Rarely
communicates
by equations
20
Cameron Brucker
Education
November 09, 2015
Rationale: Assessment A
Scaffolding Lesson Plans

Lesson 1:
Description
Lesson
Overview:
Lesson Outcome:
Lesson
Description:
Instruction
al Processes
Description of
what teacher is
doing:
Description of
what students are
doing:
How does your lesson scaffold

to your performance task?
The lesson focuses on
identifying their
development in
numeracy
If their understanding
of numeracy is
proficient the class will
begin working with
basic addition.
Adding by ones and
sometimes by two
using a number chart
Begin to introduce
number stories and how
to make equations
What formative assessment
techniques will you be using?
What information will you be
collecting? How will you use
that information?
Using reading time to assess
how much previous knowledge
the students have.
Using a number chart to see
what numbers the students
know or dont know, to find
out where the teacher can teach
up to without confusing them.
Answering the questions to the
best of their ability. If students
are successful progress will
move along the lesson quicker.
Individual work to clarify
understanding.
21
What core assessment concepts

inform your design choice?
Prior knowledge
Introduction through
literature
Questioning
How does your use of formative

assessment reflect key
assessment concepts?
Prior knowledge to be
able to move into
addition I want to make
sure the students have
an understanding of
number. If there is a
lack of understanding a
bit more work can be
done with numbers
before moving on
otherwise the lesson will
be quickly derailed
Introduction through
literature Using a
Cameron Brucker
Education
November 09, 2015
Sequence of key
questions:
Evidence of
Lesson
Components
(opening, closing,
content, timeline)
How much can you count up

to? How many numbers can
you write? What is addition?
Can you 2 numbers? What
happens when 2 numbers
combine?
Opening read aloud with
interactivity about addition.
Group work to work on
addition, Individual work for
practice of skills.
Closing Parent participation
when they go home to explain
their new learning.
book to test for

understanding of the
concept, will there be
more learning that needs
to take place or will I be
able to start with some
expertise in the class
already.
Questioning Asking
the class to inform their
parents and have them
help the students
practice?

Lesson 2:
Description
Lesson
Overview:
Lesson Outcome:
Lesson
Description:
Instruction
al Processes
Description of
what teacher is
doing:

Teaching joining
(adding) by using real
life scenarios.
Have the students go
through number stories
and how they are
written.
Students are beginning
to add using bigger
numbers

Role playing
Visualize
Check for transfer

that information?
I will be using questioning
during the SMART board
activity with lots of feedback
for students on their progress. I
want to see which students are
not as eager to answer to
questions then do a follow up
with them to see if there is

22
Role playing Having

the students act out a
scenario in which
addition is happening
giving them a chance to
experience what they
are learning. But asking
Cameron Brucker
Education
November 09, 2015
anything I can do to make it

better for them.
Description of
what students are
doing:
Sequence of key
questions:
Evidence of
Lesson
Components
(opening, closing,
content, timeline)
Students should be able to

create guided number stories.
Should be able to solve basic
equations by using joining.
Using images or manipulatives
the students should be able
create a solve a math problem
What happens when I combine
2 numbers? If I add 2 to 3 what
is the sum? What would this
look like with animals? How
many animals could join? How
would I show when a number
is joined by another?
Opening went well transferred
info into activity of creating a
number story.
The SMART board may have
been too much too soon.
Closed well involving parents
again to continue the learning.
questions during the role

play kids can show their
understanding by
knowing the appropriate
answer.
Visualize Students are
able to take what they
have experienced and
represent it. Creating
their own problems, I
am able to see if there is
understanding of when
things combine it
creates a new number.
Check for transfer are
students able to take
what they have just
learned and use it or is
more time needed to
process the information

Lesson 3:
Description
Lesson
Overview:
Lesson Outcome:
Lesson
Description:
Instruction

Working with more
math phrases to
familiarized themselves
more thoroughly.
Using math to find
partners, needing to
solve the problem to
find their partner
Knowledge of how to
add larger number
Speed of recalling
information

Quiz
Partner work (thinkpair-share)
Learning game
Closing literature
23
Cameron Brucker
Education
November 09, 2015
al Processes
Description of
what teacher is
doing:
Description of
what students are
doing:
Sequence of key
questions:
Evidence of
Lesson
Components
(opening, closing,
content, timeline)

that information?
While students are trying to
find their pairs I can see which
students know what numbers
can make 10. Confirming my
teaching of the concept is
developing well. When
creating the math phrases I can
see where the students
knowledge is. I can use this
information to determine the
success or failure of the quiz.
Students should be able to
visualize addition
combinations for up to 10.
They are able to attend to
missing information and be
able to solve for that
information. Students should
be able to recall knowledge
quickly by this stage.
What is the end number called?
How do you get to an end
number? What two numbers
would give you the end number
8? What other numbers could
give you that total? How big of
numbers can you add?
Using questioning to test for
understanding.
Test went well students were

able to understand instructions
and from first glace there
seems to be many right
answers. Closing was a great
way to tie in the first lesson
like we had come full circle
Partner activity was chaos as
some students would not work
with others
24

Quiz This is an
evaluation of where the
students are in their
ability to recall previous
knowledge. After I have
looked through the
quizzes and have given
feedback I will be better
able to guide my
teaching.
Think-Pair-Share With
this I able to see what
students might be
struggling and who the
stronger students are,
because they are
forced to share their
ideas or answers. It
gives the stronger
students a chance to
assist in teaching and
maybe having a greater
effect.
Learning game by
playing the game I am
able to see who can
recall the information
quickly or who ends up
needing the class to
shout the answer. Also
with this game I am able
to see which math
phrases or what total
gives them the most
difficulty
Closing Literature By
using this addition book
as a wrap up the
students are able to see
the progress they have
made. I am able to
check in for excitement
or confidence to move
onto subtraction.
Cameron Brucker
Education
November 09, 2015
25
Cameron Brucker
Education
November 09, 2015
Psychology
Rationale: Ed Psychology Defense
Scaffolding Lesson Plan 3
Description
Lesson
Overview:
Lesson Outcome:
Lesson Description:
Instructiona
l Processes
Description of what teacher is

doing:
Description of what students are

doing:
Sequence of key questions:
Evidence of Lesson Components

(opening, closing, content,
timeline)
Connections to Learning Theories & Demonstration of

Attention to a Classroom Structure and Climate
Students will demonstrate an understanding of addition
by writing number stories. They will demonstrate this
by using their developed skills in addition. Because of
the prior development the students will be in the zone of
proximal development where the best results will occur.
Before the understanding is tested they will work in
pairs. Vygotsky would say that having the social
interaction will continue to help their development.
The classroom will be set up in a way that allows the
students to have reference material, so their levels of
stress dont rise too high. The teacher will be roaming
the class to check for who needs help or motivation.
Motivation can be a great tool to get students who may
lack the internal drive or self-esteem to finish due to
fear of failing, to be able to succeed. Tools will be at the
students tables to encourage success. This nurtures the
students microsystem, according to Bronfenbrenner by
caring about the students well-being, the needs of the
students microsystem is being met (the system closest
to the person)
Students will be working in pairs to begin. The social
aspect of the students needs is being met. Using
Maslows hierarchy, I wanted to encourage the student
to have access to teaching tools that benefit the esteem
needs. To be prepared for students fearing failure they
were given extra time to work on the assignment as well
as ask the teacher for hints. Trusted students who were
finished were put in place to help those still needing to
finish. Students will use the proper behavior when
doing their work. Setting out rules for behavior
beforehand to prevent or limit behaviors from coming
up.
What is the end number called? How do you get to an
end number? What two numbers would give you the
end number 8? What other numbers could give you that
total? How big of numbers can you add?
Using questioning to test for understanding.
In the opening there is guided group work to encourage
social interaction and peer development. In the closing
there is a check in, and a motivational device to show
their development.
26
Cameron Brucker
Education
November 09, 2015
Technology
Rationale: Ed Technology A

Lesson #2
Description
Lesson
Overview
:
Describe how communication technology

used in the lesson/s, will promote student
engagement toward the identified learner
outcome(s). This should provide a strong
rationale for using technology.
SMART board lessons will engage the
students by having them act out stories using
pictures to create number stories. When the
students move the pictures to the location
they a creating an equation in entertaining
way that appeals to children who are in early
development. The activity is a learning game
that uses objects in the place of numbers, to
clarify their understanding of a quantity of a
thing is the same as a written number. Using
it right after an activity in which they were
able to act out a similar scenario, grants the
students confidence and prior experience to
be able to do the activity proficiently.
Describe any potential downsides to using
this technology.
Lesson Outcome:
Lesson Description:
Instructio
nal
Processe
s
Description of what teacher is

doing:
One of the foreseeable problems with using

the SMART board is that it can be
unresponsive and slow at times, especially if
the technology is a bit older. This can cause
the students to lose interest or get off topic
which can derail the entire lesson. Preparation
of an activity could also be downside to using
a SMART board, more free time of the
teacher being used.
Description of what students are

doing:
Another problem could be order of students

who come up and do the activity, some
students can be competitive and want to go
first all the time. Also the amount of students
who get to go up and use the SMART board
could be a problem with some children
feeling left out.
What happens when I combine 2 numbers? If
I add 2 to 3 what is the sum? What would this
Sequence of key questions:

27
Cameron Brucker
Education
November 09, 2015
Evidence of Lesson Components

(opening, closing, content,
timeline)
28
look like with animals? How many animals

could join? How would I show when a
number is joined by another?
1st activity introduces the activity to be done
on the SMART board.
Example of an animal for visual confirmation
SMART activity creates equations and
furthers understanding of number stories.

Lesson Plan 1: Grade/Subject: 1/math Unit: Addition Lesson Duration: 40 Mins

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Cameron Brucker

Formative & Summative

8. Identify the number, up to

Name the number that is one

LEARNING RESOURCES CONSULTED

MATERIALS/ EQUIPMENT/ SET UP

(2-3, clear, and measurable)

Formative & Summative

Choose a method to solve a

LEARNING RESOURCES CONSULTED

MATERIALS/ EQUIPMENT/ SET UP

Students will join the teacher sitting in a circle.

*if not done the day before*

Are there students who need

SMART Board Activity (Addition):

Grade/Subject: 1/Math Unit: Addition Lesson Duration: 40 mins

Formative & Summative

you know they met learning

ASSESSMENTS (How will

10. Describe and use mental

Represent the numbers and

Use and describe a

LEARNING RESOURCES CONSULTED

MATERIALS/ EQUIPMENT/ SET UP

The students will come to the carpet.

Frame Charts (Partner Activity):

Students will receive worksheets with equations that have a blank

students developing the proper

Rationale for Lesson Plans

Allow the students to work in

Short time intervals of

use it in a social setting. The game

Helps to guide, can be done in

The grade 1 addition and subtraction curriculum is in the

Have I used the numbers in the box only once?

Have complete the number story at the bottom

Do I understand that the addition symbol means combine 2 numbers?

Do I know what a total is?

If I need help I will ask the teacher

If I am having trouble reading a word, I will ask the teacher.

Do I know my numbers up to 10?

If I finish early I will work on creating my own number story.

I understand I have to hand this into the teacher

I know I will be receiving marks if I am correct

[Work sheet example]

How do you write this using math?

Personal Rubric for Teacher Use

Easily distinguishes Accurately

Easily creates and

Creates and solves

Scaffolding Lesson Plans

How does your lesson scaffold

What core assessment concepts

How does your use of formative

How much can you count up

book to test for

Scaffolding Lesson Plans

How does your lesson scaffold

What core assessment concepts

What formative assessment

How does your use of formative

Role playing Having

if not done the day before