Annotated EDUC 230 Lesson Plan Template

(Adapted from the EDU2003 Lesson Plan from Centenary University based on the edTPA Framework)
Your Name: Gianna Sicola
Grade level this plan is for: 1st Materials you’ll use: counting cubes, white board/smartboard, pencils, an addition worksheet that’s lists
Grade problems and has spaces for students to write their answers.

Central Learning Focus and Planned Learning Outcomes

Central Focus I will be teaching students about adding numbers togethers to make bigger numbers
Question: What happens when we add two numbers together?
(Content) Answer: your answer should be bigger
ELA Anchor Standard NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Standards for NJSLS Math
Mathematical Practice 4. Model with mathematics.

1.OA.B.3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3
Learning Standard(s) for + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added
the Central Focus to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) (Students need not use formal terms for
these properties)

Objectives based on the Students will be able to apply the property of addition to single digit whole numbers. They will be able to solve basic
Learning Standards listed addition problems and find the correct answer (only adding single digit numbers together).
above

Prior Academic Students should have a prior understanding of what single digit whole numbers are. In this lesson they will begin to
Knowledge use the terms addition, or plus, when they speak or read about the mathematical problems.

Students may not remember previous lessons of whole numbers which can bring the need for review. This lesson also
Anticipated Issues includes counting cubes which can distract the students. This may lead them to using the cubes for non-mathematical
purposes. Enforcing the rules and managing the classroom properly during the lesson can help the lesson run
smoothly and allow students to remain on topic.
 Academic Language Demands
Addition – adding two or more numbers together to get a bigger number
Language Used Whole number – basic counting numbers
(Vocabulary, Syntax, Sum – the answer of an addition problem
Discourse) Plus – another term for addition; adding two numbers together
Addend – the numbers that are being added together
Solution/Answer: the final answer to the problem
To support the learning and understanding of these vocabulary words, they will be on display with their definitions
Meeting the Language on a bulletin or white board. They will be displayed in a colorful and enticing way to get the students excited and
Demands engaged. By displaying them in the classroom the students will be able to reference the words and their meaning
throughout the lessons and activities. They can be used as a guide to help students become familiar with the terms and
aid the process of remember the words and their definitions.

Assessment
Assessment Type Evaluation Criteria and Feedback for Students
Assessment Task Planned Modifications to
(Informal or (Teacher Tasks - What evidence of student learning related to the
Description Assessment Tasks
Formal) learning objectives and central focus does the assessment task
(Student Tasks)
provide? What feedback will you provide the students?)
Informal During the practice portion of The teacher should walk Students who are having a difficult time understanding how
(During Instruction) this lesson the teacher should around the classroom and addition works may need a different definition for the terms
assess whether or not the observe whether the students being used in the classroom. To do this the teacher can work
students are understanding the are comprehending the with the student to create a personalized reference card that
concept of addition. To assess concepts. If the teacher sees has definitions or visuals that help them understand the terms
this the teacher should look that the student(s) are being used. This should prompt to reference the card when
for whether or not the students struggling, then they should they are feeling stuck on what to do with the numbers. Once
are correctly using the review both the processes of the card is created, the teacher can monitor whether the
counting cubes for the addition and the use of student is efficiently using the card and if they are finding the
respective problem on their counting cubes to help them correct answers for the problems. The students who do
individual desks. visualize the problems. If the understand the lesson will get a sticker on their worksheet and
counting cubes are becoming the opportunity to either do more addition problems or color.
This can be seen by students confusing for students, using
starting with the right number other visuals such as pictures
of cubes first, then adding may help better. Students may
another pile of the second also have to look at the word
number, then properly display to help them during
counting the two groups of this portion. If students are
 cubes together to get the right still having trouble the teacher
solution. may have to help students
individually instead of
collectively as a class.
After students become Some students may not feel Students will be assessed on whether or not they accurately
familiar with addition, they comfortable answering complete the worksheet of addition problems. Also, they will
are required to complete a problems during a class be assessed during the class assessment whether they are
worksheet that will have activity; therefore, the teacher solving the problems correctly. If they can accurately solve 4
addition problems listed. The will have each student write of the 6 problems on the worksheet and 7 of the 10 problems
students will be assessed on the problems created and their created by the class, they have successfully completed the
whether they were able to solutions to them which the assessment.
Formal accurately solve the addition teacher can evaluate their
problems with the use of the work. The students will also
(After Instruction)
visuals provided. This will be be given a sheet that has the
known if they have the right terms and definitions for the
answers written down on their addition problems. This will
worksheets. Once they have be a reference for them
done that, as a class we will however they will still need to
create addition problems and complete the problems on the
solve them on the white board worksheet and follow along
or computer screen projection. with the class assessment.

Launch / Motivation /
Anticipatory Set
(Engage)
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or Evaluate)
Instructional Strategies and Learning Tasks
Engage – Students will be introduced to the topic of addition by watching a short video. The video will introduce
one of the vocabulary words we will be learning and using throughout the lesson, which the students will be asked
prior to watching the video to try and spot. The teacher will ask what the video said about addition problems and
discuss with the class some of the examples used in the song.
Explore – Students will get the opportunity to explore counting cubes and become familiar with how they work.
They will be given a small amount of “1” cubes that represent one number. The students will be given about 5-10
minutes to complete this exploration. After this exploration, the teacher will then look for volunteers to talk to the
class about how the cubes can help with addition. The time the students receive with the cubes will help during the
lesson because they will become familiar with how to use them for mathematical purposes.
Explain - During this part of the lesson the teacher will review the terms. They will be introduced to the words and
shown them on the word display. They will also be explained on the parts of an addition problem. After they are
shown the parts, the teacher will then ask them to explain back the terms and parts of an addition problem.

Elaborate – This is where the teacher will start using examples of addition problems and walk them through the
process. This is where the counting cubes will be incorporated; to reinforce the process and method of solving an
addition problem. This is where students will ask questions and the teacher will answer them. In return the teacher
will ask students following questions based on the lesson and information given so far.

Evaluate – Students will now complete their worksheets using the methods taught in class with the counting cubes;
Closure
however, since the worksheet has blocks included on it the counting cubes will be taken away to get their minds
used to seeing and thinking about the problems. After they complete their worksheet, as a class they will create their
own addition problems. This will be done on the back side of their worksheet. The teacher will project or write on a
board the problems created by the class, which then the students should solve on their own. Once they are done
solving those problems, the teacher will then collect all students’ worksheets to evaluate them and their accuracy.

Closure – To finish the lesson, the teacher should start by asking the class when they think addition is used outside
of the classroom. This will get them thinking how this lesson applies more than just in math class and how the
process can be used in different settings. The students will come up scenarios or situations where they think addition
is used, which will help them make a connection between the lesson and real life.
How does your lesson plan While this lesson is a math lesson it incorporates public speaking as the students are asked to talk to the class about
include language arts, their thoughts and ideas.
math, or social studies
content?
Extension Activity If students complete this early, there will be an additional worksheet for students to complete. (See references).

Differentiation/Planned Materials – Those that need accommodations will continue to use the counting cubes throughout the lesson as an aid
Additional Support to help them complete the addition problems. They will use these because they help students see and use their hands
to figure out what they are doing instead of relying on a mental process for it.
(Special Needs, ELL,
Gifted, Apathetic) Instruction – The way to use the counting cubes will be explained so students know how to properly use them. They
are being taught how to properly use them so they can effectively use them and stay focused.
 Teaching Analysis
You do not need to complete this section this term (fall 2020/spring 2021) as you will not have the opportunity to teach lessons.
Which lesson aspects
worked?

Which did not work as

well as you planned?

What would you need to

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes

Resources
(Be sure to cite the NJSLS and any other books, videos, websites, etc. that you may have used to develop this plan or that you would need to use to
carry out this plan.)
Video: https://www.youtube.com/watch?v=WT_wvvEvkw4
Main Worksheet: https://www.k5learning.com/worksheets/math/grade-1-adding-using-pictures-4.pdf

EXTRA WORKSHEET: