EDUC 417 Special Education

Lesson Plan Outline

Design For Learning
Instructor: Abby Diamond
Lesson Title: Addition with Goldfish
Curriculum Area: Math

Grade Level: 6th grade (modified)

Date: November 3, 2015
Estimated Time: 15 minutes

Multicultural Element included in this lesson:

In this lesson, I focused on a multicultural issue within the classroom and supported the diversity
makeup of the classroom. For this lesson, I chose to work with a student who has limited English
proficiency and can only speak limited English. Her family speaks only Spanish at home, so she
is able to understand and speak Spanish better than English. Because this student is an ESL
student and is still working on learning simple words and numbers in English, I choose to play a
short video on Counting in Spanish during the engagement portion of the lesson. The purpose of
playing this video was to help her practice her numbers and counting in English by first hearing
the Spanish name for the number, which she already knew. The goal was that she would be able
to translate the Spanish name for the number with the English name of the number. The video
showed a picture of each number and then said the letter in Spanish. After each number came up
on the video, I paused the video and had the student say the number in English. If she didnt
know it, I said the number and she repeated it after me. This enhanced the lesson because it
provided a good review for the student of counting in English and the numbers in English before
we started working on adding. The counting video clearly enhanced instruction by reviewing
English words. Overall, the student responded well to the video and was able to say the English
name after the Spanish name. It also helped her practice letter identification which is something
else that she is working on.
*******The lesson is highlighted where the Multicultural issue/theme was addressed
*******The lesson is highlighted where this issue was reflected in the Reflection
Standards Connection and IEP Goal:
6th grade Alabama Extended Standard:
M. ES 6.1 Add one- and two-digit numbers to two-digit numbers without regrouping.
Level 2: Add one-digit numbers.
IEP goal for Student N:
By January of 2016, student N will use tactile objects to add or subject single digit numbers with
80% accuracy in 4 out of 5 opportunities.
Learning Objective:

When given a worksheet and goldfish crackers, student will correctly complete the addition
problems with 100 percent accuracy.
Kid Friendly Objective: Today we will be learning about addition and practice addition
problems using goldfish!
Evaluation of Learning Objective:
The student will be given a worksheet with one addition problem on it, 4 +2. The worksheet will
include two blue plates with two numbers underneath them. The student will be asked to put the
correct number of goldfish on the blue plate on the worksheet above the correct number. The
student must add them together and orally say the correct number. The student must then choose
the correct number when given two number choices. The student must both say the correct
number out loud and choose the correct number out of two choices. The student must answer the
addition problem correctly, both orally and by choosing the correct number, to receive an 100%
to be considered proficient.
Engagement:
The teacher will state the behavior expectations of the student. The teacher will play the Spanish
Counting 1-10 video to review the numbers 1 through 10 in English. The teacher will then
explain what they will be doing today. Good morning student! Today I will be teaching you, and
I need you to sit in your chair and put your listening ears on. Can you do that for me? Very good
job student! To start off with, we are going to watch a short video on the numbers 1-10 in
Spanish to review our numbers. I am going to pause the video after each number spoken in
Spanish and I want you to say it in English. The teacher will play the video
https://www.youtube.com/watch?v=6TuvTsQfwOg. The teacher will play the video and pause
after each number is spoken in Spanish and repeat the English work for the number and have the
student repeat after her. Now, what number is this in English? Good job, it is one. Say it again:
one. Good! Teacher will stop after the number two on the video. Okay, what number is this?
Good job! It is the number two. Say it again: two. Good! Teacher will continue to do this through
numbers one through 10. The teacher will stop the video after 30 seconds have been played.
Good job reviewing your numbers!
Design for Learning:
I.

Teaching:
The teacher will start off reviewing what addition is. She will get out the goldfish crackers. She
will then use them to teach simple addition problems using the laminated fishbowl sheet. She
will use goldfish crackers and the laminated sheet for the student to put the crackers on and have
her write the number that goes there. Okay student, today we are going to practice adding using
goldfish crackers. Lets review what adding is. When we add, we just put things together. So we
are going to practice adding with something that you eat: goldfish! Now, while we are using the

goldfish I do not want you to eat them. At the end of the activity, I will give you some to eat. First
off, I am going to make two groups of fish. I am going to start with 1 red fish. Can you show me
with your fingers the number 1? Good job. Now I am going to put one goldfish in the fish bowl.
Put one red goldfish on the fishbowl paper. Write the number 1 in the box underneath. Now, I am
going to add 2 green fish. Can you show me two with your fingers? Good job! Now I am going to
put two green goldfish in the bowl. Put two green goldfish on your paper. Write the number 2 on
the paper. So how many goldfish do I have all together? Lets count them together. Take the
students hand and count the goldfish together by pointing. One, two, three. So we have three
goldfish! Do another similar problem. Now I am going to make two groups of fish. Lay 2 orange
fish on the fishbowl. How many do orange goldfish do I have? Yes, there are 2 orange goldfish.
Lay four red goldfish on the fishbowl. Now, how many red goldfish do I have? Yes, great job! I
have 4. So how many goldfish do I have all together? Lets count and see how many I have all
together. Count with the student. One, two, three, four, five, six. Great job! We will have six fish
total. Teacher will repeat this process again with the student using a different addition problem.
She will use the problem 5 + 3.
II.

Opportunity for Practice:

The teacher will assist the student in filling out a laminated worksheet doing a couple of simple
addition problems with the goldfish. The student will practice adding using the laminated sheet
for the student to put the goldfish crackers on. The teacher will have her write the number using a
dry erase marker in the boxes. Now student, we are going to practice adding using goldfish like
we just learned. We are going to add goldfish. I am going to tell you a number of goldfish and
what color goldfish and I want you to put that number of goldfish on the first plate on the sheet.
Then, you will write that number using a dry erase marker. Next, I will tell you another number
of goldfish and what color and you will count out that number of goldfish on the second plate.
Then, you will write that number using a dry erase marker. After you have put the number of
goldfish on both plates, I want you to use your hands to count the goldfish and then figure out
how many you have all together. Last, you will write this number in the blank. Lets do the first
one together. The teacher will say 3 orange goldfish and write the number 3 under the first blank.
She will help the student count out 3 goldfish. Then she will say 2 red goldfish and she will write
the number 2 under the second blank. She will then help the student count out 2 red goldfish and
show her where to write the number underneath. Now, how many goldfish do you have all
together? Yes, you are right! There are five goldfish all together. Now, lets do a couple more. Do
two more problems as practice: 3 +1 and 6+2. Great work students adding the goldfish together!

III.

Assessment: The teacher will hand out the worksheet with one addition problem on it. The
problem will be 4 +2. The student will complete the worksheet using goldfish. To start off with,
the teacher will explain the worksheet. Okay great job with all your hard work student! Now we
get to do one more activity. This is exactly what we have been doing the whole time. We are just
going to one more addition problems with goldfish. First, I want you write your name at the top
of the paper. Then, look at the number and I want you to put the correct number of colored

goldfish on the plate above the number on the sheet. This is like what you just did. Then, count
how many you have all together on both plates. Last, I want you to tell me the correct answer.
Then, I will give you three choices of numbers and I want you to choose the correct number.
Last, I want you to try to copy the number of the correct answer in the blank. Let me know if you
get stuck. I will sit right next to you while you work on these problems. The teacher will assist the
student as needed. Then the teacher will let the student work independently on the worksheet but
will have her repeat the answer orally to the teacher. You did a wonderful job on the worksheet!
IV.

Closure: Teacher will praise the student for working hard on her assignment. The teacher will do
a quick review of what they learned that day by counting goldfish. Great job today! I am so
proud of you for solving those addition problems. Think back to what we did. Today, we learned
about adding using goldfish. As a review, lets count these goldfish together. Teacher will get out
goldfish crackers and have student count them together with her as she puts them on the goldfish
bowl paper. One, two, three, four, five, six, seven, eight, nine, ten. Good job! Now I am going to
let you color a picture of goldfish in a fishbowl. Let student color the picture. Because of all your
hard work, you can eat some goldfish! Once the students are finished, praise them for their hard
work. Great job today student! I am so proud of your hard work!
Differentiation Strategies and Plans for Individual Learners:
This will be a one-on-one lesson with Student N. Student N has limited English proficiency and
an intellectual disability. The teacher will provide many supports to help Student N throughout
the lesson.
Accommodations and Modifications:
Student N: The teacher will seat Student A near the teacher so that the teacher can assist her as
needed. This will enable the teacher to help the student count the goldfish. It will also help the
student stay focused on the activity that she is doing and not get distracted or off task. During all
of the activities, the teacher will explicitly model everything for Student A. When counting, she
will do hand over hand with the student. Because the student can barely read English and can
understand only limited English, the teacher will thoroughly explain both the practice activity
and the assessment. She struggles with hearing verbal directions only and not anything visual, so
the teacher will always show Student N what to do. Because Student AL has language deficits,
the teacher will uses hands on manipulativesthe goldfishto give the student an opportunity
to visibly see and physically experience addition. The teacher will have the student touch the
goldfish and move them to the side as she counts to help her distinguish which goldfish she has
already counted. Using the goldfish to teach addition is a manipulative activityusing concrete
objects to help recognize abstract concepts. Another accommodation is the assessment. The
assessment is color coded, the numbers are in bigger font and in bold, and there are big boxes to
put the number in for the problems. I will not require her to write the number, but only require
the student to say the correct answer orally and then to choose the correct number when given

two choices. This is to help the student complete the problems since she has very minimal
writing skills. Student N does not have strong written expression skills, so the only writing that
will be required on the assessment is for the student will be to write the final number in the blank
box by copying the number after the teacher has written it.
Extensions:
If the student catches on fast to the problems using the goldfish, the teacher will give the student
additional practice problems to do with the skills. These problems will include 5 +4, 3+7, 6+1,
and 3+5. The teacher would also have the student create their own addition problem using the
goldfish and have him draw a picture of it and write the problem.
Materials and Resources:
Colored Goldfish, divided into bags
Bag of goldfish for eating
Fishbowl Sheet for teaching
Counting in Spanish Youtube video https://www.youtube.com/watch?v=6TuvTsQfwOg.
iPad
Pencil
Assessment sheet
Number cards for assessment
Laminated sheet for Practice
Golfish bowl coloring page (see attached)
Crayons or colored pencil
Date Analysis:
The student fully met the learning objective. Student N was able to add the two numbers
using the goldfish and get the right answer. She correctly counted both groups of goldfish and
orally said the right answer. In addition, she also choose the correct number when given three
different number cards. She copied the correct answer in the box, although her number six didnt
exactly look like a six.
Reflection:
Overall, the lesson went well. I am satisfied with how the student behaved. She was
engaged and listened very well throughout the whole lesson. Even when she started to get off
task, I was able to remind her that she was working toward getting to eat the goldfish and she
always got right back on task. Although she has already done some work with using physical
objects to do addition, the lesson was very beneficial for her to get more practice adding and to
gain independence doing this. Using the goldfish was really helpful for the student. Having a
hands on manipulative to use to add helped her grasp the concept of adding. She also really likes

goldfish so using the goldfish in the lesson served as a great incentive for her to stay focused and
on task because she was working toward a reward. One thing that I could have done differently
in my lesson was to make it a little bit harder for her. I could have given her harder addition
problems, since she seemed to add pretty easily. This was a suggestion that my teacher gave me.
One of the things that I learned in this lesson is the importance of catering a lesson to a
students strengths and abilities. Because student N has limited English proficiency and language
deficits, Student N does not understand everything that is spoken to her and is not strong in
writing. So, I made sure to model everything and I made the lesson as hands on as possible for
her. I never just lectured to her, because I realized that she couldnt understand. I realized when I
worked with her the day before in math that she benefitted from hand over hand when adding
physical objects, but that she was strong in counting one to ten. This is something that my
teacher mentioned. She mentioned that I did a good job of not just lecturing at her the whole
time, and explained that this is not helpful for special ed students. One thing that I could have
done differently is to focus more on number identification. While she was able to add the two
amounts of goldfish on the paper and tell me the answer, she was not able to consistently
recognize the numbers one through ten. If I did this lesson again, I would focus more on number
identification. This was a suggestion that my teacher gave me. As a way to make the lesson a
little more of a challenge for her, I could have given her harder problems. On the practice
problems and on the assessment, I also could have written the answer and had her trace over it.
This would have been more beneficial than having her try to copy it herself. Overall, however,
the lesson went well and the student seemed to enjoy adding using the goldfish.