Explain Addition Strategies
Explain Addition Strategies
Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or
another teacher could step in and use the plan with minimal assistance. Attach this section to the Lesson Plan Template under Lesson Sequence and Delivery.
Lesson Differentiation (1e-1) Student Engagement (1e-1, 3c-1*)
Components 1. Within Core Instruction (minimum), 1. Within in the Lesson Sequence and Delivery
list instructional tools, methods, label examples for fostering Student
Time
Time
and/or strategies to meet differing Engagement (SCOR) with S for Success, C for
student needs/interests. Curiosity, O for Originality, and R for
2. Explain your rationale. Relationships.
2. Explain your rationale in the boxes below.
Introduction (1e-4) T: There are many different ways to solve addition
10 Describe how you will facts. Some strategies may be easier to use for
min. inform students as to different facts. Today we are going to review the
what they will be doing
and why it is important
strategies we have learned, and solve addition
(e.g. problems with different strategies.
statements/questions/oth
er to present student-
friendly objective)
Develop background, T: Let’s pretend that it is a very hot summer day. We C: Students will wonder what a “beach
foster connections, are going to a beach because it is so hot and sunny! day” has to do with math. They will
facilitate motivation for (Display beach pic on mimio.) I am going to invite 3 become engaged in the lesson as the
learning activity.
lucky ducks to go to the beach with me. (Call 3 lucky anticipatory set activates background
ducks, have them join at the front.) Before we go to knowledge/experiences.
the beach, we need to decide what we are going to
wear! S: Increased engagement helps to
*Let the lucky ducks pull a scrap of paper out of the increase the focus of the material. This
bucket. Each scrap has a different type of outfit on it. will allow for better understanding of
Some outfits will not fit the beach scene. Announce the lesson.
who is wearing what to the beach. Emphasize that
some of these outfits are not a good fit for the beach. R: Using students as models for the
You could wear them to the beach but they might not problem will improve relationships
be the best choice. Discuss which option is the best between students and teacher, and
choice to wear. Then, explain how this is just like students to students.
choosing an addition strategy. Some strategies may be
a better fit than others for certain addition problems.
40 Core Instruction (1e-4) Transition to visual learning. Invite the students with R: Tables are encouraged to work
min. Include appropriate happy notes and the table with the most stars to join together to earn stars. The team with
lesson content, clear on the rug at front, facing the screen. Lucky ducks can the most stars joins the front, which
sequence, opportunities
be called to help work through the problems. Some gives the incentive to work
for practice and
application. questions to ask during pauses and at the end of the cooperatively as a group.
visual learning video include:
How do we know this is NOT a doubles fact?
Can we use different strategies to solve this
addition fact?
What strategy would you use for this fact?
How will you know your answer is correct?
S: Addressing misconceptions early in
Students may have the misconception that they can the lesson will prevent further
use the doubles strategy for a problem such as 7+8. misunderstanding of the material.
They cannot use doubles because the two addends are
not the same. However, they can use NEAR DOUBLES
to solve this by finding a doubles fact and adding on.
Address this misconception after the video if
necessary. While students are still facing the screen,
pull up the guided practice portion of the lesson on
the screen.