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Adelphi School of Education - STEP

Inquiry Lesson Plan
Mathematics Lesson Title: How do you add using groups?
Teacher Candidate Jacqueline Castelli
Mentor Teacher Mary Ann Ferolito
University Professor Professor Maria Bonich
School Drexel Avenue
Grade First
Subject Mathematics
Date September 20, 2016
1. Context for Learning – Who are the students you are teaching in this class?
1.1 – When is math taught in this classroom? Identify any examples of when math is
incorporated during the school day.
Math is taught in the afternoon when the students come back from lunch and recess. It is
usually taught from 12:00 pm to 1:00 - 1:30 pm depending on what day it is and what
special the class has that day.
1.2 – Total number of students Male: 8 Female: 10
1.3 – Number of students with limited English proficiency 5
1.4 – Number of students identified as gifted and talented 0
1.5 – Number of students with Individualized Education Plans (IEPs) 0
1.6 – Number of students with 504 plans 1 (speech)
1.7 – Summarize (bullet) the required accommodations or modifications for any students that
will affect your instruction of this lesson. Consult with your mentor teacher to complete this
section.
Accommodations/Modifications:
For the students who are limited in their English proficiency they will receive a worksheet with
both English and Spanish on it. This will allow for the students to read the language they
understand while at the same time seeing the English directions.
Classroom Implementation:
All of the students will receive the same worksheet with both of the languages on it, Spanish
and English, so the students who are not proficient in English are not singled out in class.
1.8 – Describe the range of abilities in the classroom.
The students in my classroom range from one student having a 504 plan and needing speech to
five students who are not proficient in English. There are no students who are gifted and
talented in the class so the highest abilities in the classroom are the students who are on track
with where they are supposed to be.
1.9 – Describe the range of socio-economic backgrounds of the students.
The students receive breakfast as well as lunch every day. The students do not have to pay for
their meals in school.
1.10 – What do you know about the students’ conversational and academic English?
How do you know? Describe how you will make your lesson culturally responsive.

BONICH: Adelphi School of Education edTPA Math Lesson Plan
Some of the students will speak Spanish to each other in the class when they are working
individually or in pairs. When the students are speaking to the teacher or aloud in class they
know they should be speaking English because they are in an English speaking school. Some of
the students slip and speak Spanish when speaking in class and it is not tolerated. I know the
class’ conversational and academic language because I can hear it when they are speaking to
each other. I also know which students speak more Spanish than the others because some will
try and speak in English but it will not make sense and have some Spanish words included.
1.11 – Is there any ability grouping in the class? Describe how it works in this class.
There is no grouping in my class. Instead my teacher picks popsicle sticks and has the students
work together that way. This insures that all of the students work with every student and there
is no favoritism when it comes to the class. Sometimes the students might have the chance to
pick their own partners but this is based on privilege and it has to be earned.
1.12 – What additional needs might students have?
A couple of students in my classroom need to sit closer to the board because they have a
difficult time seeing from the back of the classroom. They either move to an empty desk which
is closer or they lay on the rug in the front of the classroom.
1.13 – Describe any district, school, grade-level, and/or cooperating teacher requirements or
expectations that might impact your planning or delivery of instruction, such as required
curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.
The students have to use the GoMath workbook when learning math. The workbook goes along
with the Common Core curriculum which needs to be followed.
1.14 – Identify textbook or instructional material used for this lesson. Provide the name,
publisher, and date of publications, worksheets, etc.
Go Math! Chapter 1 – Addition Concepts
Houghton Mifflin Harcourt Publishing Company
© 2015
2. Lesson Plan Explanation – Why are you teaching this lesson?
2.1 – What prior skills do students need in order to engage in the lesson and participate fully?
The students need to be able to read the given word problem and problem solve. They should
be able to identifying numbers given and their value. They also need to be able to identify the
addition symbol and know when to use it.
2.2 – How does the content of this lesson build on what students already know and are able
to do?
This lesson will build upon the students’ prior knowledge of addition since they have seen and
practiced addition in prior lessons.
2.3 – How does this lesson fit into the curriculum?
This lesson fits into the curriculum since it is building upon prior knowledge spoken about in
previous lessons. The children will already have a gist of what is being taught since it was
introduced to them in multiple lessons.
2.4 – How will the content in this lesson be developed in subsequent lessons?
This lesson will allow for students to build upon the information they learn and use it in future
lessons. The students will soon be able to answer these questions without the help of visual
aids.

BONICH: Adelphi School of Education edTPA Math Lesson Plan
2.5 - Timeline – Approximately how many days will be allotted for this lesson? Rationale?
This lesson will take approximately two full days to teach. The first day will be introducing the
lesson and the idea of adding different groups of objects. This is when the students will be
given a worksheet containing the four words which they will see in the workbook. The second
day will consist of using the workbook to enhance what was taught and learned the day before.
If the students have any questions they can be answered on both days and if on the third day
there are still questions, the teacher will spend a couple of minutes going over them before
moving on to the next lesson.
3. Learning Targets/Objectives –
What are the common core objectives (targets) for this math lesson?
3.1 – What is the title of your lesson?
How do you add using groups?
3.2 – Summarize the content focus of the lesson.
What is the “big idea” or “essential question?”
The content focus of this lesson is for the students to be able to add using groups of objects.
The essential question for this lesson is, “How do you model adding to a group?”
3.3 – Cite the Common Core State Standards associated with this lesson.
 CCSS. MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
 CCSS.ELA-LITERACY.L.1.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
3.4 Cite the objectives (skills or aim) for the lesson. What do you want students to think,
know and/or be able to do at the end of the lesson? Be specific in your explanation. The
objectives need to be measurable. Use action verbs. They need to be aligned with the CCSS.
 Students will be able to recognize the addition symbol (+) and be able to use it at the
appropriate time.
 Students will be able to draw the number of objects given and be able to count them to
reach the correct answer in the end.
 By the end of the lesson the students should be able to create their own word problem
for their peers to solve. They will also be able to arrange a mathematical equation based
on the written problem given to them.
3.5 – Re-phrase your learning targets using student-friendly language. Use an I CAN
statement
 I can tell the teacher what the addition symbol means and when I should use it.
 I can correctly draw the number of objects that are in the word problem.
 I can create my own word problem so my classmates can answer it.
3.6 – How will students demonstrate knowledge of target objectives?

BONICH: Adelphi School of Education edTPA Math Lesson Plan
The students will be observed talking to their classmates about the questions in their
workbooks as well as practicing during each questions and asking questions when they do not
know what to do next.
3.7 – Where did you find this information? (cite specific resources- clearly)
Go Math! Chapter 1 – Addition Concepts
Houghton Mifflin Harcourt Publishing Company
© 2015
3.8 – Academic Language: FORM – What math words and phrases do students need in order
to express their understanding of the math content you are teaching? How will you teach
students the relevant math words and phrases?
Equal to, more, sum, plus
The students will be taught these words when the teacher goes over the first example. The
teacher will stop at each new word and explain it as it pertains to the question being taught. If
the students have any questions they will ask and the teacher will clarify before moving on to
the next step.
3.9 – Academic Language: FUNCTION – What activities are students doing with Math
Vocabulary? How will students express their developing understanding of the content you are
teaching?
The students will cut out an equal sign, “more”, “sum”, and “plus”. They will then place the
words on top of the correct spaces where they belong.
Example: 2 + 2 is EQUAL TO 4 and the student would place the “=” on top of the EQUAL TO.
3.10 – Academic Language: FLUENCY – What opportunities will you provide for students to
practice the math language associated with this lesson and develop fluency, both written and
oral? (ex. word problem solving)
The students will fill in the blanks of a story, which will be given to them, with the words in a
word box. The story will include the words, “equal to”, “more”, “sum”, and “plus”.
4. Lesson Assessment – How will students demonstrate their learning?
FORMATIVE ASSESSMENT (Process)
What will the students do to demonstrate competency?
 In what ways will you monitor student learning during the lesson and how might this guide
your instruction?
 What specific actions do you expect to observe?
 How will you record what you see and hear?
 What feedback will you provide?
 How will your feedback support students in meeting the learning targets?
4.1 – How will you know that students are learning/working towards the learning targets?
The teacher will walk around the room making sure the students are working efficiently and
staying on task while also being available for questions or comments regarding the assignment.
When called on, the students will share their answers to the workbook questions. The students
will have to explain their answers, no matter if they are correct or not.
4.2 – How will students demonstrate their understanding?
The students will explain their answers and why they did what they did. This will allow for the
teacher to know where the student went wrong, if they did so. The students’ work will also be

BONICH: Adelphi School of Education edTPA Math Lesson Plan
collected at the end of the class so the teacher can look through them to see how the students
are doing. When the students share their answers they will be given the option of sharing in
front of the room or in their seat. It might suit some students to come to the front of the class
and explain how they arrived at their answer by showing it on the board.
4.3 – Describe the ways in which you will use these assessments to inform your teaching
decisions during the lesson.
These assessments will inform the teaching decisions during the lesson because the teacher will
be able to see which students made what mistakes and how common they are. Then the
teacher will be able to see if one or multiple students did not understand a specific part of the
lesson and the teacher can go back and clarify. If it is only a few students who did not
understand a part of the lesson, the teacher can set up one-on-one time for this students to be
taught the parts of the lesson again without slowing down the rest of the class.
SUMMATIVE ASSESSMENT (Product)
What will the students do to demonstrate competency?
Summative Assessment
 What evidence of student learning will you collect?
 What criteria will you use to judge whether or not your students are meeting the learning
targets?
 What are your evaluative criteria (or rubric) and how do they measure student proficiency
for your learning targets?
4.4 – In what ways will evidence document student achievement?
Benchmarking the students will allow for the teacher so see where the students stand when it
comes to the lesson. The benchmark can be before and after the unit so the teacher knows
how much the students have improved, or not improved, during the unit. The benchmark will
also allow for the teacher to see where each student stands as well as the class as a whole. If a
majority of the class does not do well then it is the teacher’s job to revisit the lesson and make
sure the students understand in a different way. If a majority of the class does score well and
some students do not then the teacher should sit down with the students who did not score
well and revisit it. It is the teacher’s responsibility no matter what, to make sure the students
are succeeding, no matter how many times it takes.
4.5 – How might you modify your assessment(s) for students with whom you are working?
A modification to the assessment would be to comment in Spanish for the students who are not
proficient in English. If this is done then the students will be able to understand what is being
said to them when they go home and read the comments. This is also beneficial because some
of their parents might not speak English and be able to tell them what is written on their
papers.
How would you assess the students at the end? Both formal and informal
Formal assessment: collecting their homework the following day
Informal assessment: listening to the students talking with their peers during the lesson and
taking notes
4.6 – How will students be able to reflect upon and self-assess their learning?
The students will be able to reflect and self-assess their learning by receiving feedback on their
work, both formal and informal. They will receive written comments on their work when it is

BONICH: Adelphi School of Education edTPA Math Lesson Plan
handed in but they will also receive comments when sharing in class. The class discussion will
help them further their understanding of what they did correctly or incorrectly. The students
will also be encouraged to ask questions during the lesson and review so they are able to know
what they need help with and where.
5. Instructing and Engaging Students in Learning – What will happen in this lesson?
5.1 – What teaching/instructional strategies will be used during this lesson?
(Describe what you will do)
During this lesson turn and talk will be used as a teaching and instructional strategy. For this
strategy the students will complete the worksheet on their own and when the whole class is
done, they will turn to a partner and talk about their answers. They should be able to help their
classmates if he/she gets a question incorrect. They should also be able to explain why the
correct answer is actually the correct answer.
5.2 – What learning activities do you have planned for students?
(Describe what students will do.)
The students will turn to a partner and talk about their answers and why they chose to place
their words in the spots that they did.
5.3 – What opportunities will the students have to articulate the learning objectives/target(s),
monitor their own progress, and identify support needed to achieve the learning
objectives/target(s)?
The students will be able to recognize the addition symbol when they see the example math
sentence when it is in the workbook as well as on the worksheet when they have to fill in the
blank for each question. They will be able to use it at the appropriate time when they create
their own word problem and are able to write it down.
The students will be able to draw the number of objects given when they practice the questions
in the workbook. The only way they will be able to draw the correct number of objects is if they
keep practicing and double checking their drawing to make sure it is the correct amount.
The students will be able to create their own word problem as homework after the second day
of the lesson. During the second day they will be exposed to multiple examples of what they
will need to do so when it comes to their homework, they have problems to look back on if they
need help or are stuck.
5.4 – Describe the sequence of steps in this math lesson in the following table. General lesson
sequences may be more direct, or open (constructivist). Whatever design is used, the lesson
needs to be explicitly outlined here.

TIMELINE: Days allotted for this lesson: 2

Materials (list):
 Worksheet
 GoMath workbook
 Paper
 Pencil
 Scissors

BONICH: Adelphi School of Education edTPA Math Lesson Plan
Hook/Motivation/Anticipatory set Time: 10 minutes
Teacher:
"Today in math we are going to learn how to add groups of objects. Does anyone know what it
means to add groups?”
During the lesson I will stop and ask students some of the following questions:

Teacher:
Re-voicing (asking students to verifying your interpretation and clarify his or her thought)
Yesterday we went over how many objects are in a group. Does anyone know what it means to
add groups?
Students raise their hands and answer.
That is correct.
Who can repeat? (ask students to restate what has been said)
“Now class, repeat after me. Adding groups means adding one set of objects to another set of
objects.”
Who can add on? (asking students to add their own ideas)
Can anyone give me an example of adding groups of objects?
Students answer
Press for reasoning (asking students to explain their reasoning)
Why did you chose that answer? Where do you see those objects being added together in real
life?
Student answers.

Objective & Purpose Time: 15 minutes
Objectives
Students will be able to recognize the addition symbol (+) and be able to use it at the
appropriate time.
Students will be able to draw the number of objects given and be able to count them to reach
the correct answer in the end.
By the end of the lesson the students should be able to create their own word problem for their
peers to solve. They will also be able to arrange a mathematical equation based on the written
problem given to them.

Teacher:
"Today in math we will be learning how to add groups.”

Student stated objective: (have students recite)
 I will learn how to tell the teacher what the addition symbol means and when I should
use it.
 I can correctly draw the number of objects that are in the word problem.
 I can create my own word problem so my classmates can answer it.

BONICH: Adelphi School of Education edTPA Math Lesson Plan
Teacher:
Explains the worksheet. Now everyone is going to work on the worksheet individually. When
the whole class is done you will turn and talk with the person sitting next to you and go over
your answers.

Purpose
Teacher:
Learning about how to add groups of objects will help us in a few weeks when we start working
with more detailed word problems.

Explore Time: 20 minutes
The students will explore the worksheet and vocabulary words while cutting and placing them
in the correct spots. They will also identify the skills they will need to answer the workbook
questions the next day.

Explain Time: 10 minutes
One the students are completed with this individual work they will turn to their partner and talk
about their answers. The students will explain how they got to their answers and if they have a
different answer than their partner then the two will talk about it until they come to an
agreement on the correct answer. Then the class will refocus with the teacher in the front of
the room and it will be reviewed as a class. This will allow for the teacher to see what which
groups were having trouble with and who needs a little extra help.

Closure Time: 5 minutes
In their math journal, students will write what they learned today so tomorrow they can look
back in their journal if they are having a difficult time remembering what was taught.

Restate all the above in Table Format
Time Learning experiences Purpose
10 min. Today in math we are going to learn how to add Hook/Motivation: to make the
groups of objects. Does anyone know what it lesson sound interesting to the
means to add groups?” students before they know what
it is about
15 min. Learning about how to add groups of objects will Objective/Purpose: students will
help us in a few weeks when we start working know what the importance of this
with more detailed word problems. lesson is and how it will help
them in the future
20 min. The students will individually work on the Explore: the students will see
worksheet while cutting and placing the words in what they have to do before
the correct spots. taking on the task. They will then
fill out the worksheet.
10 min. The students will turn to a partner and explain Explain: the students will know
their answers and why they chose those. why the correct answer is the
correct answer

BONICH: Adelphi School of Education edTPA Math Lesson Plan
5 min. The students will write down what they learned Closure: they will do this because
in their math journals. if they ever forget how to do
something then they will be able
to look back in the journal
5.5 – Family Involvement
 If this lesson does not explicitly require family involvement, then describe how you
will go about informing parents of the unit content or particular lesson and how their
student is doing.
The parents will not be involved with this lesson but they will receive a newsletter home
every Friday telling them what their child has learned during the week and what they
will be learning the following week. There will be a section for the parents to write to
the teacher is he/she has any questions or concerns.

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Name: _______________________________________ Date: ___________________

Labeling in Math!

On a separate piece of paper write the words in the word bank. Then cut them out and glue them
on the blank spaces in each question.

Word bank
equal to more sum plus

1. + =
What is another word for the 4? ___________________
---------------------------------------------------------------------------------------------------------------------
2. Johnny has three apples and Sam has two apples. How many _______________ apples does
Johnny have?
---------------------------------------------------------------------------------------------------------------------

3. ___ =
---------------------------------------------------------------------------------------------------------------------

4. + is ________ .

Nombre: _______________________________________ Fecha: __________________

Etiquetado en matemáticas!

En una hoja de papel separada de escribir las palabras en el banco de palabras. A continuación,
recortarlas y pegarlas en los espacios en blanco en cada pregunta .

Banco de palabras
igual a más suma más

1. + =
Lo que es otra palabra para 4? ___________________
---------------------------------------------------------------------------------------------------------------------
2. Johnny tiene tres manzanas y Sam tiene dos manzanas. _______________ ¿Cuántas manzanas
tiene Johnny tiene?
---------------------------------------------------------------------------------------------------------------------

3. ___ =
---------------------------------------------------------------------------------------------------------------------

4. + is ________ .

BONICH: Adelphi School of Education edTPA Math Lesson Plan