Teacher Candidate: Alysa Robinson Date: 10/17/12

Unit Title: Add 1, 2 or 3 Lesson Plan: 1

Subject: Math

Grade Level: 1st

Teacher Notes for Use During InstructionLesson Objective (s): To understand and grasp the concepts of adding by counting on from the

greater number.

Comments:

Remember to turn on the computer and projector. Open Smart

Board activities.

Remember to hand out the

materials after the Smart Board

activity so the children aren’t

distracted.

Agenda for Board:

On the Smart Board, there will be three slides that display different amounts of pumpkins and ghosts. There will be a question on each slide asking “What number is greater?” The students will then be asked to count the amounts of pumpkins, and then ghosts to decide what number is greater based on the data.

Student/Class Profile

There are 19 students in Mrs. Matthew’s first grade classroom.

Materials: Smart Board Orange and black paper cups Two-colored counters (pumpkins and ghosts) Practice worksheets Pencils

Procedure:

Include:cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment

Complete by: _10__:_45__

1. To begin, I will ask the students to define what it means for a number to be greater than. This portion of the lesson plan will include cognitive thinking skills in which they will have to remember what they have previously learned.

2. Once a clear definition is stated, the students will then identify which number is greater than by counting two separate amounts of objects (pumpkins and ghosts) on the Smart Board.

3. This process will be repeated three times to ensure the students understand the concept of greater than.

4. I will then pass out the practice worksheet, the orange and black paper cups and the two-colored counters (pumpkins and ghosts) for the students to receive 1 practice worksheet, 1 cup, 15 pumpkins and 5 ghosts each.

5. I will also have the practice worksheet on the Smart Board so I can conduct this lesson alongside the students.

6. This activity will correlate with the worksheet in which I will ask the students to identify the greater number in the equation on the worksheet and then place that amount into their cup by using the pumpkin counters. After I will ask them what the smaller number is

Include grouping if any

and then instruct them to add that amount on by counting on using the ghost counters. This activity will allow for engagement by having the students answer equations using hands on approach to demonstrating this strategy of adding.

7. After the total amount of counters is placed into the cup, the students will then re count their counters to ensure they have used the strategy correctly.

8. The formative assessment will be the students recording their totals on the practice worksheet.

Closure: Begin by: _10__ :_45__After the students have completed their worksheet, I will conduct a brief discussion of what it means to count on from the greater number. I will ask questions such as “What does it mean to add by counting on from the greater number?” and “Is it easier to add by counting 9 onto 1 or by counting 1 onto 9?” With this, I will be able to detect if the students have fully grasped this strategy or if additional teachings will be needed.

Homework /Announcements:

Begin by: ___ :___N/A

Reflection (Use APPR guiding questions and provide evidence):

Generally, the lesson plan went very well and the objective was reached for the most part. I felt that I should have continued to enforce the concept of finding the greater number and then counting on the smaller number to reach the sum. While trying to enforce this concept, I had to stop teaching to the whole entire class and focus on certain children that were having trouble placing the two colored counters into the cups. With that, I had to start speeding up the lesson because all of the time I took out to individually focus on some of the children took time away from the lesson plan. I tried to ensure the students were able to gain this concept the best by having an introduction on the Smart Board and an ending conclusion that went over basic concepts of what number is greater, what it means to add by counting on and if this strategy was easier method to adding. I also asked the students multiple times throughout the lesson what the next step is after finding the greater number to ensure the students understand the adding strategy. Overall, teaching a math lesson was a little intimidating since math has never been a strong subject for me. I realized in order to teach math lessons successfully I must grasp the concept first. Then I must explain the concept using examples and hands on activities while asking questions along to ensure certainty. I believe it’s important to get each student involved by taking the time to give further explanations and helping each student along the way. What I would have done differently is to either have a smaller group of children or longer time to help each children with the hands on activity and to have larger counters that the children were able to handle better.

Goals and/or Professional Development Needs/Interests:My goals for the next lessons to come are to be more confident when explaining the objectives, by speaking clearly and slowly, and by asking more questions to a variety of students, especially those who don’t participate often. This will also allow for the students to grasp the concept better so I won’t have to take time out of the lesson plan to individually assist a student.

Materials and worksheet used: