WRITTEN LESSON PLAN
Teacher Candidate – James Becker School – North Hill Elementary
Mentor Teacher – Cathy Reinsel-Torres
Grade/Subject – 1st Grade Math Performance Expectations – SPED K-3rd Lesson Title – Number Lines for Addition and Subtraction Date – 14 July 2011
1.1. Core Content: Whole number relationships
1.2. Core Content: Addition and subtraction
1.1.F Fluently compose and decompose numbers to 10.
1.2.A Connect physical and pictorial representations to addition and subtraction equations.
1.2.C Represent addition and subtraction on the number line.
1.2.D Demonstrate the inverse relationship between addition and subtraction by undoing an addition problem with subtraction and vice versa.
1.2.H Solve and create word problems that match addition or subtraction equations.
The students will put together and take apart whole numbers as a precursor to addition and subtraction.
Using prior knowledge, picture books, and classroom examples, students will demonstrate how addition and subtraction relate to each other on a number line.
Addition: Addition is finding the total, or sum, by combining two or more numbers or items.
Subtraction: taking one number or amount away from another.
Number Line: a straight line , theoretically extending to infinity in both positive and negative directions from zero (for advanced students) that shows the relative order of the real numbers.
Numeral and Digit: A numeral is a sequence of digits, which may be of arbitrary length. Each position in the sequence has a place value, and each digit has a value (for advanced students).
|Assessment – What will students do to demonstrate competence specific to learning?||Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?||Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson?|
Be sure to align all assessments with their corresponding learning experiences.
Formative Assessment: Asking for feedback.
Formative Assessment: Students will follow story and answer prompt questions and ask for feedback as an informal assessment
Formative Assessment: An informal assessment in which students give either a thumbs up (fully understand), a thumbs middle (semi-understand or understand parts), or a thumbs down (no understanding). This is down privately against their chest with one hand to indicate to the teacher without embarrassment to the rest of the class.
Formative Assessment: As students work together teachers can observe discussions and questions to assess understanding.
Summative Assessment: Final practice sheets with different levels of difficulties to find areas of needed work. Then data is recorded
Yesterday we looked at and counted numbers on a number line. Do you remember that? Today we are going to try adding and subtracting numbers on a numbers line.
To start off I am going to read to you the book “Ready, Set, HOP!” in which two frogs try to find out who can jump the farthest by having jumping contest.
“Ready, Set, HOP!” Read aloud
Indentify clues that suggest operations, such as “more” suggest addition and “less” subtraction. After the first contest ask who jumped the longest in each jump, and who jumped more times. Hand out the practice sheets, so they can utilize the line numbers on the sheet to help with the story problems.
Use other manipulatives (crayons, Unifix cubes, buttons) to show other ways to illustrate adding and subtracting. Does everyone understand how this works? Give me a “Thumbs up/middle/down.”
Let’s work on our number lines to solve the question on the practice sheet.
Now, let’s work with our partners to draw pictures of something to show adding. Have your partner draw for example 3 dogs, and you can draw 2 cats, then add them together.
Let’s hand in your practice sheets and I’ll return them later.
|Classroom of 10 students will be broken into 2-3 ability level table groups to work with instructors and paraprofessionals.
During the reading I will ask discussion questions. Not only to assess, but to involve students. The interesting images are good starting points to have students initiate discussions.
Using table groups in a concrete hands-on activity to promote interaction and learning.
The students will work individually to show strengths and weaknesses concerning the content.
Using partners is effective in supporting a collaborative effort and keeps students interacting.
What are the specific tasks that I do before the lesson?
|Review Book, prepare starter problems and worksheets.|
What are the specific tasks that I do during the lesson?
|Read “Ready, Set, HOP!” book. Prompt for feedback concerning book. Use manipulatives to illustrate addition and subtraction. Hand out practice sheets.||Observe.||Work with appropriate table groups.|
What are the specific tasks that I do AFTER the lesson?
|Check practice sheets and collate and record data for future use. Hand out “Family Fun” sheets.||Hand in worksheets|
When, where and how will we debrief the co-teaching lesson?
|Immediately following lesson worksheets are recorded during the students’ lunch.|
|Grouping of Students for Instruction||Instructional Materials, Resources and Technology|
|Students will start in their table groups for more instructor interaction with higher functioning students as well as students with profound disabilities.
Students will have individual time to show their comprehension and needs.
Students will have partner time to work to discuss challenges and ideas.
|Book: Ready, Set, HOP!” by Murphy & Buller
Practice sheets, Unifix cubes, crayons, and pencils.
Online games for remedial, ELL, and special needs students:
|Accommodations and Modifications||Family Involvement Plan|
|Using AI’s to assist one-on-one in picking patterns with non-verbal students with disabilities.
Using computers software and online resources to work at the individual student’s pace for ELL and special needs students.
|Students are given “Family Fun” sheets show addition and subtraction in their home whether it is counting family members or counting and subtracting cookies or green beans.
Once they realize the addition and/or subtraction they will draw a picture or recreate the number sequence with help from their family members with everyone signing the work/artwork.
General Inquiry, Teaching and Assessment Methods James Becker
Planning Commentary Prompts Project: 07/14/11
1. Identify the language demands embedded in the learning segment. Be sure to address relevant genres, key vocabulary, or phrases for the concepts being taught and linguistic features that enable students to understand or produce the oral and/or written texts in the learning segment.
This is a lesson taught in a K-3rd grade Individual Learning Center (ILC) for special education, so I try to be constantly aware that I need to reintroduce vocabulary and concepts on a regular basis to ensure comprehension. One of the language relationships that I will address in this lesson is indentifying clues that suggest operations such as “more” suggests addition and “less” implies to subtraction. These relationships will be useful in future story problems, and will build generalizable and higher thinking.
2. Explain how the learning tasks help students at different academic and language proficiency levels develop this academic language.
There are opportunities for differentiated instruction concerning vocabulary for higher performing students. While most students will learn such words as “subtraction,” “addition,” and “number line” there are some table groups of higher functioning students who will discuss terms such as “numeral,” “digit,” and “infinity.”
In any modern classroom I must be prepared for a variety of different levels of students learning especially in special education, so I will have implemented the use of different table groups to work on remedial or specific skills concerning students with disabilities, ELL, or who need more concentrated instruction. I will also utilize Unifix cubes in the beginning of the lessons to transition from concrete to symbolic patterns
In my formative assessment I use gestures and observed skills to relate to levels or problems in comprehension, so that if there is confusion it will not be lost in translation. Plus the use of number lines as a representational rationale will help to limit confusion in assessment.
3. Describe how and when you will elicit student voice (oral or written) during instruction to raise awareness in both you and the students to recognize where students are relative to the learning targets. (This results in student-based evidence.)
There are several informal assessments throughout the lesson plan such as “thumbs up” (fully understand), “thumbs middle” (semi-understand or understand parts), and “thumbs down” (no understanding). There is also partner practice and sharing in which the teacher observes the discussions and looks for students experiencing difficulty. Many times during the lesson I will ask questions for feedback, and there will also be a final summative assessment with different levels of learning and a rubric concerning the appropriate learned skills.
4. Explain how you will use the evidence from the planned informal and formal assessments (candidate-based evidence) including student-based evidence to provide feedback to students and to help them monitor their progress toward meeting the learning targets.
In the case of the “thumbs up/thumbs down” informal assessment I will be able to spot students who are asking for help, and I can use this as a reason for reviewing the skills. In partner practice and sharing I can observe difficulties, and then wait for a break in the conversation and address the specific concern. I will ask questions for feedback periodically so that there are not large gaps of unanswered questions or compounding confusion. There will be a final summative assessment with different levels of learning to show ability levels and a rubric concerning the learning targets that will collected as data for the students Individualized Education Program (IEP), and then goals can be updated if needed.
5. Indicate how specific research/theory guided your selection of specific strategies and materials to help your students develop the conceptual understanding needed to meet the learning targets.
The practical strategy of using number lines is immediately evident as it is specifically named in the Washington State K–12 Mathematics Standards as a Core Content (OSPI, p. 11). It is also listed multiple times in Van De Walle’s Elementary and Middle School Mathematics as a useful model for teaching addition and subtraction (2009, pp. 313, 483). An advantage to learning with number lines is that it resembles many concrete tools, such as rulers and thermometers. Another benefit is that it can serve as a familiar tool to help in future learning with fractions on a number line and learning about adding and subtracting positive and negative numbers. Van De Walle states, “The distance between two points, either on the number line or in the plane, is often an important concern, especially in applications of mathematics” (2010, p. 481). The book “Ready, Set, HOP!” is recommended by two different websites, one for children’s books (Children’s Picture Books) and another for math (MathStart) that has a page addressing books to the National Council of Teachers of Mathematics (NCTM) standards.
Addition: Picture Books for Math. (2007). Retrieved July 11, 2011, from Children’s Picture Books: http://childrenspicturebooks.info/math/addition.htm
Murphy, S. (1996). Ready, set, hop. New York: HarperCollins.
Murphy, S. (2003). Books Level 3. Retrieved July 12, 2011, from MathStart: http://mathstart.net/books/level_3/
Office of Superintendent of Public Instruction. (2008). Mathematics k-12 learning standards. Retrieved July 10, 2011, from OSPI: http://www.k12.wa.us/mathematics/Standards.aspx
Van de Walle, J.A, Karp, K.S, & Bay-Williams, J.M (2009). Elementary and middle school mathematics: Teaching developmentally (7th edition). Boston: Allyn & Bacon.