Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Julianna Ronto Date: 9/21/2020 Time: 11:00am-12:00pm
Subject: Math Grade Level: 1st grade
I. Topic & General Goal Addition: The students will learn how to make different sums of
9.
II. Reference to PA or 2.2 1.A.1 Represent and solve problems involving addition and
Common Core subtraction within 20.
Standards
III. Lesson Objectives 3. After the teacher models how to use counters and pictures
to create sums of 9, the students will be able to identify
number combinations of 9 with teacher support.
4. After the class finishes the math workbook pages, the
students will be able to independently represent
combinations of 9 with images and addition number
sentences.
IV. Materials Student iPads, teacher laptop, online Seesaw app, My Math
student workbook pages 69-74, two-color counters, part-part-
whole mat
V. A. Introduction Hybrid Lesson: Seven students will be in person and fifteen will
be participating live from Microsoft Teams remotely.
 Ask students how they can use objects/counters to show a
way to make 9.
 Have them use their counters and part-part-whole mat to
make 9. Flip their cameras to show their mats.
 Ask them to tell us the number sentence and write down
each number sentence on a piece of paper.
B. Procedures  Color in the stars to show one way to make 9.
 Turn to page 70. Have students use their counters to
replicate the models at the top of page.
 Work through solving numbers 1-8. Start by guiding
students explicitly solving by drawing circles.
 Turn to page 71.
 Give the students more wait time to solve problems and
call on students individually.
 Have students give thumbs up and hold up their fingers
ensure engagement and understanding.
 Turn to page 72. Read aloud word problems and solve
together. Draw circles to help solve the problems. Have
students hold up their drawings.
 Answer the written question. Call on a student. (Is there
more than one way to make 9?)
  Pull up Jack Hartmann’s Number Pair song for 9 for
students to follow and dance along with. (brain break)
 Go back to the document camera to complete the
homework page.
 Have students write different ways to make 9 (#1-6).
Review the different answers.
 Turn to page 74. Review vertical addition problems and
have students complete 9-14. Check each answer with the
students.
 Read the story problem aloud and call on a student to help
solve.
 Call on a student to answer the test practice question.
C. Differentiation Process- Presenting ideas in different ways- Using counters,
acting it out, drawing circles, listening to a song that lists the
number pairs that create 9
Product- Creating their own combinations to equal 8.
D. Closure  Students will now go on Seesaw to complete the activity
to make 9.
 Show the students how they will color in the cubes to
represent different ways to make 9.
VI. Assessment 3. Informal- Question students throughout the lesson about
what combinations of numbers make the sums of 9.
4. Formal- Seesaw Activity- Making 9
VII. Modifications and/or Zoom document camera for students to see more easily
Accommodations Include visuals and voice recordings of instructions and questions
for struggling readers.
Watch students on teacher iPad to answer questions during the
independent Seesaw work time.
IX. Self-Evaluation This lesson turned out well. The students were familiar with the
layout of the lesson and thrived with the routine. Most students
were able to answer the problems without needing to draw
9/21 visuals. If a student got the problem wrong, I would show them
how to correctly complete the problem with drawing pictures.
Math
1st Grade **The students also did well on the Seesaw activity that was all
on one page. The only concern is the size of the activity due to
their small size of their iPads. I will have to keep this in mind and
ensure that the page does not have too much on it and become too
hard to interact with for the students. I asked the other first grade
teachers (who I share my Math Seesaw activities with) if the one
page activity worked better for themselves and the students. They
all agreed that students were able to complete the activity more
easily and it took less time to score. I will continue to put the
activity problems all on one page if possible.