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b. I will be using a document camera during the lesson to help students with
visual impairment. These students will also be placed at the front of the
room.
c. Students with hearing impairment will be placed under a speaker in the
classroom. The teacher will wear a microphone at all times during the
lesson.
d. Students that are gifted will receive the same type of worksheet with the
same pictures but the numbers will be larger and will require a higher level
of thinking.
e. Students may also choose to put up a cubical folder during their activity to
help them concentrate.
i. During the lesson, each student will have coin that is blue on one
side and white. All coins will start on white. If the students is
struggling, they will flip their coin over to blue. When I see a blue
coin I will go to that student and help them. If there are lots of blue
coins, I will direct the whole classes attention back to the front of
the classroom and re-teach as necessary.
Assessment Strategies
Formative: I will check that the students are writing their numbers correctly. I will
ask students answers to the first two questions. I will ask students to check their
answers with a partner before they show their work to me. This helps them hold
themselves accountable. This will help me measure how the class as a whole is doing
with the concept and how individuals are doing.
Summative: Students will use what they have learned from previous lessons and
what they learned during the modeling portion to complete the rest of the task. Students
will write their answers on the answer line. This will show me if they are understanding
the concept of the part, part, whole addition sentence. I will collect the worksheet and
grade them based on accuracy.
Content /Language Objectives
SWBAT: write numbers
correctly.K.CC.A.3
Assessment Strategies
Formative: I will walk around and monitor
students as they complete their work. I will
be checking to see if they are writing their
numbers correctly using the proper
technique. I will stop and redirect children
that are not making the numbers using the
proper technique and reteach as necessary.
Students will be assessed by individual
effort and participation.
Summative: At the end of the lesson, I will
make note of anyone still struggling with
writing their numbers correctly using a chart
of their names. I will then meet with those
1. Explain student
learning targets and
what is required to
meet them (including
why they are
important to learn).
Student-based evidence to
be collected (things
produced by students:
journals, work samples,
projects, papers, etc.)
I will ask the students to identify
the objectives in their own
words. They will do this by
producing an I Can sentence.
Description of how
students will reflect on
their learning
Students will verbally give
me examples of reasons
that it is important to be
able to complete these
objectives and how we
use the skills learned in
everyday life. (ie: we use
subitizing and addition
when we count the lunch
chart.)
Students will explain
verbally why it is
important to recognize
why two parts equal a
whole. I will write their
answers on the board. By
having the answers on the
board, all students can
see what their peers said.
(This also helps the
student with hearing
impairment because they
can then see what their
peers said rather than
having to hear them).
Students will reflect on
how well they think they
can complete the task as
well as how confident they
feel in using the different
resources to aid their
learning.
a)
2. Learning Activities:
Instructional procedures:
a. Before the lesson begins, I will use the Envision manual that
corresponds to the lesson that I will be teaching. I will use the
manual to help me figure out what I want to say and what parts
of the lesson I need to direct the students focus to the most.
b. At the beginning of the lesson, I will introduce the lesson by
saying: Students, dont you love it when you are having your
after school snack and your mom says Would you like some
more cookies? I know you love getting more cookies! When we
c.
d.
e.
f.
g.
h.
i.
j. I will then ask them to use the blue crayon to circle the second
part. I will then ask them if they can now easily see that there
are two different parts.
k. I will continue reading the learning bridge. I will ask them what
the word sum means and clarify if there is confusion. I will then
ask them to add the red part and the blue part to get the sum or
the whole part. The class will say the answer together and then
we will write it.
l. I will ask them to make sure that they are writing their numbers
correctly. I will remind them if they forget what the number looks
like to use the math visuals in the classroom as an example.
m. I will then do the first question with them the same way that I
completed the learning bridge. After modeling two examples for
them, I will ask them to complete the rest of the activity on their
own.
n. I will then walk around and monitor the students, helping them
as needed. During the lesson, each student will have coin that is
blue on one side and white. All coins will start on white. If the
students is struggling, they will flip their coin over to blue. When
I see a blue coin I will go to that student and help them. If there
are lots of blue coins, I will direct the whole classes attention
back to the front of the classroom and re-teach as necessary.
o. (pedagogical connection): I will tell them that when they are
done: "I know that you like to check your answers with a partner
before turning your work in to make suer you have all the right
answers. When you are done with your work, pick 2 partners to
compare answers with before turning it into me.
p. After they complete the lesson activity, I will give them the
choice of working on their Fact Power Cards or their
Subitizing Cards.
b)
c)
d)
e)
f)
g)
h)
i)
3. Closure: Explain how you are going to bring closure to the lesson.
Students will share what they have learned from the lesson verbally, both
individually and as a class. I will ask them how we use addition in
everyday life. We will make a list of all the things that they can think of.
4. Independent Practice: Describe how students will extend their experiences with
the content and demonstrate understanding beyond the scope of the lesson
outside the class.
a. Students will have a very similar homework activity that they are to
complete at home and have their parent/guardian sign. This way the
students will share their work with their parent/guardian and receive help
from them if needed. (If certain circumstances pertain (family
complications and issues), the student will not be required to obtain a
signature).
5. Instructional Materials, Resources, and Technology
Math Handout
Document camera
White board
6. Acknowledgements: Envision Teacher Manual: First Grade Math
Integration with Other Content Areas: Writing is integrated into this lesson because
students are practicing using the correct pencil grip and writing their numbers with the
proper technique. Language is also incorporated into this lesson because the students
are working on counting 1 to 10 in Spanish.
EXIT SLIP
When doing the exit slip, the teacher will read the questions out loud in the microphone
to ensure that all students understand the questions.
Name:___________________________________________
Date:__________________