Lesson Plan Format to Develop Mathematical Proficiency ...



Lesson Plan Format to Develop Mathematical Proficiency Name __Jamie Bachman

Lesson Topic: Addition of Whole Numbers Grade Level:____1st__Date: 12/08/2010

Multicultural Emphasis (if applicable): What cultures first introduced the concepts? Africans were the first to use numerals.

Special Needs Adaptation: All materials used are modified to accommodate children in a special education classroom. Specifically, a completion strip, (what we will be working for, i.e., reinforcement) a simple visual pre-made template with clear boundaries, and initial reduction in the field of possible answer cards to chose from when calculating the sum and by using simple language and simple instruction.

Conceptual Understanding Outcomes [Objectives]: Students will be able to independently add whole numbers by first matching objects quantity to number, then number to quantity, and finding the sum.

|Standards Emphasized: |Assessment: |

|What do you want the students to learn? |What are your standards for success? |

| |Scoring Guide Teacher States Criteria: |

|How will you and they know they are learning? |How flexible, accurate, efficient, and appropriate |

| | |

|State Standards [Missouri Show-Me Standards]: |4 Advanced: Student begins to make up his own |

| |addition problems and accurately |

|GLE – model situations that involve the addition of |completes without help. |

|whole numbers, using pictures, objects or | |

|symbols. |3 Proficient: Student is able to independently |

| |complete examples by listening to |

|National NCTM Standards: |teacher instruction without prompts of |

| |any kind. |

|Number and Operations - use mathematical | |

|models to represent and understand quantitative |2 Basic: Student is able to complete examples with |

|relationships. |minimal direction and minimal prompting |

| |from teacher. |

|Local Standards: | |

| |1 Below Basic: Student is able to complete |

|St. Joseph uses GLE (listed above) |examples only by hand over hand |

| |and direct prompting from teacher |

| | |

| | |

| | |

Planning the Active-Learning, Performance-based Task:

List what concrete manipulatives, other materials are needed: Numbered index cards, pre-made templates

several sets of small plastic zoo animals.

How does this task apply to concrete experiences in the real world? Addition is a skill used for many daily living

activities, such as cooking, grocery shopping, banking deposits, etc.

Procedural Fluency Needed for the Task: Addition by number to quantity and quantity to number

Strategic Competence: Check which of the following problem solving strategies can be used to solve the performance-based task:

__x _ 1. Estimation and Check __x_ 5. Modeling __x_ 9. Simplifying the Problem

_____ 2. Developing Formulas and Writing Equations _____ 6. Flowcharting _____10. Acting out the Problem

_____ 3. Drawing Pictures, Graphs, and Tables __x 7. Working Backwards _____11. Looking for Patterns

_____ 4. Elimination of Extraneous Data _____ 8. Insufficient Information

Learning Processes…Tell how the task can be completed using

Field-Dependent by: w-t-p - could work backwards by filling in template with pre-placed total sum cards and

and objects placed within the boundary. Ex: If 10 is the sum, student could place 6 + 4 number cards and

objects within the boundaries.

Field-Independent by: p-t-w - using the objects (quantity) to build up to the total sum.

Gardener’s Mutliple Intelligences: State which ones and how applied to the task: [NOTE: not all 8 have to be used]

__x_ 1. Logical-Mathematical by calculate / form concepts of addition _____ 5. Musical by

__x_ 2. Linguistic by listening to our book _____ 6. Naturalist by

__x_ 3. Bodily-Kinesthetic by moving concrete manipulatives _____ 7. Intrapersonal by

_____ 4. Spatial by __x_ 8. Interpersonal by working in small groups

Executing the Lesson Procedure:

( Anticipatory Set by Teacher: What will you say or do to capture interest of the students?

We are going to do a book walk through my new book, What’s New at the Zoo? I want to see if you can help me

try to figure out what the author is trying to tell us about numbers? After we figure it out, we will read the book.

( Teacher Gives Performance-based Task & Directions to Students: (ATTACH THE TASK TO THE LESSON

PLAN) (Read Task to Younger Children……Write Task and Directions to Older Students)

( Students Work in Small Groups— Estimated Time Needed_30 min.__

| What are the student responses you expect to see?: |Note how they are actually solving the problem as you walk around |

| |observing? |

|students will be making connections between concrete | |

|manipulatives and the symbol that represents quantity |Initially, I will be working with the students at a semi-circle |

|and connections between the symbol that represents |table, demonstrating how to set up and solve our |

|quantity to the concrete manipulatives |addition problems. I will be in close proximity to see how |

| |they are doing, and to prompt those that need additional |

|students will be able to see how to calculate the sum |help. |

|by moving the concrete manipulatives over to the | |

|last box and counting the manipulatives one-to-one and | |

|figure out which symbol card to place under the box. | |

• (Attached Lesson)

• Book – What’s New at the Zoo? An Animal Adding Adventure.- Suzanne Slade

Each of the 11 pages of this book offers a new addition problem for beginning math curriculum involving zoo animals.

After each page is read I will ask the students to help me solve the problem. Example: “If you have two hungry pandas eating a bamboo lunch, they are joined by one cub, how many pandas are there to crunch and munch?”

I will set up the template to demonstrate the description after each page is read, using small plastic zoo animals, I will fill in the first two boxes with the manipulatives each time and ask the students to help me find the symbol that represents the quantity in each of the two boxes. We will then move the quantity over to the last box to determine how many total pandas there are by counting 1:1 as we move them over and we will find that symbol. 2 + 1 = 3. We will then check with our book to make sure we are correct. Later, we will reverse to solve by placing the symbol in the first two boxes and then adding the zoo animals to represent the quantity of the symbols. I will fade out the template as students begin to grasp the concept and stick to manipulatives.

* Each student will place manipulatives in the first box and place correct symbol card at the bottom, and do the same with the second box. Students will physically move manipulatives over to the last box while counting 1:1 and place the symbol card in the correct place. The symbol cards at the bottom will remain the same, 2 + 1 = 3.

( Adaptive Reasoning and Productive Disposition Estimated Time Needed__2 min._____

Students will copy the index cards left on the template after we solve each addition problem.

Lesson Evaluation…. After the Lesson Was Presented

Teacher Reflection:

Report of Assessment Results: How do you know you had a positive effect on student learning? What did you see, and/or hear?

Scoring Guide Results: How many 4 _____ 3 ______ 2 _____ 1 ______

Students with Special Needs…. If needed, how did your adaptation work?

The best parts of this lesson: [Answers to remember for next time….things to build on next time, etc……]

Things I would change should I teach or reteach this lesson again:

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