Boston College Pre-Practicum Lesson Plan Template

Name: Mary DiMaggio Date: 11/9/23

School: South Boston Catholic Academy Grade: 1st

Time needed: 45 minutes

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to how this lesson
fits into the “big picture” of the students’ long-term learning, which MA framework does the lesson most
clearly address? Select 2 to 3 focal standards that will be key to your instruction and assessment.

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental
strategies such as counting on, making 10, decomposing a number leading to 10, using the relationship
between addition and subtraction, and creating equivalent but easier or known sums. (1.OA.C.6)

Make sense of problems and persevere in solving them. (MP.1)

Construct viable arguments and critique the reasoning of others. (MP.3)

Look for and express regularity in repeated reasoning. (MP.8)

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?

By the end of the lesson, students will be able to demonstrate understanding of solving an addition
problem by utilizing one of the following strategies: make ten, doubles or near doubles, by utilizing one
of the following manipulatives: counters and ten frame, or cubes. Students will demonstrate this
knowledge by completing a worksheet that asks them to choose a manipulative and a strategy to use to
effectively solve the problem, and will be asked to justify their answer and choices they made to solve
the problem.

Assessment: What specific, tangible evidence will show that each student has met this objective?

Evidence that will show that each student has met this objective is the completed worksheets at the end
of the lesson, and students’ explanations of how they solved the problem.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L.
Hutton in Three Tiers of Vocabulary and Education.

By the end of the lesson, students will be able to explain through speaking and writing why their
answers to addition problems are correct and why they chose to solve them a particular way. Students
will use the word level academic language features double, near double, ten frame and make ten, the
sentence level academic language features strategy, and the discourse level academic language feature
because. Students will demonstrate this ability both throughout and at the end of the lesson.
blue: academic language function
red: language mode
green: academic language features, at the word, sentence and discourse levels
black: timing

Assessment: What specific, tangible evidence will show that each student has met this objective?

Evidence that will show that each student has met this objective is their explanations, reasonings and
justifications for their answers to problems as well as how they chose to solve the problems.

Content: What are the specific details of the lesson’s content knowledge?

The content knowledge of this lesson consists of choosing a strategy (doubles, near doubles or make ten
and a manipulative (cubes, or counters and ten frame) to add numbers less than 10.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students, “activate”
learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?

I will introduce the instructional objective to the students by demonstrating how to solve a problem
using cubes and counters, before asking students to try.

“Everyone take out your math book and turn to page 133.”

*Write this number on the board.

“I will come around and rip out the pages that we will be working on today. Once I rip out the pages, you
can put your math book into your desk.”

*Walk around and rip out the correct pages.

“Keep the first page on your desk and put the second page in your pouch. Write your name at the top of
the first page. Take out the ten frames that we used yesterdayI will know you are paying attention and
ready to listen when you have one page on your desk and you are looking at me.”

“Today we are going to work on using cubes and counters to solve math problems. You can choose which
one you would like to use when we solve the problems. First, I will demonstrate how to use them, and
then I will pass them out so you all can try.”

*Pass out counters and cubes.

“For right now, leave all the materials flat on your desk. Let’s solve the first problem together.”

*Play the audio for the first question from the Smart Board.
“Who can tell me what number goes on the first line?”

answer: 8

“Who can tell me what number goes on the second line?”

answer: 6

“We are going to use a math tool called a ten frame. I want to point something out to you about the ten
frame. It has ten boxes. I will show you how it works, then I will pass them out to you. You can put one
counter in each box, and when it’s full, you don’t have to count each one, you can just know there are
ten in there.”

“I am going to draw a ten frame. For this part you can just follow along with your ten frame and
counters, you don’t have to draw this on your paper.”

*Draw a ten frame on the Smart Board.

“One strategy you can use to solve this problem is by making 10 if one of the addends is close to 10. Who
can tell me which number in this problem is closer to 10, 6 or 8?”

answer: 8

“Since the first number is 8, I am going to draw 8 red counters on my ten frame.”

*Draw 8 red counters.

“Now, looking at the ten frame, how many more counters do we need to add to get to 10? How many
empty spaces are there?”

answer: 2

“We need 2 more counters to get to 10, but the next number is 6. So first, we add two more counters to
the ten frame.”

*Draw 2 yellow counters on the ten frame.

“Then we add more counters to get to 6. We add them under the ten frame, 3, 4, 5, 6.”

*Draw 4 more yellow counters.

“How many counters are inside the ten frame?”

answer: 10

“10! Since I know there are 10 in this group, I can count on from ten for the rest of the counters to get to
the total number. Let’s count together: 11, 12, 13, 14! The answer is 14. Make sure you write that down
on your paper.”

*Pause for students to write if they have not already.

“Now I want to show you how to use the cubes to solve the problem. First, you put 8 cubes together,
since 8 is the first number.”

*Model this for students.

“Then you put 6 cubes together since that is the second number.”

*Model this for students.

“Great! Now, let’s count how many cubes we have. 1, 2, 3, 4, 5, 6, 7, 8. 9, 10, 11, 12, 13, 14!”

“Write DWC (done with class) on this page.”

During Lesson (25 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?

I will facilitate the learning process to support students in working toward meeting the instructional
objective by asking students to follow along as complete the problems with me using the counters or
cubes, and then complete some problems individually using the manipulative of their choice.

“Now we are going to go on to the back page of this paper. Turn your papers over.”

*Read the statements under “Visual Learning Bridge” aloud, or if the Smart Board reads them press play.

“The first box shows you some strategies you can use to solve a problem.”

“Now look at the next box, 4+4, that uses cubes. What is the answer to this problem?”

answer: 8

“Why is that a doubles fact?”

answer: because it is adding the same number (4) twice

“Notice how the stacks of cubes are exactly the same height, because you are adding the same number
twice. That is one way you can tell if something is a doubles fact, if the stacks of cubes are the same
height.”

“Now, look at the next box. This problem is 6+7. Is this a doubles or a near doubles fact?”

answer: near doubles fact

“What doubles fact could you use to help you answer this question?”

answer: 6+6=12

“Look at the cubes in this picture. Do you notice how one stack of cubes is one cube taller than the
other? That is because this is a near doubles fact, the two numbers are one away from each other.”

“Now let’s look at the next box. Which number is closer to 10, 8 or 5?”

answer: 8
“Notice how they started by adding 8 counters of one color to their ten frame, then they added 5. The
ten frame is full of counters so that means there are ten there. How many counters are not inside the ten
frame?”

answer: 3

“3! Now we can count 3 more than 10. Let’s count together, 11, 12, 13! That means that there are 13
total, they have done 10+3 to get 13.”

“Now we are going to the “Convince Me” box.”

*Read the text aloud or use the Smart Board.”

“What is one strategy you could use to solve 7+8, and why is it a good strategy? Who can tell me a
strategy that you could use to solve this problem?”

Example responses:
near doubles and use the cubes
make ten and use the ten frame

*Write one of these answers on the board for students to copy.”

“When could you use the cubes and why?”

answer: doubles or near doubles because you can see if the stacks are the same height or not

“When could you use the ten frame and why?”

answer: when there is a number close to 10 because you can fill up the ten frame and know you have
ten counters without counting them

“Now we are going to work together on the rest of the problems on this page.”

“Let’s start with the first one. Is this a doubles fact?”

answer: yes

“Great! Which strategy can you use to help you solve the problem?”

answer: the cubes

“That’s right! We can use the cubes. We know this is a doubles fact because the two stacks of cubes are
the same height. I want to see you using the cubes to solve the problem.”

*Demonstrate with cubes.

“What is the answer to this problem?”

answer: 12

“That’s right! Make sure you write that on your paper.”

*Go through each of the four problems in this way and ask students which strategy they can use to solve
this problem, often both, and demonstrate using the manipulatives.

“Now we are going to go on to the second paper. You are going to solve each problem on your own. I
want you to choose a strategy to use for each problem. You can choose to use either the counters or the
cubes. I will come around and help you if you have a question. Please raise your hand so I know you need
help.”

*Students will work independently to solve problems using either counters or cubes, and the teacher will
walk around to assist students as needed.

*Check in with students and ask them to explain their thinking.

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and determine
what students have learned?

I will bring closure to the lesson and determine what students have learned by reviewing with students
which strategy to use in different types of problems.

*Once students have finished all of the problems.

“Let’s look at the last problem together. It says, “Which strategies could help you find 7+8? Choose three
that apply.” Who thinks the doubles strategy could work?”

“Would anyone like to explain why?”

answer: we know 7+7 is 14, so 7+8 must be one more, so 15

“Who thinks the near doubles strategy could work?”

“Would anyone like to explain why?”

answer: we know 7+7 is 14, so 7+8 must be one more, so 15

“Who thinks the make 10 strategy could work?”

“Would anyone like to explain why?”

answer: 8 is near 10
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for Learning
(UDL) and utilize resources at the following links:

UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Guidelines:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson planning: http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Especially consider the needs of
students on Individual Education Plans (IEP), English language learners (at a variety of English language
levels), and students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another, you or the reading or the same Use Braille or large report
focus of instruction text at varying reading print
levels Extend time
Pair students Use manipulatives
Provide on-level Use assistive devices
reading
Technology
Give verbal cues to Use interpreter
emphasize main ideas Give students copy of
directions Give more breaks
Increase number of
review activities Allow use of computer
Hand out copies of
notes

Re-read directions

Use page markers

Specific Examples: P1s choose 2 levels of support to explain in detail the differentiation, P2s, P3s and
Grad P1s choose 3 levels of support to explain in detail the differentiation.

Support #1: Use Manipulatives

The manipulatives I plan to use in this lesson are counters, ten frame, and cubes. These will provide
students concrete representations of numbers they are working with to support and deepen their
understanding. They will also allow students to manipulate the numbers to construct their own meaning
that is useful for them. For the problems in this lesson, students will be able to choose which
manipulative they prefer to help them solve the problem, allowing individual autonomy, and
encouraging students to work with the manipulative that makes more sense for them in their own
learning.
Support #2: Technology
The technology I plan to use in this lesson is the Smart Board, which displays the same text and pictures
that they will see on their worksheets. This will help students follow along and know what to write down
if they are unsure. The Smart Board is also useful for reading out to students the text on their
worksheet, which benefits students who are not yet able to fluently read the questions and understand
them.

Support #3: Re-read Directions

I plan to walk around the classroom and support students during the independent practice portion of
this lesson. I will re-read directions and questions for individual students as well as the whole class as
needed so that all students understand what the questions are asking.
 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom routines,
reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

This will be a whole class lesson where students are seated at their desks and the teacher is either at the
front of the room or walking around answering questions. I plan to reinforce appropriate behavior by
reminding students to raise their hand if they have a question and to stay in their seats throughout the
entire lesson:

If a student calls out “Ms. DiMaggio!” or “I have a question” without raising their hand:

“_____ please raise your hand if you have a question.”

*student raises hand

“Yes ______, what is your question?”

I will also praise students who are doing a good job of listening and staying on task to set a good example
for the rest of the class:

“Wow! I love how _____ is really focusing on their work. Keep up the good work!’

Technology: How did you incorporate technology into the lesson?

I will incorporate technology into the lesson by using the Smart Board. The Smart Board will display the
same text and pictures that students see on their worksheets, as well as read aloud the text for students.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching
the lesson?

Materials needed for this lesson are the lesson plan, copies of student worksheets, a copy of the teacher’s
instructions, and the manipulatives: ten frame, counters and cubes. It would be helpful to familiarize
yourself with the flow of the lesson as well as with the manipulatives before teaching the lesson.

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later time so that
the students continue to work toward the lesson’s overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?

My Supervising Practitioner and I will reinforce learning at a later time by reviewing with students how to
use the strategies and manipulatives to solve addition problems and continuing to ask students to explain
how they got to their answer. This will help the students work toward the overarching goals of adding
within 20 (1.OA.C.6), using the strategy of counting on (1.OA.C.6), persevering in solving problems (MP.1),
and constructing viable arguments and critiquing the reasoning of others (MP.3).

9
Updated: Date (2023)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley