UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Maryssa Morgan PSMT Name: Mr. M

Lesson Plan Math Lesson Plan Topic: Commutative
Title: Property- Addition
Date: 10-19-21 Estimated Time: 20-30 min.
Grade Level: 1 Grade
st
School Site: Gray ES

1.State Standard(s): 1.OA.B.3- Understand and apply properties of operations and the
relationship between addition and subtraction.

2. Teaching Model(s):
 Direct Instruction
 Whole Group
 Collaborative

3. Objective(s):
 SWBAT use the commutative property of addition to solve addition problems.

4. Materials and Technology Resource:

 Dominos
 YouTube Video- https://youtu.be/EBHLHwBn-lo (3 min.)
 Worksheet
 Whiteboard
 Projector

5. Instructional Procedures:
a. Motivation/Engagement:
 Teacher will write the word, Commutative Property, on the board.
 Teacher will ask students to repeat the word out loud.
 Teacher will explain that the commutative property is changing the order of addition
problems, or flip flopping, and still get the same result.
 Teacher will write A+B = B+A on the board, to show the relationship of
commutative property of addition.
 Teacher will then play a YouTube video that further explains the commutative
property. (10 min.)
 b. Developmental Activities or Learning Experiences:
 Teacher will pass out a set of dominos and a worksheet to each table.
 Teacher will explain that each table will be working together to write addition
problems based on the number of dots on the domino they choose.
 Teacher will do one example on the board.
 Students will be given time to work on the activity, as the teacher walks around to
see how each table is doing.
 Teacher will ask one member of each table to share their addition problems, and how
they used the commutative property on the projector. (10 min.)

c. Closure:
 Teacher will ask students, “Which property have we been using today?”
 Students will say, “Commutative Property!”
 Teacher will ask, “What is important about the commutative property? What are the
numbers doing? Is the result the same each time, or different?”
 Students will answer accordingly. (5 min.)

d. Extension:
 Teacher will ask students to add a third number to addition problems, add them, then
flip the numbers to get the same result. Ex. 1+2+3=6 and 3+2+1=6. (5 min.)

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 Concrete Examples
 Visuals
 Use of manipulatives

7. Assessment and Evaluation of Learning:

a. Formative: Ask questions to students throughout the presentation to check for
understanding.

8. Homework Assignment: No homework necessary because objectives were met during lesson.

9. Reflection: (This will be filled out after my lesson)

a. Strengths: The lesson was good. The students liked the video, and they understood the
concept of the commutative property.
b. Concerns: Classroom management is still a concern. Some students were out of their
seats, doing other activities, talking while another was talking, and getting off-task. When
I put them in groups to work on a worksheet, some students were working together, and
some were left out.
c. Insights: Classroom management is still an ongoing battle. Once that is under control,
lessons and activities would go more smoothly. At this point I am more comfortable doing
whole group instruction so that I can have better management with the students.