5E Lesson Plan Template

Your name or
Cooperating
Mary Kaitlyn Craft
teacher name
(if needed)

Date(s) taught November 13, 2023

Subject Math
Grade level 1st Grade

Materials  iPad
 Clever badge (access the app)
 Counters (differentiated instruction)
 Numeracy Drill PowerPoint

Standards Demonstrate fluency with addition and subtraction facts with sums or
(State and differences to 10 by counting on. (MA19.1.6a)
ISTE
Standards for
Students) Empowered Learner
a. articulates and sets personal learning goals, develops strategies
leveraging technology to achieve them, and reflects on the learning
process itself to improve learning outcomes.

Objectives Students will fluently add and subtract to 10 by counting on.

Students will set learning goals, develop strategies, and reflect on the
learning process to improve outcomes.

Differentiation Students with IEPS will be given counters to aid in solving problems
Strategies correctly.

The visual learning style will be met by students using the online
program, Canva, to visually see the math problem amounts.

Auditory learners will have their learning style met by counting out loud

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 each amount as they solve the problem.

Kinesthetic learners also are able to use counters to meet their learning
style to solve problems.

The 5 Es

E Description

Engagement Before introducing the lesson, we will do our daily numeracy drill
PowerPoint. This drill incorporates all 10 components of the Alabama
Numeracy Act: number sequence, one-to-one correspondence, cardinality,
oral and written names, subitizing, number relationships, math facts, place
value, and spatial reasoning. Students will all sit on the carpet and quickly
solve each slide orally as accurately and automatically as possible.
1st Grade Numeracy Drill

Engagement To assess engagement, I will observe student participation and take notes
Assessment of who is actively participating and trying their best.

Exploration Students will now be instructed to return to their seats, take out their
iPads, and log onto Clever. Clever houses all the apps for our classroom.
They will get on the app Canva. Before starting their project, I will remind
them of online safety procedures, explain how to maneuver the program,
and then allow them time to explore the program before giving instructions
for the assignment. After 10 minutes of exploring the program, I will regain
their attention using a familiar class callback. I will state both of our
learning targets and then explain the assignment instructions. Students
will use Canva to create a product of one addition fact and one subtraction
problem using images as counters to showcase their math fact knowledge.
They are encouraged to be as creative as possible. They must include
images as counters and both math facts they chose.
Student Work Outcome

Exploration Math Fact Grading Rubric

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 E Description

Assessment

Explanation Vocabulary
 Addend: a number added to another
 Sum: the result of adding numbers or objects together
 Difference: the result of taking away numbers or objects
Concepts
 Counting on
 Taking away
Higher Thinking Questions
 “What objects do we use to help us solve math problems?”
 “How can we use objects when creating online to add/sibtract?”
Technology Explanation

Explanation Explanation Assessment

Assessment

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 E Description

Elaboration I will state both of our learning targets and then explain the assignment
instructions. Students will use Canva to create a product of one addition
fact and one subtraction fact given by their teacher (2+8=10, 10-2=8). They
are encouraged to be as creative as possible but must include the correct
amount of images for the math problems. They must include images as
counters and both math facts they chose must be present.

Evaluation Rubric Student Work Sample

Math Fact Grading Rubric

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

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National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

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