STEM 433/533 Lesson Planning Template

Katherine Neuman

(Complete answers in Purple font)

Name: Katherine Neuman Grade: 1 Topic: Computation and Estimation

Brief Lesson Description: Teacher will call out a total number, the student will have to compose a number equation. Once it has been
checked by the teacher, the student will compose a picture problem. Finally, the student will use a basic calculator to compute the math
equation to make sure he/she understands the equation they composed. Time allotment for this activity: 5 days during normal math block
time.

Specific Learning Outcomes:

1. The student will be able to compose a number equation.
2. The student will be able to compose a picture problem.

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)

In cultures with different socioeconomic status, there may not be a push to teach basic math such as addition and subtraction however it is
important that all people, including children be taught because they are our future and that is who will run the world.
Narrative / Background Information
Prior Student Knowledge:

1. Identify numbers 1-20 and count 1-20

*addition 0-20
*subtraction 0-20
2. Know the value of each number.
3. Understand the concept of addition and subtraction.
4. Understand part-whole relationships.
5. Understand and know math vocabulary relating to addition and subtraction.
Math VA SOL: Visual Arts VA SOL: NCTM Standard:
1.6 Students will create and solve single step Creative Process: 1.1 Compute fluently and make reasonable
story and picture problems using addition The student will apply estimates
and subtraction within 20. creative thinking to Pre-K–2 Expectations: In pre-K through
artmaking. grade 2 each and every student should–
a) Experiment with
materials. 1.develop and use strategies for whole-
number computations, with a focus on
addition and subtraction;
2.develop fluency with basic number
combinations for addition and subtraction;
3.use a variety of methods and tools to
compute, including objects, mental
computation, estimation, paper and pencil,
and calculators.
Specific Problem Solving Strategy being used:
1. Using a part-part-whole mat to move through the C-R-A until students become stronger at mental math.
2. Using a hundreds chart to move counters to solve equations.
3. Use number lines for counting.
4. Use a bar model to show relationships in an equation.

Possible Preconceptions/Misconceptions:

1.A common student error is to pull the numbers out of the context and add them (i.e., adding 6 + 4 = 10). This error indicates that the
student has not developed an understanding of the context and the action taking place (i.e., giving cookies away means Corey will have
fewer cookies). Students would benefit from additional experience with role play and/or modeling what is happening in the story problem.
Students need to make sense of the problem by first discerning the action taking place. Students who do not understand the action in the
story may use an operation that will not correctly solve the problem. Students need to develop a better understanding of the context and
would benefit from more experiences with the associated different problem types. Refer to the Grade 1 Curriculum Framework for
descriptions of various problem types.
2. Students may not see that the two numbers need to be added. They may say that she has 7 and 9, but not understand that the question
is asking for the sum of those two numbers. Students who use “key words” may be looking for the word altogether, so they know to add in
this problem. They may not have fully developed the concept of addition as joining and need more work with a part-part-whole mat.
Students may need to develop a better understanding of the context to solve the problem and would benefit from more experiences with
the associated problem types. Refer to the Grade 1 Curriculum Framework for descriptions of problem types.

Other common errors that may occur is miscounting when counting on. Students who count on from 7 may miscount and get the wrong
number of cookies; another student might think 7 + 10 = 17 but forget to take off the one extra they added on to make it easier to add.
These students would benefit from composing and decomposing activities that allow them to develop a better sense of number and part-
part-whole relationships. Students who may still be counting on as their sole strategy, would benefit from participation in number routines
focused on Making Tens or the Use of Doubles. For 7 + 9, some students might make the numbers 6 + 10 while others might think 7 + 7 + 2
= 14 + 2.
3 Students who have not made sense of the context in this problem, and focus on the word ‘more’, often add the numbers from the story
problem, which would create the problem 5 + 11 = 16. In this type of problem (change unknown), students need to find how many more
are needed to get to 11. Students who understand the inverse relationship of addition and subtraction will know that 11 is the total and
that they can use subtraction to find the answer as 11 - 5 = 6. Students may need to develop a better understanding of the context to solve
the problem and would benefit from more experiences solving and discussing solution strategies of different problem types. Refer to the
Grade 1 Curriculum Framework for descriptions of problem types.

Another common student error is counting up from 5 to 11 and not counting accurately. They may conserve 5 in their head but say 5, 6, 7,
8, 9, 10, and 11, resulting in an answer of 7 instead of 6. Students do not yet understand that they should say 5 (the initial number), 6, 7, 8,
9, 10, and 11, which results in an answer of 6. These students would benefit from opportunities to model problems with objects in order to
visualize the action and the appropriate quantity.

4 This problem has a missing middle part (change unknown). Students may not understand what each number in the story is representing.
They will take the two numbers and add them to create 10 + 6 = 16. Students need to understand that 10 is the total and some part of 10 is
given away; they need to realize that 6 is what Mrs. Smith is left with and not what was given away. They must understand that 10 - ___ = 6
can be solved with 10 – 6 = ____ (the number she gave to Caroline) or with 6 + __ = 10 because of the relationship of numbers in a fact
family. Students may need to develop a better understanding of the context to solve the problem and would benefit from more experiences
with the associated problem types. Refer to the Grade 1 Curriculum Framework for descriptions of problem types.

Students who struggle with any of the problem types will benefit from representing the information from the problem with a picture
and/or words. This may help students understand the problem presented and the importance of attending to the full context in order to
solve the problem. In addition, a graphic organizer, such as a part-part-whole mat may be a useful tool for many students. For students who
have not yet developed fluency with numbers to 10 provide experiences that focus on composing and decomposing numbers in order to
develop greater flexibility with strategies for solving addition and subtraction problems.

https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fwww.doe.virginia.gov%2Fhome%2Fshowpublisheddocument
%2F24366%2F638085199994530000&wdOrigin=BROWSELINK

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here) (Day 1)
Probing question: If you read a math word, will you know what operation it means to do?

Hook on the topic: https://youtu.be/NHI0ePgwlgU

This will get my students excited about math!

Materials:
1. Large piece of construction paper
2. One vocabulary sheet
3. Scissors
4. Glue

Review vocabulary words to activate prior knowledge of addition or Subtraction:

Vocabulary words: Add, Combine/Join, Equal, Minus, Plus, Put Together, More Than, Less Than, Reduce, Subtract, Takeaway and Whole.
Activity:
1.Students will fold one large size construction paper into three’s for three columns. They will open it back up and put their name on the
back side of the construction paper and flip it over to the front.
2. Students will label each of the three columns, one with a +, one with a – and finally one with =
3. Students will receive their vocabulary words and place it in the appropriate labeled column.
4. Students will ask an elbow neighbor to check their paper. If there is something incorrect, they will ask the elbow neighbor why it is.
5. Once they are correct, they will glue down the vocabulary words.

https://d.docs.live.net/94141c8d1218a7ad/Desktop/Stem%20433%20am/Math%20Vocabulary
%20Words.docx

Below is a copy of the vocabulary cards if you have problems accessing the link above:
6.Students can compare any missing words to the chart hanging in the classroom that may look
something like this once they are all glued.
Teacher: during this time I will be taking data on which students are the strongest with their prior
knowledge and which students may need additional help -consider pull out groups or even partners (one
strong and one weak student on this topic) to work on additional activities together. Finally, assess
which of my students will be talented in this domain and may need to be challenged to keep them
engaged.
EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions: (Day 2)
Probing question: Can you count from 0 to 20 without error or can you easily correct yourself if there is an error made?

Hook- https://youtu.be/_MVzXKfr6e8
This can be played while passing out supplies or transition to math.

Materials needed:
1. Number cards displayed on a wall in order
2. A handheld pointer
3. Math mats (pictured below)
4. Manipulatives chosen by the student of their choice from the manipulative home station.
5. Basic calculators
6. Dry erase marker and eraser

A. Compose a number equation.

B. Compose a picture problem.
 1. The teacher will first review counting 0-20 whole group orally.
2. Then the teacher will call on children at random to take her pointer and touch a number she calls out.
Note: this is to ensure that children know the numbers 0-20.
3. Teacher will then pass out her math mats that look like this:

4. Students will use the CRA method to first create number equations. Students will have a variety of manipulatives to choose
from.
5. Using the manipulatives, the students will then come up with a story using vocabulary words. (The story must be about the
manipulative name they choose. So, if a student chooses duck manipulatives, they will have to tell a story about ducks). As
students become better at this with more experience, they will be allowed to change the names of their manipulatives. For
example, instead of saying duck, they may name the ducks (momma duck, daddy duck etc.)
6. Students will write the equations with the correct mathematical sign.
7. Students will share the story and equation with their elbow partners, first to the left and then to the right.
8. The elbow partner will use a basic calculator to check their equation for accuracy.
9. Students will return their manipulatives to the manipulative home station and complete this process two more times with
different manipulatives.

Note: manipulatives will be a wide variety to objects to represent different cultures such as different food types erasers, names
of numbers 0-20 printed on small pieces of paper in perspective student languages other than English, and different holiday
type manipulatives such as birthday candles.

Teacher- teacher will be assessing students formatively based off of their story and written equation to make sure they are making
progress. If students are struggling, she will note which students need additional help and her TA will work with the list of students
during small group pull out.

EXPLAIN: (Day 3)

Probing question: Can Students compose a number equation and picture problem without using physical manipulates? Can students use
the counting on method?
Hook: https://youtu.be/eAQyRfna8Ns
Materials Needed:
Interactive white board
Individual electronic devices

After the above learning outcomes have been reviewed for a few days and vocabulary has been defined, student’s will rotate
throughout the class using the IWB to create number and picture problems. Each student will get to act as the teacher, placing objects of
their choice to create the problem. Students will use their devices to participate with the “teacher” student.

Extensions could be adding a third number into the mix or changing the numbers to equal the same solution.

Interactive white board: https://suite.smarttech-prod.com/content/6995558e-4c84-4a6b-a2e6-5c3a099b56dd?q=composing%20a

%20number%20equation

Below is a copy of the Lumio site if you can not access it from the link above.
Teacher: The teacher will be assessing each student as they “teach” the class to ensure that they can compose a number equation and a
picture problem. If they can not complete the objective, the teacher will have to pull them for one-on-one to see where the student is
struggling with this math concept and consider how they need additional help or if it is how they are being taught.
ELABORATE: (Day 4)
Probing question: Can students complete math work sheets independently?
Applications and Extensions: As student move away from concrete manipulatives to abstract thinking they may draw and experiment
with crayons, colored pencils, and markers to make any kind of marks on their paper to “show the work” showing how they came up
with the correct answer. If the student did not come up with the correct answer, students will explain what they did so that the teacher
can correct the errors or students confusion.

Materials:
1. Worksheets
2. Pencil with eraser
3. Crayon, colored pencil or marker of the students choice.

Teacher: the teacher will use the worksheets to assess students performance. Learning target is to complete with 80% accuracy or greater.
EVALUATE: Day (5)
Probing question: Can students complete with accuracy the learning objective?
Materials: assessment and pencil.

The formative can be given on day 3 and the summative on day 5.

Formative Monitoring (Questioning / Discussion):

https://d.docs.live.net/94141c8d1218a7ad/Desktop/Stem%20433%20am/1.6%20jit.docx

I would use the JIT Quick Check to evaluate if the student can independently complete the work. See link above. Pictured below if you
can not open the link.
Summative Assessment (Quiz / Project / Report) (Include a rubric):

https://d.docs.live.net/94141c8d1218a7ad/Desktop/Stem%20433%20am/Summative%20assessment%20for%205E%20Lesson
%20Plan.docx
Assessment below if link doesn’t open.
Student Name:_____________________________________________________________
Summative Assessment: Addition and subtraction by: 1. Compose a number equation.
2. Compose a picture problem.

Compose a number equation using the following Compose a picture problem for the numbers 10
numbers 3 and 7 for addition. and 5 in addition.

Compose a number equation using the following Compose a picture problem for the numbers 12
numbers 6 and 1 for subtraction. and 4 for subtraction.

Compose a number equation using the numbers of Compose a picture problem using the numbers of
your choice and the math operation of your your choice and the operation of your choice.
 choice. (Numbers and operation may not be the same as
the problem to the left.

Topic: Got It (3 points) Almost There (2 points) Need More Help (1

point)
Student will compose a
number equation with
given numbers for
addition.
Notes:

Student will compose a

picture problem with
given numbers for
addition.
Notes:

Student will compose a

number equation with
given numbers for
Subtraction.
Notes:

Student will compose a

picture problem with
given numbers for
subtraction.
Notes:
Students will
independently create a
number equation
without given numbers.
Notes:
Students will
independently create a
picture problem
without given numbers.
Notes:

Learning Target: Formative and Summative assessment- students will complete with 80% accuracy or greater.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) : I would encourage this category of students to
continue to use the math mats longer than the standard student. This is because seeing the manipulatives being used may very much
 be a valuable asset as the student may be in a hurry to get the work done. The teacher may also take longer to teach the lesson to
ensure that the student fully understands the concepts. The teacher may also reduce the number of problems that the student starts
out with to ensure that they do not see it and then get frustrated before even starting. The goal is to build up to the same number of
problems that the remaining students have.

 ELL : To ensure that there is a clear understanding of what my student is learning, I may ass for the language specialist to meet with me
before teaching the lesson to review the topic. I then would ask for the language specialist to sit in, in my class so that if their were
any further barriers with understanding the lesson, it could be explained. With my prior learning activity and my key chart, I will
additionally provide it in the language mainly used other than English for the students to feal comfortable with comprehension. I will
however, expect the same work to be completed as my gen ed students with no disabilities.

 Gifted learners: https://d.docs.live.net/94141c8d1218a7ad/Desktop/Stem%20433%20am/1.6%20jit.docx

I could evaluate using the rich mathematical tasks from the JIT Link above.
Extended criteria would be:
Learning Intentions:

· Content – I am learning to make sense of story problems and understand number relationships.
 · Language – I am learning to understand and use comparison language such as greater than, less than and

equal to.

· Social – I am learning to communicate my thinking, listen to classmates’ solutions and share feedback.

Success Criteria (Evidence of Student Learning):

· I can compare numbers and determine how much greater one number is than another.

· I can model the problem using objects, representations or equations.

· I can communicate my thinking clearly to my classmates and describe number relationships.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?
I will evaluate while teaching if students are catching on by day 2-3 of teaching the lesson. If they are not, then I know it is a
teacher problem and not the learning the materials problem. I then will know that I need to go back to the drawing board and
speak to my peer teachers to assess new techniques to try.
 Where might/did learners struggle in the lesson?
I could see my learners struggling if they did not first start out with a concrete representation to understand how to apply the
topic. I can also see my students struggling in this lesson if they can not count to 20 or identify numbers to 20.
 How can the lesson be strengthened for improved student learning?
I feel that the teacher can look ahead to see what is coming up in the math standards and make sure that students can count and
identify numbers to 20. By incorporating this ahead of time would save the teacher time and it could be a smoother transition
into the lesson.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
I feel it somewhat did by adding in concrete manipulatives that represent who the student is. Other than that, I am open to
suggestions.