You are on page 1of 8

# USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________

Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20

Lesson Content
What Standards (national or MAFS.1.OA.3.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
state) relate to this lesson? MAFS.1.OA.3.6: Add and subtract within 20, demonstrating fluency for addition and subtraction
(You should include ALL applicable within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
standards. Rarely do teachers use decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the
just one: theyd never get through relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 =
them all.) 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).
MAFS.1.OA.1.1: Use addition and subtraction within 20 to solve word problems1 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 (1Students are not required to independently read the word
problems.)

Essential Understanding Students will understand both the make ten and the counting on methods. They will also be able to
(What is the big idea or essential differentiate between which is more efficient in a given situation.
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

## Objectives- What are you

teaching?
(Student-centered: What will Given a word problem, students will be able to decide which of two methods to make ten is more efficient
students know and be able to do in a given situation. They will also be able to recognize that this might not be the most efficient method
after this lesson? Include the every time.
ABCDs of objectives: action,
behavior, condition, and degree of
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________
Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20

## mastery, i.e., "C: Given a sentence

written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: I am teaching this objective because it is the next skill in the curriculum guide, and it is important for
Why are you teaching this students to be able to differentiate between methods in order to use what is most efficient. I am teaching
objective? it this way because it is a method that the students are familiar with, and one that I have seen work well
Where does this lesson fit with them.
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?

Evaluation Plan- How will you Formative-Students will be monitored by walking around and offering help if needed. Several will be
know students have mastered called up to share their work.
Summative-Students will eventually be given a performance task that will assess this skill, but not during
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________
Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20

## What Content Knowledge is

necessary for a teacher to teach
this material? The teacher will need to know how to do and demonstrate the make ten and the counting on methods.
They will also need to know which is more efficient in this setting and for the individual. They will need
to consider what efficiency means to them, and make sure to explain it in detail to the students.

What background knowledge is The students must have an idea of how to do both the make ten strategy and the counting on strategy.
necessary for a student to They have been working on these strategies for quite a while. I know that some of them have struggled
successfully meet these with the make ten strategy.
objectives?

## How will you ensure students

have this previous knowledge?
What do you know about them?
What do you know about their

## What misconceptions might

Some students might not understand how to do one method or the other. They might not understand that
you dont just stop at ten. They also might not understand that this answer might differ from different
people.

Lesson Implementation
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________
Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20

Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct I will be using the five es and a demonstration.
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.) 11:20 Teacher
Have students start putting away materials from other lesson, make sure they
Where applicable, be sure to 11:25 Teacher get out their math journals (red stripe) and to open nit to a new page. Have them
address the following: put the date at the top of the page.
What Higher Order Thinking 11:28 Student
(H.O.T.) questions will you ask? Start explaining to students that you will be handing out a question for them to
How will materials be 11:30 Teacher glue into their journals on the page they wrote the date on. Explain that today we
distributed? will be helping to solve a problem, and stress that this question is our essential
Who will work together in question for math today.
groups and how will you Today we will be solving a problem together. I am going to pass out this
determine the grouping? question, and I need you to glue it in your math journal. Wait to start, as I
How will students transition want to go over the question with you.
between activities?
What will you as the teacher do? Question (Can replace names with students names): Rebecca used the counting
What will the students do? on strategy to solve 7+8. Jessica used the make a ten strategy to solve 7+8. Who
What student data will be used the more efficient strategy? Explain your thinking.
collected during each phase?
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________
Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20

What are other adults in the Students will glue question in their notebook. Make sure everyone has glue, if
room doing? How are they not, grab some for them to borrow in one of the baskets behind the EEKK sign on
supporting students learning? the bookshelf next to the carpet.
What model of co-teaching are
you using? Teacher will get their own copy, project it on the board using the document
reader, or write it on the whiteboard if the technology doesnt work. They will
start by reading the problem to the class. Then, explain that we are going to
break down this problem and solve it using both strategies. Start talking about
efficiency, and what it might mean. Ask if the students have heard of it
before, and call on a few to see if they have. Explain that efficiency means
the fastest and easiest method for each individual, and that it might be
different for everyone. Tell students to keep this in their minds when using
both strategies, as we will be discussing this later.

Who has heard of efficiency? Efficiency means that we are looking for the
fastest and easiest solution for us, but it might not be the same for every
person. Remember fairness? Sometimes one method works better for one
person and a different one works better for someone else.

strategy is. Call on some students to share what it is, and have the students
draw out the strategy first in their notebooks, doing it on yours as well.
Then, go over the make a ten theory in the same manner. (Make two tens frames,
put eight counters in one and seven in the other, and then move two counters
from the seven over to the eights tens frame, making one complete one. Then,
rewrite the number sentence to say 10+5=15.) Ask the students which one they
think is more efficient. Have students write a sentence in their journals
explaining their thoughts and their reasons.

So, the question starts with the counting on strategy. Who remembers
what this strategy is? Could you explain for the class? The counting on
strategy has you put the biggest number in your head, and then keep
counting from there. We can also use counters for this. Today, I would like
you to draw the counters into your notebooks. Use the counting on strategy
first. (Do the same for the make a ten strategy.)
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________
Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20

While students do this, walk around and assess their writings using a prepared
chart, jotting down symbols or notes as you see fit, gathering data on the
choices they are making and how theyre solving the problem, and
conference with them on their thinking. Pick a few to call up and show their
thinking to their students. Consider calling a student who might be struggling
with a method, so that they may have help from both the teacher and the
class with their thinking. Have students use accountable talk to agree/disagree
with their peer. Stress that different strategies will be more efficient to different
people and not every answer is the same.

If a student needs help and struggles with this concept, pull them for a small
group with their other teacher to get individualized help.

## What will you do if a student struggles with the content?

If a student struggles with this concept, they will be pulled into a small group with Mrs. Ezell to receive
more one-on-one instruction.

## What will you do if a student masters the content quickly?

-When would you use the make a ten strategy? Why?
-Liz used the make a ten strategy to create the problem 10+5. What could have been the original problem?

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
Several students enjoy out of the box thinking and working their mental muscles.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________
Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20

There are several students who are gifted really love open ended questions, and if I include the names of
the students, it incorporates the classroom culture.

If applicable, how does this lesson connect to/reflect the local community?

N/A

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students who need enrichment will be asked the two questions shown above.

How will you differentiate instruction for students who need additional language support?

For students who need additional language support, they will have the visuals we are given, The
questions can also be asked in a simpler way, and if possible, the teacher can sit and try and help the
student one on one.

## Accommodations (If needed) E, C, R, N, T (gifted)- Extra questions

(What students need specific A, A, K (ELL)- Small Group
accommodation? List individual J (IEP)- extra time/individualized help
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Why Print out of question-20, for each student
did you choose these materials? Mrs. Ezell to pull a group who needs a bit of personalized help
Include any resources you used. Students will need math notebooks and writing utensils
This can also include people!) Glue
USF Elementary Education Lesson Plan Template (S 2014) Name: __Breanna Dennes__________________
Grade Level Being Taught: Subject/Content: Math, Most Group Size: Date of Lesson: 10/4/2017
First Grade Efficient Way to Make 10 20