Lesson Plan Template
SPED 435/ED 427
Topic: Math
Standards:
3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between
addition and subtraction.
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.
Objective: SWBAT add “one” to a given number and apply the commutative property to
add a given number plus “one.”
Student-Friendly Objective: We will learn how to add one to a number.
Assessment Plan: Students will be informally assessed through observation and
questioning techniques. I expect students to identify that 1+5 and 5+1, for example,
equal the same sum. Students will share answers with each other. Assessment will not
count towards a grade but will serve to check understanding.
Materials Needed: Whiteboard, marker, eraser, workbook, manual, manipulatives.
Key Vocabulary:
Add: increase a number.
Sum: the total.
Anticipatory Set:
• Read Missing Math by Loreen Leedy & discuss.
Instructional Inputs:
• Discuss behavioral expectations: Safe, Responsible, Respectful.
• Begin reading the script from the teacher’s manual:
• “We’re going to learn about 1-plus problems. You get the same answer for
problems that start with 1 plus as you do for problems that plus 1.”
• “I’m going to read some problems that begin with 1 plus. You tell me the answer.
Listen. 1 plus 5. Think about 5 plus 1. What does 5 plus 1 equal?” (Signal.) 6.
• “Say the fact.” (Signal.) 1 plus 5 equals 6.
Modeling:
• Write 1 + 5 = 6 on a whiteboard. Write 5 + 1 = 6 below it. Model how to count on
and emphasize how we can switch 1 and 5 to get the same answer.
Guided practice:
• Follow the script in the teacher’s manual to guide students through each
problem in section 1 of their workbooks.
• Ask students to give you a thumbs up if they feel good about adding 1, to give
you a side-ways thumb if they kind of understand, and a thumbs down if they’re
confused.
Closure:
• Reiterate strategy of counting on from a number to add.
• Emphasize how adding 1 to a number or adding a number to 1 gives us the
same sum.
Independent practice/application:
• Have students complete the rest of section 1 if they feel ready.
Differentiation
• Model counting on with my fingers.
• Model using counters to add.
• Students who finish early may play mathematic games or solve mathematic
puzzles. Students may also choose to read a library or class book.
Transition:
• Ding the chime 3 times.
• Ask students for materials back.
• Review their behavior chart with them.
• Return their folders.
Reflection:
• Almost all students remained on task. Two struggling students adopted the
strategy of using counters to add. One student refused to work and avoided the
lesson by lying on the floor for the majority of the lesson. I followed my mentor’s
guidance and ignored the behavior after prompting the student. Our goal is to
extinguish the negative behavior. Next time, my goal will be to replace the
avoidance with presence. If she is at least present at the lesson, I will consider
that an improvement.
