CT Lesson Plan Observation Cycle #1 Level 3 Name: Hannah Bishop

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/31/19
whole

Part 1: Lesson Content

What Standards (national or MAFS.1.OA.1.2 – Solve word problems that call for addition of three whole numbers whose sum
state) relate to this lesson? is less than or equal to 20, by using objects, drawings, and equations with a symbol for the
(You should include ALL applicable unknown number to represent the problem.
standards.)
Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will be able to accurately solve for addition problems with 3
Measure (HOW WELL they need to
do it) addends.
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Apply & Understand
Which level(s) of thinking is/are called for in your objective? Apply
Why did you choose this level(s) of thinking? The students are solving 3-digit equations and that is
applying the material to see if they actually understand it.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered I will be watching the students on the floor work through the problems, and I will be formatively
your objectives? assessing them by the answers they show me and the strategies they use.

Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because it is a math activity not a summative test.

How does it align with your objective?

CT Lesson Plan Observation Cycle #1 Level 3 Name: Hannah Bishop

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/31/19
whole

This aligns with my objective because students will be taking turns rolling dice and adding 3 digits
together.
Assessment Scoring/Rubric I will be formatively assessing the students as they do the problems themselves.
What are the criteria for how you
will assess student Check minus for nothing correct.
learning/student work? If you’re Check for a correct answer such as; 7
using a rubric, include your rubric Check plus for a correct answer for the problem as well as strategy showing their thinking.
here. Such as; counters drawn, tallies, or a number line.
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?

Kindergarten: MAFS.K.OA.1.4 – For any number from 1 to 9 find the number that makes 10 when
added to the given number. By using objects, or drawings, and record the answer with a drawing
or equation.

Trace the standard to the next grade level. What will students learn next related to this standard?

2nd: MAFS.2.OA.1.a – Determine the unknown whole number in an equation relating four or more
whole numbers.
What misconceptions might You do not move the 1 into the tenths place when regrouping
students have about this
content?
Part 2: Lesson Implementation
Management & Environment  Students will be in 3 lines that are taped off behind 3 hula hoops that have a large 6 sided dice
(integrated throughout your inside it.
step-by-step plan):  The students will be standing facing the white board at the front of the class.
 How will you arrange  I will still use the color clip chart and Bellamy bucks as behavior management in the classroom.
yourself and the students  I will remind the students the rules at the beginning as well as during the activity.
(location in the classroom,  Students know classroom procedures and how to behave therefore students will only get one
seating)? verbal warning before moving their clip down.
 What processes &  Students will be all working at the same pace through the lesson paying attention to the
procedures will you use? teammate that is doing the adding.
How and when will you
CT Lesson Plan Observation Cycle #1 Level 3 Name: Hannah Bishop

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/31/19
whole

communicate those to  D.H. and J.F. need more redirecting so I will be placing them on different teams ahead of time and
students? stand near them as well.
 What expectations will you  I have high expectations for each of my teams and if the team cannot hold up to those standards
have for the students? How then I will remove points from that team.
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do it
they complete the task
quickly?
Materials  3 Large Dice – 6 SIDED
(What materials will you use? Why  3 Hula Hoops
did you choose these materials?  3 White Boards with expo markers
Include any resources you used.  Expo Markers
This can also include people!)  Math Manipulatives; counters & snap cubes
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Students that need addition support from me will be able to receive that during this activity as well as
use any manipulative that they choose to.
Which specific students will benefit, and why?
All students benefit because students are able to use the process they choose to reach the same answer
and standard.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
CT Lesson Plan Observation Cycle #1 Level 3 Name: Hannah Bishop

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/31/19
whole

(What students need specific  Pre-Production Level: Will give a worksheet with visuals, and allow the student to circle answers.
accommodation? List individual Also this student will be paired with a buddy of the same language.
students (initials), and then explain  Early Production Level: Allow the student to answer the problems orally, one-two words
the accommodation(s) you will answers are accepted, as well as asking yes or no questions to understand their comprehension.
implement for these unique  Speech Emergence Level: Allow student to misspell words or use incorrect grammar without a
learners.) loss of points, but will correct.
 Intermediate Fluency Level: Will complete work as normal, but will still accept errors in writing.
What accommodations will you make for students who have an IEP or 504 plan?
Students who have an IEP or 504 plan will be able to choose the manipulatives and strategy they want.
Based on their needs, I will allow other methods of writing or drawing out their answers.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
These students will often finish earlier, so I will have them create their own challenging problems for
their partners to answer.
These students will also be paired together to help challenge one another.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
Students like competition and the team colors are the school colors.
If applicable, how does this lesson connect to/reflect the local community?
Students are using dice and working together to support their teammate.
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Math
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.)
guided/gradual release/etc.) Whole Group
Where applicable, be sure to 3. Step-by-step plan:
address the following: Time: Action Steps:
 What Higher Order Thinking 0-3min
(H.O.T.) questions will you ask? I will be explaining the expectations to the students, and the rules for the math activity.
 How will materials be The students will be told that we are separating into 3 groups of students that will be called the red,
distributed? white, and blue team, to show school spirit. There will be 6 students in each group and they will be
competing 3 at a time.
CT Lesson Plan Observation Cycle #1 Level 3 Name: Hannah Bishop

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/31/19
whole

 Who will work together in  Students will be in 3 lines, the students at the beginning of the lines will all roll a 6 sided
groups and how will you dice then proceed to the white board and fill their number into their teams square. When
determine the grouping? all students enter their numbers into their box, it will create a math problem to solve. The
 How will students transition 3 students will use a white board and any manipulatives they want to solve the answer,
between activities? and the first team to get it correct gets a point. Score will be kept track on the front board.
 What will you as the teacher This will continue until each students competes.
do? I will set my expectations and have worksheets ready for those students whose behavior gets out of hand
 What will you as the teacher or are not being team players during the activity.
say? Ask students if they understand, and any questions they have
 What will the students do? 4-5min
 What student data will be I will be placing the students in their correct order and groups so that the students are competing against
collected during each phase? students with their like math levels.
 What are other adults in the 5-16min
room doing? How are they I will be facilitating the students when to roll the dice, then to write their number on the board and to
supporting students’ learning? begin solving the problem. I will be asking the students in the lines questions about what’s going on, and
how they would solve it. I will also have them repeat the answers back to me to make sure they are
engaged and paying attention to their peers even though it is not their turn.
 What numbers would you add together first? Why?
 What strategy would you use to solve this problem? Why?
 What manipulatives would you use to solve this problem? Why?
 Whisper to a peer what you think the answer is. QUIET, you don’t want the other teams to hear
your answers!
 Were you correct?
 If you were incorrect, do you see what you did wrong?
Will continue until all students have had a turn to compete.
17-20min
I will bring the class back together on the carpet and we will do a final problem together to make sure the
students mastered adding 3 numbers that are within the total of 20.
Our final problem will be a total of 20.
_____+______+______= 20
This is what I will write on the board, and I will ask for numbers from the students to make sure we add
to 20. I will say that I am challenging them and we are not going to use the numbers, 0,1, or 2. Which
means the numbers will have to be (5,7,8)(6,9,5)(8,8,4)(3,9,8)(11,5,4)(12,3,5)(13,4,3)(10,4,6)(14,3,3)
CT Lesson Plan Observation Cycle #1 Level 3 Name: Hannah Bishop

Grade Level Being Taught: 1st Subject/Content: Math Group Size: Date of Lesson: 1/31/19
whole

During the whole lesson my CT will be circling and helping where is needed as well, but mostly observing
me take the lead.
I will be facilitating the entire lesson and rotating around all groups of students.