Complied Lesson Plans Complete

Lesson Plans Isabella Edminster
Big Idea: Understand multiplying by 2’s
I can… I can multiply one digit numbers by multiples of two.
Launch: Introduce problem (10 minutes)
- Bring students to the floor to read Minnie’s Diner: A multiplying Menu. Today we are
going to be reading a book called Minnie’s Diner. Show the book and let the students
predict what the book will be about. When you see the front cover, what do you think
the book is going to be about? For the think, pair, share ask the students what they think
the book will be about, group them up and have them discuss with each other what they
think it will be about. Each group thought of something different, let’s get started to
find out what happens.
- Today, I want you to listen and try to figure out what we will be doing today with
our worksheet. Read the story aloud to class.
- Now we will try to test our knowledge since we have read the whole book. Give each
child a worksheet, each of them needs to fill out their own, but they can work together to
get the answers. Ask the students for a whole group response. Why are we using this
worksheet and this book? To learn math!
- Discuss again what the big idea was, we are trying to help Minnie figure out how
much food to give to each person. Give children the choice to use manipulatives to
work on the worksheet. You can now go back to your tables and begin working with
your group to complete the worksheet. Raise your hand if you need help, go ahead
and get started!
Explore: Work in partners to solve the problem (20-25 minutes)

- Group goal: Students can work together to get the answers.
- Individual accountability: Each student needs to fill out their own worksheet.
- Students go back to their tables and begin working on their worksheets.
- Have the students discuss what their strategies are in their group.
- Have the children try to think of different ways they can solve their division problems
and then let them try another students strategy.
- Clarifying: What happens when someone else comes to Minnie’s? What is Minnie trying
to multiply? Why are we using multiplication instead of addition? What is the problem
asking?
- Eliciting: What strategy did you use to solve this problem? Did you try a different
strategy first? Can you show me how you got the answer? Tell me more about your
answer.
- Ask a few different students who have different strategies to put their strategies up on the
board.
- Extending: Can you solve this using another strategy? Can you use different numbers?
How is this strategy similar/different to your partners? Can you use this problem in real
life?
- Assessment:
o Look for correct answers on worksheets and strategies used to put on the board
 Manipulatives
 Multiplication
 Derived facts
 Repeated addition
Summarize: Teacher guided discussion (10 minutes)
- Bring the students back to the floor. I saw lots of good strategies being used and you
all worked really well together today, I am very proud of you so far. We are going to
look at the worksheet you all just completed. As you can see, we have a few
strategies up on the board already. What do you guys see? Please raise your hand. I
see one strategy using manipulatives. I see one strategy using lots of addition. This
strategy was the same as mine, they drew out the food items!
- Have students discuss other student’s strategies in front of the class to see if they can
understand other student’s way of thinking. Who wants to explain this strategy? What
do you see? They solved it by doubling the order and counting all of the food items
separately. How was their strategy similar or different to yours? My strategy was
similar because I doubled each food item and then counted each drawing to find the
correct answer. Continue the same process for each strategy on the board.
- Students will now think, pair, share with a partner on a brand new problem while in the
group discussion for extra understanding. One group will put their strategy on the board
for another group to explain their thought process to the whole group.
- When they are finished use this strategy to ask the class how this strategy is similar or
different to the other strategies we used before with the book Minnie’s Diner: A
Multiplying Menu.
- What do you think our big idea was today? Call on a student without their hand raised.
We learned how to multiply by two. Our big idea today was to understand multiplying
by 2’s. What do you think our “I CAN” statement was for this lesson? Call on a
student without their hand raised. Our “I CAN” statement might have been I can double
to find an answer. Our “I CAN” statement today was I can multiply one digit
numbers by multiples of two. What was our big idea today again? Whole group
response. Our big idea today was to understand multiplying by 2’s.
- So, what did we learn today? We learned how to multiply one digit numbers by two.
What strategies did we use? We used manipulatives, repeated addition, multiplication,
and facts we know.
Evaluation: Individual Assignment
- Give students an exit ticket with different numbers. For students who were struggling, they will
receive a worksheet with smaller numbers. For students that worked very efficiently and knew
how to explain multiple strategies without struggle, they will receive bigger numbers on their
worksheet.
-If students work with manipulatives, let them know that they can use anything to help them
solve their problems.
Accommodations:
- Extension: do 64 of each food item, use strategies without manipulatives, start to use
number sentences (writing them)
o If you are moving quickly through the problems, try to use a different
strategy or write a number sentence that goes with how you solved the
problem.
- Remediation: manipulatives, partner work, only do two or three food items

Worksheet:
Exit Ticket:
Number of items 2 person dinner 4 person dinner 6 person dinner
3 cherry pies
8 salads
Big Idea: Understand that division is breaking things into smaller groups.
I can… I can use multiple strategies to solve division problems.
- Bring students to the floor to read The Doorbell Rang. Today we are going to be
reading a book called The Doorbell Rang. Show the book and let the students predict
what the book will be about. When you see the front cover, what do you think the
book is going to be about? For the think, pair, share ask the students what they think the
book will be about, group them up and have them discuss with each other what they think
it will be about. Each group thought of something different, let’s get started to find
out what happens.
- Now we will try to test our knowledge since we have read the whole book. Give each
child a worksheet, each of them needs to fill out their own, but they can work together to
get the answers. Ask the students for a whole group response. Why are we using this
worksheet and this book? To learn math!
- Discuss again what the big idea was, we are trying to help grandma figure out how
many cookies each child gets. Give children the choice to use manipulatives to work on
the worksheet. You can now go back to your tables and begin working with your
group to complete the worksheet. Raise your hand if you need help, go ahead and
get started!

- Have the children try to think of different ways they can solve their division problems
- Clarifying: What happens when the doorbell rings? What is grandma trying to divide in
the problem? Why are we using division instead of subtraction? What is the problem
asking?
answer.
board.
- Extending: Can you solve this using another strategy? Can you use different numbers?
How is this strategy similar/different to your partners? Can you use this problem in real
life?
- Assessment:
 Manipulatives
 Repeated subtraction
 Multiplication
 Derived facts
see one strategy using manipulatives. I see one strategy using a number sentence. This
strategy was the same as mine, they drew out the cookies!
do you see? They solved it by breaking each cookie into groups by one until all the
cookies were gone in each problem. How was their strategy similar or different to
yours? My strategy was similar because I broke the cookies into groups but I used
tallies and they used circles. Continue the same process for each strategy on the board.
different to the other strategies we used before with the book The Doorbell Rang.
We learned how to break cookies into groups using different strategies. Our big idea
today was to understand that division is breaking things into smaller groups, did
you know we were doing division? NO!! What do you think our “I CAN” statement
was for this lesson? Call on a student without their hand raised. Our “I CAN” statement
might have been I can learn division. Our “I CAN” statement today was I can use
multiple strategies to solve division problems. What was our big idea today again?
Whole group response. Our big idea today was to understand that division is breaking
things into smaller groups.
- So, what did we learn today? We learned how to solve division problems using
multiple strategies. What strategies did we use? We used manipulatives, repeated
subtraction, multiplication, and facts we know.
- Give students an exit ticket with different numbers. For students who were struggling, they will
receive a worksheet with smaller numbers. For students that worked very efficiently and knew
how to explain multiple strategies without struggle, they will receive bigger numbers on their
worksheet.
Accommodations:
- Extension: do 24 cookies, use strategies without manipulatives, start to use number
sentences (writing them)
problem.
- Remediation: manipulatives, partner work, only do 18 cookies

Worksheets:
Worksheet for in class:
Title - The Doorbell Rang, Multiplication, Division (weebly.com) PDF Page 3 of 14
Worksheet for evaluation:
Challenge: There are 40 cookies.
Split these. How many does each get? Math strategy
10
Big Idea: Understand measurement
I can… I can measure the length of an object.
- Bring students to the floor to read Inch by Inch. Today we are going to be reading a
book called Inch by Inch. Show the book and let the students predict what the book will
be about. When you see the front cover, what do you think the book is going to be
about? For the think, pair, share ask the students what they think the book will be about,
group them up and have them discuss with each other what they think it will be about.
Each group thought of something different, let’s get started to find out what
happens.
- Now we will think about the story. Show a page with a problem the students can shout
out. What do you think the inch worm was doing? Ask the students for a whole group
response. The inchworm was measuring things. How did he measure the birds tail?
By moving along her tail! How did he measure the flamingo? By moving along her
neck!
- Give the students an inchworm cut out to use on their worksheet. Here is your
worksheet and an inchworm. You will use this inchworm to measure different
supplies I have put on each group table.

- You can now go back to your tables and begin working with your group to
complete the worksheet. Raise your hand if you need help, go ahead and get started!
Please do not lose your inchworm, you will be using it later.
- Group goal: Students can work together to measure the items.
- Have the students take turns measuring each item.
- Clarifying: Where did you start your measurement? How did you measure this item?
Which item should you measure first?
- Eliciting: Tell me what you are thinking. Why did you put the inchworm here? How did
you get that answer?
- Ask a few different students who have measured correctly to demonstrate for the class.
- Extending: Can you order these from shortest to longest? Could you use a ruler to
measure this item? If this object was cut in half, how many inchworms would it be?
- Assessment:
o Look for correct answers on worksheets for solutions to show the class
- Call the students over to one groups table. I saw lots of good measuring and you all
worked really well together today, I am very proud of you so far. We are going to
look at the worksheet you all just completed. As you can see, we have a few groups
ready to show us what they did. What do you guys see? Please raise your hand. I see
four inchworms laid out showing the length of a pencil. I saw ______ moving his
inchworm multiple times to show the length of a folder. This strategy was the same as
mine, they put their inchworms together to get the measurement all at once!
- How was their strategy similar or different to yours? My strategy was similar
because moved my inchworm too. Continue the same process for each strategy shown to
the whole group.
- Students will now think, pair, share with a partner on a new item while in the group
discussion for extra understanding. One group will show their strategy to the group for
another group to explain their thought process.
different to the other strategies we used before with the book Inch by Inch.
We learned how to measure school supplies. Our big idea today was to understand
measurement. What do you think our “I CAN” statement was for this lesson? Call
on a student without their hand raised. Our “I CAN” statement might have been I can
add. Our “I CAN” statement today was I can measure the length of an object. What
was our big idea today again? Whole group response. Our big idea today was to
understand measurement.
- So, what did we learn today? We learned how to measure the length of an object.
- Give students a homework assignment with different measurements. For students who were
struggling, they will receive a worksheet with easier things to measure and a larger
inchworm. For students that worked very efficiently and knew how to explain multiple
strategies without struggle, they will receive a worksheet with measurements to add, subtract,
and order.
- Now that we have completed our daily math lesson, here is your homework. I want
everyone to go back to your seats and get ready for science!
Accommodations:
- Extension: students can pick their own object to measure or the student can put the
measurements in order from shortest to longest
o If you are moving quickly through the problems, try to find a different object
to measure, like a ball. If you would like to do something different, put each
measurement in order!
- Remediation: a larger inchworm cut out, a partner, or an inchworm holder (to know when
the measurement stops and restarts)

Worksheet:
Homework:
Measurement Homework
1. How many inchworms is your kitchen counter?
2. How many inchworms is your shower or bathtub?
3. How many inchworms is your closet?

Big Idea: Understand addition concepts
I can… I can demonstrate addition concepts.
- Bring students to the floor to read The Mission of Addition. Today we are going to be
reading a book called The Mission of Addition. Show the book and let the students
predict what the book will be about. When you see the front cover, what do you think
the book is going to be about? For the think, pair, share ask the students what they think
the book will be about, group them up and have them discuss with each other what they
think it will be about. Each group thought of something different, let’s get started to
find out what happens.
- Now we will go back through the book for some extra practice. Show a page with a
problem the students can shout out. How many buses do they start with? Ask the
students for a whole group response. Six buses. How many buses come to join them?
Three! How many do we have now? 9 buses!
- Give children the choice to use manipulatives to work on the worksheet. You can now go
back to your tables and begin working with your group to complete the worksheet.
Raise your hand if you need help, go ahead and get started!
- Have the children try to think of different ways they can solve their addition problems
- Clarifying: What happens when more ______ are coming into them problem? What
numbers are you adding? What does the problem start with?
answer.
board.
- Extending: Can you solve this using another strategy? How is this strategy
similar/different to your partners? Can you use this problem in real life? What would be
the subtraction problem for these if you were taking away the buses instead of having
them come?
- Assessment:
 Manipulatives
 Addition strategies
see one strategy using manipulatives. I see one strategy using a number sentence. This
strategy was the same as mine, they drew out the cows!
do you see? They solved it by using cubes to count both groups of cows together. How
was their strategy similar or different to yours? My strategy was similar because I
used my fingers to count like they counted the cubes. Continue the same process for
each strategy on the board.
different to the other strategies we used before with the book The Mission of Addition.
We learned how to add buses. Our big idea today was to demonstrate addition
concepts. What do you think our “I CAN” statement was for this lesson? Call on a
student without their hand raised. Our “I CAN” statement might have been I can add.
Our “I CAN” statement today was I can demonstrate addition concepts. What was
our big idea today again? Whole group response. Our big idea today was to
understand addition concepts.
- So, what did we learn today? We learned how to solve addition problems.
- Give students an exit ticket with different numbers. For students who were struggling, they
will receive a worksheet with smaller numbers, be able to work with a partner, or have room
to show their work. For students that worked very efficiently and knew how to explain
multiple strategies without struggle, they will receive a worksheet with more than two
numbers to add.
- Now that we have completed our daily math lesson we are going to do an exit ticket
before we move on to the next part of our day. I want everyone to go back to your seats
and fill out the exit ticket.
Accommodations:
- Extension: give students an addition problem with three numbers to add together
problem.
- Remediation: manipulatives, a partner, and an area for students to draw pictures if they
need more assistance

Worksheet for lesson:
Exit Ticket:
Exit Ticket
1. There are 47 dogs at the park. Then 14 more come with their owners. How many dogs
are at the park now?
Number Sentence: _______________________________________________________

Big Idea: Understand the relationship between addition and subtraction.
I can… I can explain the relationship of addition and subtraction.
- Bring students to the floor to read Quack and Count. Today we are going to be reading
a book called Quack and Count. Show the book and let the students predict what the
book will be about. When you see the front cover, what do you think the book is
going to be about? For the think, pair, share ask the students what they think the book
will be about, group them up and have them discuss with each other what they think it
will be about. Each group thought of something different, let’s get started to find out
what happens.
- Now we will try to test our knowledge since we have read the whole book. Let’s look
at the first math problem in the book. There were lots of ways to make seven
ducklings. What is the first way you saw? Call on a student without their hand raised.
6+1. Yes, are there any other ways you can get 7? A student shouts out 3+4. Ask the
students for a whole group response. Why are we using this worksheet and this book?
To learn math!
- Discuss again what the big idea was, we are going to be counting collections of items
around the room. Give students the groups that were pre-assigned. You can now go to
the first rotation and begin working with your group. Raise your hand if you need
help, go ahead and get started!

- Individual accountability: Each student needs to count each collection.
- Students go to their rotations and begin working on their collections.
- Have the children try to think of different ways they can count their collections and then
let them try another students strategy.
- Clarifying: How are you going to start? What am I asking you to do with this counting
collection? What number are you counting by?
- Eliciting: What strategy did you use to count these objects? Did you try a different
counting strategy first? Can you show me how you got the answer? Tell me more about
your answer.
- Ask a few different students who have different strategies to leave their counting
collections.
- Extending: Can you solve this using another counting strategy? How is this strategy
similar/different to your partners? Can you use this problem in real life?
- Assessment:
o Look for students using unique strategies to count the collections
 Counting by a number more than one
 Grouping
 Different strategies like stacking

look at the counting collections you all just completed. As you can see, we have a few
strategies around the classroom already. What do you guys see? Please raise your
hand. I see one strategy is stacking the objects. I see one strategy using groups. This
strategy was the same as mine they counted in groups of five!
do you see? They solved it by counting each item by one. How was their strategy
similar or different to yours? My strategy was similar because I counted in groups of
two! Continue the same process for each strategy the students used.
- Students will now think, pair, share with a partner on a different group of items while in
the group discussion for extra understanding. One group will show what they did while
another group explains their thought process to the whole group.
different to the other strategies we used before with the book Quack and Count.
We learned how to count multiple groups of objects. Our big idea today was to
understand the relationship between addition and subtraction. Did you know we
were doing both? No! What do you think our “I CAN” statement was for this
lesson? Call on a student without their hand raised. Our “I CAN” statement might have
been I can count. Our “I CAN” statement today was I can explain the relationship
between addition and subtraction. What was our big idea today again? Whole group
response. Our big idea today was to understand the relationship between addition and
subtraction.
- So, what did we learn today? We learned how to explain the relationship between
addition and subtraction.
- Give students a homework assignment with groups of things to count at home, they can pick
three groups of whatever they would like to count.
Accommodations:
- Extension: If students are making it through counting quickly, have them count each
object by two or three, they will also be prompted with enrichment questions
problem.
- Remediation: students can work in partners or count smaller groups of supplies

Homework:
Counting Homework
Please select three groups of items you would like to count in your own home. Write down your
results below. Draw a picture of one item in each of the groups!
Group one:
How many items were in this group: _____________
Group two:
How many items were in this group: ______________
Group three:
How many items were in this group: ______________

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Lesson Plans Isabella Edminster

Big Idea: Understand multiplying by 2’s

I can… I can multiply one digit numbers by multiples of two.

Launch: Introduce problem (10 minutes)

find out what happens.

our worksheet. Read the story aloud to class.

worksheet and this book? To learn math!

and get started!

Explore: Work in partners to solve the problem (20-25 minutes)

- Group goal: Students can work together to get the answers.

- Students go back to their tables and begin working on their worksheets.

and then let them try another students strategy.

Summarize: Teacher guided discussion (10 minutes)

response. Our big idea today was to understand multiplying by 2’s.

What strategies did we use? We used manipulatives, repeated addition, multiplication,

and facts we know.

Evaluation: Individual Assignment

solve their problems.

number sentences (writing them)

- Remediation: manipulatives, partner work, only do two or three food items

Number of items 2 person dinner 4 person dinner 6 person dinner

I can… I can use multiple strategies to solve division problems.

Launch: Introduce problem (10 minutes)

out what happens.

our worksheet. Read the story aloud to class.

worksheet and this book? To learn math!

Explore: Work in partners to solve the problem (20-25 minutes)

- Group goal: Students can work together to get the answers.

- Students go back to their tables and begin working on their worksheets.

and then let them try another students strategy.

Summarize: Teacher guided discussion (10 minutes)

things into smaller groups.

multiple strategies. What strategies did we use? We used manipulatives, repeated

subtraction, multiplication, and facts we know.

Evaluation: Individual Assignment

solve their problems.

- Extension: do 24 cookies, use strategies without manipulatives, start to use number

sentences (writing them)

- Remediation: manipulatives, partner work, only do 18 cookies

Worksheet for in class:

Title - The Doorbell Rang, Multiplication, Division (weebly.com) PDF Page 3 of 14

Worksheet for evaluation:

Challenge: There are 40 cookies.

Split these. How many does each get? Math strategy

Big Idea: Understand measurement

I can… I can measure the length of an object.

Launch: Introduce problem (10 minutes)

our worksheet. Read the story aloud to class.

supplies I have put on each group table.

Please do not lose your inchworm, you will be using it later.

Explore: Work in partners to solve the problem (20-25 minutes)

- Group goal: Students can work together to measure the items.

- Students go back to their tables and begin working on their worksheets.

- Have the students take turns measuring each item.

Which item should you measure first?

you get that answer?

Summarize: Teacher guided discussion (10 minutes)

the whole group.

another group to explain their thought process.

Evaluation: Individual Assignment

everyone to go back to your seats and get ready for science!

measurements in order from shortest to longest

the measurement stops and restarts)