Office of Field Placement and Partnership Outreach

Pre-Practicum Lesson Template

Name: _Caroline Harten______________________________

Grade: _1______________

Starting and Ending Time: _10AM___ to __10:40 AM__

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to
how this lesson fits into the “big picture” of the students’ long-term learning, which MA
framework does the lesson most clearly address? Select 2 to 3 focal standards that will be key to
your instruction and assessment.

Represent and solve problems involving addition and subtraction.

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 (number sentences) with a symbol for the
unknown number to represent the problem.5

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

Students will be able to solve word problems with two addends less than 20, demonstrating this
knowledge through concrete representations, drawings, and number sentences.

Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will individually complete a worksheet that contains addition word problems and will
solve these problems using a variety of methods- base ten blocks, drawing their representations,
and writing down their thinking/processes.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

Students will be able to use math-specific vocabulary (EX: sum, trading ones for tens, place
value- ones place, tens place, etc.) to describe, both orally and written, their thinking process
behind adding two numbers.
 Assessment: What specific, tangible evidence will show that each student has met this
objective?

Students will individually complete a worksheet that contains addition word problems and will
solve these problems with accompany oral and written descriptions using math vocabulary to
describe how they got to their answer.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (_10_ minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

To begin the lesson, I will call on students’ background knowledge on what we have learned
already.
I will say: “We have already begun to learn how we can use base 10 blocks to help us solve
addition problems. We have added single-digit numbers and represented them with our blocks.
Today, we are going to work on some more tricky addition problems.”

Then, using poster paper, I will bring up a word problem. For this lesson, we will be focusing
solely on combination word problems. However, next lesson, I will incorporate static and
incremental examples in order to ensure the students have a well-rounded skill level in
real-world problems.

During Lesson (_20_ minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

The problem will be:

Maria and Vincent decide to work together as partners for a school project. Maria has 12 crayons
and Vincent has 6. How many crayons will their group have in school tomorrow?

Using the poster paper and base 10 blocks, I will model the solving of the word problem by
myself. I will draw a square around the two addends and repeat the goal of the problem- what we
are trying to find the total number of (total number of crayons). I will then use my base 10 blocks
to concretely solve the problem.

I will show the students one rod and two units to represent Maria’s crayons. I will then get 6
individual units to represent Vincent’s crayons. I will then ask students to count with me to get
the total number of crayons.
After using the base ten blocks, I will draw a representation of the solving with blocks on the
poster paper with the word problem. I will write a description of what we did (EX: First we
represented the number of crayons Maria has, then we represented the number of crayons
Vincent has, then we added together the number of individual blocks, then added it to the rod of
10 units, and we found our total of 18 crayons). I will write a number equation to the description
as well.

For the next problem, I will begin to ask the students to contribute more to the solving of the
problem so that it is a collaborative effort. We will follow the same process of reading the word
problem, using base ten blocks, and writing out our thinking.

After we work on this word problem together, I will split students into groups. There will be
stations around the room with different addition word problems. Students will have base ten
blocks and worksheets that ask them to draw their representations and write their thinking.

Closing (_10_ minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

To close the lesson, I will have the students gather on the rug and we will go around to each
group and ask them what strategies they used when working through the word problems.

After having a class discussion, the students will be individually be given an exit ticket with one
more additional word problem. They will be asked to use base ten blocks, draw their thinking,
write their thinking, and include the addition equation.
 4
Updated: ZH (2020)
Cass/Malley/Hagen (2015)
Venkatesh/Akoury/Malley