Design for Learning

Instructor: Elizabeth Collier

Lesson Title: Pilgrim, Pilgrim, Plus One
Curriculum Area: Math

Grade Level/Cooperating Teacher: K

Date: November 17th
Estimated Time: 45 minutes

Standards Connection: c. Understand that each successive number name refers to a quantity that is one
larger. [K-CC4c]
Learning Objective(s): Students will represent a one more math problem by drawing an example of a
given problem by the teacher as an exit slip with 100 percent accuracy.
Learning Objective(s) stated in kid-friendly language: Today, boys and girls, we are going to be
learning how to add one to any number up to 10.
Evaluation of Learning Objective(s): Because of Thanksgiving coming up, teacher will provide a
festive example for the exit slip. (Can be changed for any holiday). The exit slip will consist of the
problem, Ms. Collier saw 4 turkeys on her way to school, if she saw one more how many would she
have seen in all? Students will then draw 4 turkeys and add one more to make 5 turkeys all together. To
add in differentiation, teacher could encourage students who can think on that higher level to write out a
number sentence using the turkeys.
Engagement: Whos excited for Thanksgiving? Students all nod and say yes! Yes, me too! Before we
begin our math lesson for the day we are going to do a Thanksgiving brain break! Can everyone
please come to your spot around the room for brain breaks when I call your table? Table one.
Teacher will continue to call tables two, three and four. Then, teacher will play a thanksgiving brain
break song from youtube.com or gonoodle.com. Wow, that song was so much fun! I love it! Okay boys
and girls will everyone come please sit down quietly on the carpet on their spot? Remember we sit
on our bottoms and crisscross applesauce. Today we are going to be working on adding one more to
a number. So for example, if we have 16 friends in our class but including me, so adding myself,
how many would we have? Students will reply 17. Yes thats right, when we add one friend to the
total number of students in Mrs. Kaisers classroom then we have 17 all together! Who loves
Thanksgiving food? Students will all raise their hand and hopefully agree they love Thanksgiving food.
Yes, me too! Can anyone tell me what their favorite Thanksgiving food or dessert is? Teacher will
call on multiple students to give an answer. Example of a student answer could be turkey, macaroni and
cheese, rollsanything. Yum, all of those sound great! My favorite Thanksgiving food is pumpkin
pie! Ever since I can remember my grandma makes her famous pumpkin pie and it is always
something that I look forward to seeing on the kitchen counter. When I was little I would always
ask my mom for just one more piece. So what if I ate one piece, then one more how many pieces
of pie would I have eaten? Because of the problem being one plus one I would expect most of the
students to reply correctly, answering the question with 2 pieces of pie. Yes, good job friends! Those
numbers were pretty easy, lets try bigger numbers and learn even more about how a number gets
larger when you add one. Now teacher can transition to teaching.
Learning Design:
I. Teaching: Today class, we will be learning how to add one more to a number and understanding
that when we add one more the number gets larger. Teacher will show students the turkey with
attachable and detachable feathers (making it possible to add or take away feathers). Okay boys and
girls, does everyone see my turkey? Teacher will start out with only one feather on the turkey. Raise

your hand if you can tell me how many feathers are on the turkey. Dont say it out loud but raise
your hand if you know. When I count to three, everyone tell me their answer. 123 (Students
will reply, 1). Yes-good job! So when we add one feather to the one feather Mr. Turkey already had,
the amount of feathers grows bigger. Can someone please come up to my turkey and add one more
feather, just one. Teacher will call up one student to attach one more feather to the turkey. How many
feathers does the turkey have now? If he had 2 feathers before, and you just added one more, what
does that make? (If a student answers 4 or higher, have student use his or her fingers to have their own
concrete example of adding one). Now Mr. Turkey has 3 feathers. Now I am going to add one feather
to Mr. Turkey. Now he has 4 feathers! Whoa Mr. Turkey is almost half full of feathers. Can anyone
tell me how many feathers we need in order for Mr. Turkey to have 5 feathers? Example of student
response: We need one more feather, Mrs. Collier! Yes, just like weve been modeling this whole
time one more feather will make 5 when adding from 4. Now half our turkey has feathers, yay!
We just need Mr. Turkey to be completely full. So if Mr. Turkey has 5 feathers does he need 3 to
make 6? Students say no or shake their head. Okay so if we dont add 3 to 5 to make 6, how many
feathers do we need to make 6? Students all reply one! Yes, good job. One more feather added to 5
makes 6! All right, we need to keep adding so Mr. Turkey gets all his feathers on. How many do we
need to make 7? Hold up how many more we need to add to our turkey to make 7 on your fingers.
Students hold up one finger. Yes thats right! Now we have 7 feathers. Okay can someone come up
and make 8 feathers for Mr. Turkey? Student will come and place one more feather on the turkey to
make 8. 8 feathers! Now we need to make 9 feathers. Is 9 bigger than 8? Students will reply yes. Have
another student come and put the 9th feather on the turkey. Woo! Almost to a full-feathered turkey!
How many more do we need to make 10? Lets say it all together when I count to 3, 123 one
more! Yay now Mr. Turkey has 10 feathers! So who can tell me whats bigger 4 or 5? Student will
reply 5. Then teacher will ask multiple comparison questions (6 or 7, 8 or 9, 1 or 2?). Good job class!
Now I want everyone to hold up 5 fingers using 2 hands. Will someone tell me how many fingers
they are holding up on each hand and which hand has more fingers up? An example of a student
response could be, I have four fingers on one hand and one finger on the other hand. Based off of that
example the teacher could state, Yes 4 plus one more equals 5. Good job! So does everyone
understand that when we add one to a number, the number grows larger? Students nod. I think we
are beginning to get it! Now if everyone will place all eyes on me I am going to show you a new fun
game we are gong to go work on at our seats. Teacher will pull out the Pilgrim Plus one worksheet and
a die and crayons. So first I need to roll a die. Whatever number I roll, I am going to add one to that
number and then color in the number on my paper. If I roll a 4, then I will color in 5 on my paper.
Or if I roll a 2, then I will add one to make 3 and color in 3 on my paper. Teacher will then roll the die
and model what the students are supposed to do. I want everyone to continue playing the game until
you have colored in 5 numbers in a row or column. Teacher will model what that would look like on
the example board game. Now I need you all to go back to your seats when I call your table. Table
one. Teacher will continue calling table two, three and four. Then the teacher can transition into
opportunity for practice.
II. Opportunity for Practice: Teacher will call on paper passer for the week to pass out the marker baskets
while she passes out the board game worksheets. As I walk around, acting as a facilitator, I will engage
students by asking how many they have rolled and if they add one what number will they have. If there
are students who are struggling to understand this is a great time for me to work individually with a
student. After 10 minutes or so, teacher can ask how the students are doing. Can someone raise his or
her hand and share with class one example of a number you rolled? Tell us what number you
colored in after adding one to the number you rolled. Allow for a few students to answer. Great job
class! Now we are going to create a drawing just like our math journals but on a separate piece of
paper so you can turn them in to me! Teacher can transition into assessment now.

III. Assessment: Okay friends, I am going to give everyone a sheet of paper and we are going to draw
a problem on it. I have a little piece of paper, just like we do in math journals for you to glue on the
top of the big piece of paper. The little piece of paper reads the problem, Mrs. Collier saw 4
turkeys on the way to school, if she saw one more then how many would she have seen in all? So I
saw 4 turkeys. But what if I had seen one morethen how many would I have seen? You can use
your fingers to visualize the turkeys if you need too. Individually encourage students who are able to
write out a math sentence as well as draw their picture. Give students about 7 minutes to complete this.
Remind them that this is math art and not a detailed art class drawing. Now start closure.
IV. Closure: Okay class, it is almost time for music. So before we leave who can tell me what we
worked on in math today? A student response example: adding turkey feathers. Yes, that is right, but
how many did we add? Everyone tell me on the count of three. One! Good job. So we learned that
when you add one to a number, the number grows. 3 turns into 4 which turns into 5 and so on.
Before we leave, will everyone please stack their turkey drawing in the middle of the table? Thank
you. Now when I call your table lets line up for music.
Materials and Resources:

Pilgrim plus one worksheet

Markers
Dice
Homemade turkey
Brain break source online

Differentiation Strategies (including plans for individual learners):

Data Analysis:

Reflection:

Samford University
Design for Learning