Elementary Inclusive Preservice Program Lesson Plan Student Teacher: Anastasia Krylova Lesson title: Introducing 10 Grade/age level:

1st Grade Date (intended teaching date): 2/25/14 Learning Objectives: What do you want your students to know, understand, or be able to do by the end of this lesson? Evidence for assessment: Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/ or skills you are after?) Rationale: Students will develop strategies for counting and combining groups of dots. Students will generate equivalent expressions of a number. Students will use numbers and standard notation (+,-,=) to record. Students will develop fluency with 2 addend combinations of 10. Students will find relationships among different combinations of numbers up to 10.

Students understandings will be assessed during whole group discussions, independent and partner work. Assessment checklists are used during the independent activity and the partner game. SAB PAGE 1 Assessment Checklist How are students coming up with combinations that make 10? Do they work randomly? Use cubes or their fingers? Use number combinations they know? Are students using more than 2 addends? Subtraction? How are students recording and annotating their work? Are they using equations correctly? THREE TOWERS Assessment Checklist How are students finding the total rolled? Are more students successfully using a counting on strategy? How do students determine when a tower is complete? Do they keep recounting from 1? Count on from the last total? Match their tower to the towers pictured in SAB page 3? Use number combinations that they know? How do students figure out and record the total number of each color in each tower? How accurately are they using addition notation? This lesson builds on students number sense and helps them to familiarize themselves

Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, needs?

with the number 10 by exploring it in different ways: using counters, cubes, and writing equations. The class follows the TERC math curriculum Investigations and this is the next lesson in the sequence. The lesson also addresses the following Common Core Standard for 1st Grade:
CCSS.Math.Content.1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Prerequisite Knowledge: Students need to know how to count to 10, as well as to understand the concepts of What prior knowledge are addition and subtraction, and the concept of equations. All of the students in the class you counting on? Will this have demonstrated all of these prerequisites in prior math work. be a problem for any of your students and if so, what will you do? Learning Experience Assessment In each section below, specify the sequence of instructional activities. What will you look/listen Consider how you will manage materials, bodies, and time. Use small to/for? boxes to indicate time. Starting It Students are at their seats with blank paper, counters, and 1 Min How will you invite pencils. students into the learning experience? Introduction Mathematicians, today we will be thinking about and working with numbers to see how many different ways we can make the same number.

Doing It Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create?

Quick Images: Pictures of 10 Activity In a moment, I will quickly show you an image of dots that represent a number. You will look at it, and then you will make what you saw on your paper. You can either draw the dots, or you can use the counters to make the pattern that you see on the board. On the Document Reader, Flash image A for 5 seconds (10 dots arranged in two rows :::::) Now on your sheet make or draw what you saw. Give some time for students to do this. Now I will show you the image again and you will have a chance to revise what you drew or made. Show same image for 5 seconds. Go ahead and look at what you have on your sheet, and if you need to, you can change it to make it look like the image on the board. Give students some time to do this. Now lets look at the image. Check what you did to make sure it looks just like the image on the board. Discussion How were you able to remember the image? What helped you remember what the image looked like? What did you notice about the image that helped you make your copy? Encourage students to respond to what other students have said or to add on. When students give explanations, circle the dots that the student grouped together on chart paper. Ex: Lois said she saw a group of four on one end, a group of four on the other end, and two in

15 Mins

Quickly assess students initial accuracy in recreating the image by circulating the room. Watch for students to check their image against the one on the board and revise it.

Assess students strategies of remembering the image and understanding of equations by listening to their contributions. How did students group the dots?

the middle. How does that help you think about the total number of dots? How can we write that as an equation/number sentence? Continue Activity Repeat this activity with images B (5 dots and 5 dots like on dice), C (3 dots, 3 dots, and 3 dots, and 1 dot), and D (a pyramid of all of the dots, 4 on bottom, 3, 2, and 1). If students struggle with these, try image E (:: :::) and F (:: : ::) first. If students do not notice that each image has a set of 10 dots in all, as students: What do you notice about the total number of dots in each image? Todays Number: 10 Activity Students are at their desks, each student has 12 cubes. Now we will do the activity called Todays Number. What do you remember about this activityhow does it work? (As needed, remind students that the task is to find many ways to make Todays Number) Today we are going to continue working with the number 10. Todays number is 10. I can show 10 with numbers (write 10), with words (write ten) and with things (draw ten tally marks, a picture of a train of 10 cubes, and refer students to pictures of 10 from the beginning of the session.) What else do you know about the number 10? (record students responses: pictures, sketches, numbers). Ex: Gary just said that 4 and 6 make 10. Can someone show us with cubes or with their fingers what that looks like? How should I record that on our chart about 10?

15 minutes

SAB PAGE 1 Assessment Checklist How are students coming up with combinations that make 10? Do they work randomly? Use cubes or their fingers? Use number combinations they know? Are students using more

Introduce the = if students do not. Encourage students to use more than 2 numbers to make 10 as well as subtraction. Now you will have the opportunity to see how many different ways of making 10 you can come up with on your own! Unit 6 Page 1 in Student Activity Book

than 2 addends? Subtraction? How are students recording and annotating their work? Are they using equations correctly? 5 Minutes Assess student understanding by listening to contributions and questions.

Finishing It How will you bring students to closure with this learning experience and connect it to future learning?

Discussion Whole class comes back together in the meeting area. Lets think of different ways to make 10. How can we use equations to record the different ways to make 10? Record equations on the board, when equivalent equations come up, ask students to think about how they used one to help them come up with another. (Ex: 5+5=10 is used to come up with 3+2+5=10) Great job, everyone! We will continue to think about the number 10 over the course of the year. (If there is time): Introduce and play Three Towers Pairs work together to build 3 towers of 10 connecting cubes. Each player chooses a color of cubes. Take turns rolling a number die and a dot die. The total is made out of cubes. After a 10 tower is built, the next one begins. The other player adds his total to the existing towers. Players continue until 3 towers of 10 are built (not necessary to roll exact number). Record this information in the form of an equation on SAB Page 3 and color in corresponding towers. As students play, circulate and ask How many are in your tower? How many more do you need?

10 minutes THREE TOWERS Assessment Checklist How are students finding the total rolled? Are more students successfully using a counting on strategy? How do students determine when a tower is complete? Do they keep recounting from 1? Count on from the last total? Match their tower

to the towers pictured in SAB page 3? Use number combinations that they know? How do students figure out and record the total number of each color in each tower? How accurately are they using addition notation? Accessibility What accessibility and participation challenges have you taken into account and how have you addressed them? (material and human resources, sequence of instruction) This lesson is designed with a variety of learners in mind. The images in the lesson will support visual learners, the manipulatives will support kinesthetic learners, the discussions and partner work will support auditory and interpersonal learners, and intrapersonal learners will be supported during independent work. Scaffolding will be provided to struggling students throughout the lesson through modeling, addressing questions, and while circulating. This is a class of students labeled as Gifted and Talented. There are no ELLs in the class, and only one student with an IEP for Speech and Language (the student has an expressive disability, not receptive). There are a few students who perform at a lower level than the rest of the class in the area of mathematics, and they will be supported through increased teacher support during independent work. Document Camera (or make large images for the first activity), blank paper, counters, pencils, Images of dots (Images A-F), Chart Paper and Markers, Students Student Activity Books (Unit 6 Pages 1 and 3), Connecting Cubes, Dice (number and dot)

Materials Needed