Blended Learning Lesson Plan Jared Lininger Lesson Title: Math Practice

Blended Learning Lesson Plan
Jared Lininger
Lesson Title: Math Practice
Objectives:
Students will be able to… add using concrete, real world models
Students will be able to… count and add numbers through 100
State Standards:
1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value
to: a. add a two-digit number and a one-digit number, understanding that sometimes it is
necessary to compose a ten (regroup); b. add a two-digit number and a multiple of 10.
Context: Why are you teaching this particular lesson? What comes before this lesson in the
larger unit? What previous knowledge will students be bringing into the lesson? What comes
after this lesson in the larger unit? What are you teaching in order to prepare students for the
next lesson topic?
I am teaching this lesson because of its value down the road. Students will be using the material
taught in this lesson all the way through their schooling journey as well as after their education
process for the rest of their lives. Before this lesson students will have learned how to count and
have had some practice with basic addition of small numbers. After this lesson students will be
prepared to move on to addition with multiple numbers and be ready to begin subtracting. The
addition practice in this lesson will prepare them to progress their math skills to the more
advance addition and subtraction to follow.
Data: How will students be grouped in this lesson? What hypothetical data will these groupings
be based on? How will data be collected in this lesson for future groupings and teaching?
Students will be grouped up based on their results and competency in previous mathematical
lessons. The students who performed the best thus far will be in group A, group B will contain
intermediate and unproven students, and group C will consist of student who may need the most
help and a slowed down teaching process.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
 Pencils
 iPads
 Color by numbers iPad app
 Scratch paper
 Whiteboards + dry erase markers
 Pre-made 20 question math quiz
 Printer
 Power point with 7 question on a 50 second timer with 10 second transition slides
revealing the correct answer
Detailed paragraphs from here on down.

Procedures:
Introduction (6 minutes):
The instructor will gather the students and ensure that the students understand the material and
are ready to put it to use. The teacher will run through three to six example problems depending
on the perceived readiness of the class. Once the instructor is confident in the students ability to
break off on their own, they will assign the students to their respective groups and explain the
procedures.
Teacher Directed (8 minutes):

Group C will begin in teacher directed as they are theoretically the least prepared to successfully
complete the other stations independently. The teacher will hand out a quiz with 20 addition
questions on it and have the students begin immediately. The quiz is not graded and does not
have to be completed by the end of the station. The teacher will walk around the students, ideally
seated at a round table, and offer assistance and comments. This station is meant to give the
instructor an opportunity to observe each student as they work and offer individualized
instruction.
Collaborative (8 minutes):
Group B will start with this station as they may not need the teachers guidance readily available
but may benefit from working with other students. Students will break into two even teams. Each
team will have one whiteboard and on dry-erase marker. They will pass the materials within their
team after each question. The questions will be presented on a power-point presented at the front
of the classroom. Each question slide will be on a 50 second timer leaving 10 a second slide to
reveal the correct answer and allow students to erase and pass material. Teams will keep track of
how many questions they get correct and how many they get wrong.
Independent Digital (8 minutes):
At the independent station student will be allowed to find a seat on the floor or at a desk as long
as they are alone. The will unlock their iPads and begin working on a painting on the color by
numbers app. This app sets aside designated sections of a painting based on its color. In each
section is a math problem that correlates to the difficulty selected by the instructor. Students will
quietly work to complete as many section of the painting as possible and fill them in with a color
of their choice.
Closure (5 minutes):
Once everyone has been to all three stations they will return to their seats. Student will now be
allowed to complete their color by numbers painting and receive help based on what they feel
they are struggling with or what the instructor noticed. In order to complete the blended learning
lesson students will have to print a completed painting and show it to the teacher. Help with the
painting should be provided with those who are struggling to complete it during the 5 minute
closure time.
Rationale:
(Multimedia 1= App or website): Why this piece of multimedia? How does it support
student learning and your standards and objectives? How do you know it is of high-
quality? Refer to the 8 bullet points in the Evaluating Multimedia PowerPoint to support
your rationale. How does this multimedia choice differentiate instruction for all learners
(consider differentiation and assistive technologies)?
(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Why this
piece of multimedia? How does it support student learning and your standards and
objectives? How do you know it is of high-quality? Refer to the 8 bullet points in the
Evaluating Multimedia PowerPoint to support your rationale. How does this multimedia
choice differentiate instruction for all learners (consider differentiation and assistive
technologies)?

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Blended Learning Lesson Plan

Detailed paragraphs from here on down.

Teacher Directed (8 minutes):

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