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Formal Lesson Plan: What Will The Students Learn And/or Demonstrate?

This lesson plan outlines a first grade math review lesson. The objectives are for students to find number partners through 10, add and subtract within 10 using properties, and relate counting to addition and subtraction. Standards addressed include operations and algebraic thinking. The teacher will do a read aloud to engage students and model sample problems. Students will then practice in guided small groups through workbooks, practice pages, and online math games. Independent practice includes a homework packet.

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80 views

Formal Lesson Plan: What Will The Students Learn And/or Demonstrate?

This lesson plan outlines a first grade math review lesson. The objectives are for students to find number partners through 10, add and subtract within 10 using properties, and relate counting to addition and subtraction. Standards addressed include operations and algebraic thinking. The teacher will do a read aloud to engage students and model sample problems. Students will then practice in guided small groups through workbooks, practice pages, and online math games. Independent practice includes a homework packet.

Uploaded by

api-401792411
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Formal Lesson Plan

TEACHER: Sarah Lemanski GRADE: 1st DATE: 9/28/17

SUBJECT AREA: Math UNIT/LESSON TITLE: Unit 1 Partners and Number Patterns Through 10 - Review

MATERIALS NEEDED: SMART Board, Elmo, Student Workbook Volume 1, Remembering Pages, Snap Cubes, 10 Book,
Game Cards

Briefly describe the students in this class, including those with special needs.

This first-grade class has 29 students. They have been placed into leveled math groups based on their STAR Math
assessment. Two students receive social work services. No students receive special education services.

What is the lesson objective? What will the students learn and/or demonstrate?

Students will be able to find partners of numbers through 10.


Students will use properties to add and subtract within 10.
Students will be able to relate counting to addition and subtraction.

What are the standards addressed and expectations of students? (Example: Common Core State Standard)
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract

CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction

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).

1
Anticipatory Set: The “hook.” How will you excite students, or connect with prior knowledge?

10 minutes for read aloud

Our class always does a read aloud after lunch to calm and refocus ourselves after recess. Students know that math is always to follow.
“Boys and girls, this week we have been finding number partners and patterns up to ten. Today, we are going to review all of the
strategies we’ve learned so far to help prepare you for your math test tomorrow.”

Teaching/ Instructional Process: Explicit Instruction of vocab & skills, modeling, checking for understanding, adjusting pace of lesson
5-10 minutes

 Using our SMART Board and elmo, I will model several of the problems that will be found on our review.
 These strategies have been modeled before, so I will ask for student volunteers who can model this for their classmates.
 We will draw dots to show the number, count using 5 groups, write ten partners and switch partners, and 7 partners and switch partners.
 We will then break up into our math menu groups for guided practice.

Guided Practice and Monitoring:


Leading students through the steps to perform the skill, monitoring understanding by questioning & engagement
Math Rotations: 15-20 minutes for each round depending on the group

Teacher Table
 At the teacher table, I will guide them through workbook pages 27 and 28. We will refer to the sample problems done together on the board.
 If finished early, we will use game cards to play “One More or One Less.”

Practice Pages
 Students will be completing a practice page on the previous day’s lesson.
 “I Can Make Ten” Book
 If finished early, they will use snap cubes to build partners of ten.

Dream box
 Student will use technology to access their dream box account which is an app that lets them practice math games at their level.

Independent Practice:
How will the students practice the skill independently without teacher guidance? Homework, seatwork, a “real world” question/problem to ponder…..

Students take home a homework packet on Monday and return the completed packet on Friday. They were given homework pages on 6 partners, 7
partners, and 8 partners. On Fridays during computer lab we review the homework and have extra practice time available for students who struggled
independently.

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