Metroplex Center Lesson Plan Template for Formal Observations

Intern/Resident: Albamar Seguinot Date: Monday, September 16, 2019

Subject: Math Grade Level: 1st grade
Projected Length of the Lesson: 45 min
Learning Objective (Learning Intention/ TEKS)
Students will be able to add zero to any number up to 10
Students will recognize the “turn around fact” (commutative property).

TEKS
111.3.b.1(C)
111.3.b.3(D)
Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)
I will know the students have mastered the learning objective when we use unifix to add zero to any number up to 10.
Also, they will work individually on an assessment sheet, that will be graded afterwards.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)
Students will learn the addition rule where no matter what number is added to zero, the value will stay the same. This will
be shown with a box of “donuts”.

Interdisciplinary Connections (Other Subject Integration)

Fine Arts

117.106.b.3(A)

ELPS

(b. 1)
(b. 2)
(b. 3)

Class Information
20 total students
2 speech students
3 SPED students
1 student with tracheostomy
6 tier 1* students
3 tier 2* students
9 tier 3* students

*Tiers are assigned to each student after Istation is done in the beginning of each month. It refences how students
understand and master lessons.

Assessment Plans (Formal and Informal)

1. Assessing prior knowledge before the lesson:
Students will briefly review the addition rule after singing the Jack Hartman song.

2. Assessing understanding during the lesson:

Students will work with unifix on a domino sheet, instructed and modeled by the teacher.

3. Assessing mastery after the lesson:

Students will work on their assessment sheet independently to be graded after.

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Technologies and Other Materials /Resources
 Video: “When you add zero to any number” by Jack Hartman
Link: https://www.youtube.com/watch?v=wy389QGYe4I
 Box of handmade “donuts”
 Empty donut box
 Unifix cubes
 Domino mat
 Expo marker
 Elmo
 Assessment sheet
 Task cards
Academic Vocabulary
 Addition
 Number sentence
 Addend
 Sum
 Total
 Plus
 Equal

Lesson Procedures/Learning Activities:

Introductory Activity/Opening:
Students will watch a video about adding zero to any number.

Information Giving:
Teacher will review with students what the video said about the addition rule. She will use a box of “donuts” as an real world
example for students.

Modeling/Providing Examples:
Teacher will model with unifix cubes and domino mat what adding zero looks like in a concrete way.

Guided Practice:
Students will be asked to use unifix cubes to show what a number added to zero looks like. The teacher will model and tell them
what number they will be showing on their domino mat.

Higher Level Questions/Thinking Opportunities (List at least two questions):

 What is the value of zero?

 When you add zero to a number, why does the value stay the same?

Independent Practice:

Students will complete assessment page to turn in to the teacher.

Closure/Culmination Procedure (Summary of what was learned):

After students have turned in their assessment page, the teacher will hand out task cards with numbers and number sentences.
Students will later have to go around the classroom and find their matching card.

Instructional Strategies for High Student Engagement

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 -Students will watch music video to hook them into the topic
-Teacher will show students a box of “donuts” as a real world example by adding a box of nothing to her box of donuts.
-We will work as a whole group with manipulatives to see how adding zero would look like while teacher uses a marker to draw
amounts, they need to represent with their unifix cubes.
- After independent work, students will have task cards and go around the classroom to find their matching card (partner).

Differentiation (Content, Product and/or Process) (How are you challenging the able learners? How are you supporting the struggling learners?)
For SPED students, dots will be drawn on their assessment page to help them count and add easily. Teacher will go
around the classroom helping students and explaining as needed.

As part of classroom rules, students know that whenever they finish early, they can either finish coloring their journal
cover and other work we have done in the past, read a library book that is in their desks, or finish their morning page that
they have already grabbed when they arrived to the classroom.

Anticipated Student Difficulties or Misunderstandings:

 Students might not get why zero has no value
 Students might not understand why adding zero to any number will not changes its value
 Students might not be able to complete assessment sheet
 Students might not be able to find their matching card or partner

Don’t forget to type your lesson reflection in TK20 for your university liaison’s lesson evaluation. Use the following questions to
guide you:
1. What went well?
2. What would you change next time around?
3. Was the learning goal/objective met by most students? What did your assessments reveal?
4. What were your professional growth goal(s) and how was your progress toward your goal(s) reflected in this lesson?
5. What are your next steps?