UMU Lesson Plan Template

Name: Alison Jacobs Date: 10/26/19

Grade Level: 3rd grade Class Period: 11:00-12:00
Subject: math Lesson # & Title: #5 ed tpa lesson 1
Function of the Lesson (check all that apply):
 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Planning Rationale:

Learner Attributes:
This is a 3rd grade classroom, it is co-taught by a regular education teacher and a special education teacher. This class consists
of 24 students, 13 girls and 11 boys. 22 of the students are Caucasian, 1 student is African American, and 1 student is
Hispanic. 6 of the students are on an IEP 2 girls and 4 boys all students are identified with SLD with deficits in mathematical
comprehension, mathematical problem solving, written expression, and reading comprehension. The students come from
various socioeconomic backgrounds, with the majority of students on the low to middle end of the socioeconomic spectrum.
The students also have a variety of learning styles, including visual, auditory, kinesthetic, and tactile.

Environment:
This 3rd grade class is co-taught with a special education teacher and regular education teacher. There is also a classroom aid
that helps out with struggling or off track students. The classroom teacher instructs the lesson at the front of the room while
the special education teacher provides differentiation as needed for her students. For some lessons the special education
teacher pulls her students into her resource room. The resource room is spacious with differentiated seating, a white board at
the front of the room, and has many different manipulatives that students can use. There are a group of desks, two tables, and
a carpeted area with comfortable seating.

Planning Rational:
This lesson will be taught to a student in a one on one setting. This student is on an IEP for a Specific Learning Disability
with deficits in reading and mathematics. This lesson will focus on math with addition and subtraction within 50. I will adapt
the lesson to meet this students needs. I will incorporate different styles of learning to best meet his needs.

Content Standards:
2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction.

Rational:
He has mastered addition and subtraction within 20 and within 50 using different strategies. This student is most familiar
with using place value and number grids to use as planned supports.

Learning Objectives:
 Student will solve addition problems within 100 when given a number grid with 80% accuracy.

Academic Language:
 Addition
 Regrouping
 Number grid
 More
 Both
 Total
Revised January 2018
  Together
 In all
 Plus
 In addition

Assessment Plan, Formative Assessment:

 Guided practice addition game: Student and I will take turns playing an addition within 100 game together. We will
play on a game board that each space has an addition fact. We will roll a dice to see how many spaces we will be
moving, whatever space you land on you will add the two numbers together, if you get the correct answer you get to
keep your spot, if you do not get the answer correct then you have to go back to where you were before you rolled
the dice. We will take turns, I will give the student paper to set his problems up on and work them out. I will check
how the student is lining his problems up (by ones and tens), I will point out if he is not lining them up correctly. I
will watch his thought process when he adds and will check for understanding by seeing if he gets them correct. If
he is struggling I will assist him with using his 100 chart to help.

Assessment Plan, Summative Assessment:

 Independent addition practice: The student will answer 6 addition within 100 equations. This will be completed on
grid paper where he can see how they are lined up properly. He may use a number grid as needed. He must get 5 out
of 6 questions correct to meet the lesson objective. I will collect it and check for understanding and will explain
anything that he got incorrect.

Procedures, Lesson Introduction (5 minutes):

 I will activate prior by having the student do a 10 more activity, where the student will add 10 to whatever number is
given. This will get student into the mindset of adding and that the number is going to be getting bigger. Only 10
more and 1 more in the table, 10 less and 1 less will be the following day for subtraction.
 I will capture student attention by playing a video on addition using a 100s chart to add two numbers together.
https://youtu.be/-eCfZRf8JmI This student enjoys watching videos and will be engaged in seeing how to add with a
number grid to help him.
 I will make the student aware of the goals by telling him that today we will be working with addition within 100
with regrouping.

Procedures, Lesson Body:

 Explicit (5 minutes): I will show the student an anchor chart that has vocabulary that is used in addition problems. I
will model how he will use these when talking about his problem. I will model to the student how I will set up the
addition problem. I will line the addition problem up on the whiteboard, lining them up by ones, then tens. I will
then show him how I add the ones group first, and if the answer is bigger than 10 I will show him how I add the ten
group to the other side of the problem. I will then show him how I add the tens group. I will show him how to use a
number grid to help him with the addition problem. I will repeat this for 3 addition problems, some with regrouping,
some without. I will model using proper math vocabulary when explaining how I got my answers to my problems.
 Structured (5 minutes): We will work on addition problems together. I will ask him to come up to the whiteboard
and show me how to line up the problem. I will ask him how we line them up (by ones and tens) and will have him
explain why it is important that we line them up correctly. I will then ask him what we do first with our addition
problem, I’ll ask him what side we start on. I will repeat talking him through problems for 3 addition problems,
some with regrouping some without. I will have him explain how he got his answers.
 Guided (10 minutes): The student and I will play an addition within 100 game together. We will play on a game
board that each space has an addition fact. We will roll a dice to see how many spaces we will be moving, whatever
space you land on you will add the two numbers together, if you get the correct answer you get to keep your spot, if
you do not get the answer correct then you have to go back to where you were before you rolled the dice. We will
take turns, I will give the student paper to set his problems up on and work them out.
 Independent (10 minutes): The student will answer 6 addition within 100 equations. This will be completed on grid
paper where he can see how they are lined up properly. He may use a number grid as needed. He must get 5 out of 6
questions correct to meet the lesson objective.
Revised January 2018
Procedures, Lesson Closure (5 minutes):
 I will summarize student learning by asking the student why it is important to remember to line our problems up by
ones and tens, him explaining this will help him to remember to always line the problems up this way.
 I will preview what we are learning next by asking the student if he thinks that we will line the problems up the
same way for subtraction problems. I will tell the student that the next topic we will be talking is subtraction.
 I will link to real world connections by giving the student a word problem that deals with addition and money. I will
relate it to him so he can see the real world connection. I will tell him to solve this word problem “If you have $26
and your grandma gives you $15 for your birthday, how much are you going to have in all?”

Differentiation, Individualized Instruction, and Assessment:

 This lesson is adapted to meet an individual student’s needs. This lesson accommodates this learners’ goals for his
IEP. The assessments are adapted to meet his academic level and provide feedback on any struggling areas.
 This student gets distracted easily, when teaching lessons, I will pull him into the resource room for student to get
the least about of distractions as possible. This why the student can be focused and engaged throughout the lesson
and will be able to hear me without other students talking.

Instructional Materials and Support:

 10 more introduction
activity. Only 10 more and 1 more, 10 less and 1 less will be the following day for subtraction.
 https://youtu.be/-eCfZRf8JmI adding within 100 with a number grid.
 Number grid

 anchor chart with key terms

Revised January 2018
  Whiteboard

 guided practice game board

 Dice
 Pawn pieces

 independent practice/summative
assessment

Research and Theory Commentary:

 This lesson uses the theories of Lev Vygotsky with his idea of scaffolding. His theory argues that educators should
change the level of support to meet the ability of the student and that is what is shown in this lesson. This lesson
gives support to the student by scaffolding the lesson to meet the student where he is at academically and gives him
Revised January 2018
 the extra support that he needs. Vygotsky also believed that the best way for students to learn is by scaffolding
lessons to go from explicit instruction to the independent practice and this lesson follows that pattern to focus on the
learner’s needs in adding within 100.

Cultural Responsiveness, Equity, and Inclusion Commentary:

 This lesson will be taught and record for my Education Teacher Performance Assessment. I have video consent
provided by the student’s mother. This student will stay confidential and the video will only be submitted to my
professors to evaluate my teaching.
 This particular student likes to have visuals and manipulatives to use when learning. Having the video in the lesson
introduction will activate prior knowledge while keeping him engaged. The anchor chart will be a visual that he can
use to help him see vocabulary that he can use to explain his addition problems. Using a 100s chart will give him a
hands on manipulative to assist in his learning, this is also a good visual for him to see the 2 numbers being added
together.
 This student enjoys learning through games. Using a game as the guided practice will help to keep him engaged in
the lesson. He can learn addition in a fun way.

Use of Technology Commentary (if applicable):

N/A

Reflection and Instructional Commentary (if applicable):

Student has been working with 2 digit addition and has been doing very well with it. The student will make minor mistakes
like forgetting to carry a 1 when adding. Student was engaged throughout the lesson. He understands that he must add the
ones then the tens. Student tends to have a hard time putting math into words, he will mix up vocabulary when explaining
how he got the answer to his problem. He does understand what he is doing with the math calculations, he did not miss
anything on the guided and independent practice. He does understand that you have to line the problems up correctly, he
explained to me that if you do not line them up correctly then you will not get the correct answer. Student was able to answer
the real life application problem that deals with money, he remembered to add his dollar sign to his answer. Students overall
strengths for the lesson are calculations are correct, he always lines the problem up correctly, and real life application. The
student still needs to work on using correct vocabulary to explain his answers, and student often gets confused with numbers
12-19 and tends to write them backwards, many times he catches himself but it helps him to visually see it.

Revised January 2018