5E Lesson Plan

Teacher(s): Ms. Pelkey

Date: April 2021
Subject / grade level: Mathematics, Grade 1
Materials: Blocks; units, rods, and flats; Skittle/ M&M’s on Friday’s; Markers and paper

State Standards:
Operations and Algebraic Thinking – 1.0A.1
Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction
within 20 to solve word problems 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.

In Grade 1, instructional time should focus on four critical areas:

(1) developing understanding of addition, subtraction, and strategies for addition and subtraction
within 20;
(2) developing understanding of whole number relationships and place value, including grouping in
tents and ones;
(3) developing understanding of linear measurement and measuring lengths as iterating length
units; and
(4) reasoning about attributes of, and composing and decomposing geometric shapes.

Lesson objective(s):
 Students will be able to…….
 Break down numbers using the units, rods, and flats.
 Calculate adding and/or subtracting numbers using the units, rods, and flats.
 Explain the answers they came up with.

Differentiation/Accommodation strategies to meet diverse learner needs:

 Ainsley is a student with down syndrome. She loves to be a part of the lesson but has a
difficult time with her motor skills, speech, and counting.

 Three accommodations for Ainsley would be…

1) Ainsley enjoys being a part of the class and actively participates in the class discussions.
She, also, loves to color and draw, even if they are scribbles on a page. To encourage
and reward her for finishing the lesson, she will be allowed to draw on two pieces of
paper.
2) Ainsley has the ability to learn the material quickly and repeat the process back in the
correct steps and with the correct manipulatives. Using smaller manipulatives in a smaller
quantity will allow Ainsley to work on her motor skills while working on her counting.
3) Ainsley has a limited speech impediment and is unable to say some words. She has had
a difficult time saying some of the numbers and will, instead, show us the number on her
hands or write it down on a paper. To help her say the numbers out loud, we ask her to
add or subtract while holding her hands out on the table. We place our hands on top of
hers while she repeats the numbers, or the problem, back to us. If she is having a difficult
time, we give her one hand back to gain some confidence back.
1
 5E Lesson Plan

ENGAGEMENT
 The engagement for math would be 5 minute timer to allow Ainsley to clean up what she had
been doing and get ready for the math lesson. Once she has cleaned up her area, seated in
her seat and focus on the white board is when we start the math lesson.
 After all the students have settled and focused on the white board, we will discuss what we
learned yesterday and what we will be learning today.
 When it is a Friday, we enjoy working on adding and subtracting word problems. The
students enjoy it because they are allowed to count and manipulate candies, such as skittles
or M&M’s then they are able to enjoy them after the lesson in finished.

EXPLORATION.
 The students will be able to use the manipulatives that are inside the classroom. They will
have the option of: units, rods and flats, geometrical shapes, or markers to draw out the
groups.
 They will be divided up into groups of two or three to work on five problems together, as I
walk around the room to help when needed and make sure they are staying on task.

EXPLANATION
 The students will be expected to know the basic terms we have discussed in the lesson for
the day, such as ‘we added’, ‘we subtracted’, etc. The students will also need to know how to
subtract the smaller number from the larger number.
 After the students have worked through the problems, I will ask them to explain what the
tenths place is and what the ones place is. I will also ask questions like, ”does it matter what
order the numbers are in? What happens if we switch the numbers? Does the number
change into a smaller number or a larger number?”

ELABORATION
 Being able to add in “real world” example will help the students know that math goes along
with them when they go home and it does not just stay inside the classroom. Using
examples like how many cookies, or pieces of candy or how many Legos (or whatever toy
that is popular for the students that year).
 The vocab that will be introduced would be counting numbers, adding, and subtracting. Each
student will need to know what the term is and will be quizzed on it the next day of class.

EVALUATION
 The students will be given a verbal quiz, probably outside in the hallway, asking the students
what a term means and have them answer one word problem on a white board.
 The students will be sent home with a Weekly Announcement with the key terms of the week
and a practice problem for them to work on with their parent(s).