Lesson Plan Template Brianna Bush First Grade

Lesson Plan Title:

Math Sort Adding/ Subtracting, Number Recognition, Sorting

Concept / Topic To Teach: Standards Addressed(NAEYC and PA Early Learning) :

STANDARD 2.1: NUMBERS, NUMBER SYSTEMS AND NUMBER RELATIONSHIPS o L: Demonstrate knowledge of basic addition and subtraction facts STANDARD 2.2: COMPUTATION AND ESTIMATION o A. Solve addition and subtraction in everyday situations using concrete objects with one and two digit numbers (no regrouping) o B. Solve addition and subtraction in everyday situations with one and two digit numbers (no regrouping)

General Goal(s):
Students will be able to add or subtract and correctly identify solutions to equations.

Specific Objectives:
Students will be able to correctly identify the solution to problems by adding or subtracting. The students will identify the solution and place the stick into the correct bucket with 90% accuracy. Popsicle sticks Permanent marker/ markers Small buckets or plastic cups Scratch paper/ pencils List of pre paired student groups for group work (On each cup would be a certain number that would correspond to answers to the problems that would be written on the Popsicle sticks. This would need to be done prior to class.) Today I need help from all of my students. We need to work on our adding and subtracting. I have a fun activity planned for us today. Who thinks that they can

Required Materials:

Anticipatory Set (Lead-In):

help me today? (I would have a large bucket of popsicle sticks to dump out to get the students attention.)

Step-By-Step Procedures:
1. Practice adding and subtracting problems as a whole group on the board. (It can be any type of problem.) 2. After a few practice problems on the board, it is time to prepare the students for the activity. 3. Introduce the materials for the activity to the students. 4. Tell the students that just like on the board there are math problems written on each Popsicle stick. It is your job to correctly solve the problem on each Popsicle stick. 5. On each cup there is an answer to the problems on the Popsicle stick. Once you have figured out the answer to the problem place the stick into the cup that has that answer written on it. 6. It is important to note that each cup can have numerous Popsicle sticks placed into it because there are many different combinations of numbers that can be added or subtracted to form the same answer! 7. If you need additional help ask your group member before asking for my help. If you still need additional help after asking your partner then raise your hand to ask for my help. 8. Once you have finished all of your problems quietly raise your hand and I will be over to check your answers.

Plan For Group Work Students can be working in small groups helping each other with the problems.
They could also be working together on a challenge to see how many each partner could get correct. I would have the groups already made up so that I would know which student would work best with each other and also so that I would know which students would be able to help each other out during the activity. (Students learn best from each other, I believe.)

Plan For Independent Practice: Students would be able to work independently on this activity. They could take
the activity into a learning center and solve and sort the answers alone. They would also be given their own set of sticks to sort at their seats.

Plan For Technology Integration: I would use an app as a follow up activity the students could use in a center or
during their free time. The app is called scratch paper. This allows the students to use the iPad to help solve the problems thus eliminating the need for scratch paper. I would also use the app NumbersSeries. This app allows the student with

a cognitive disability with number recognition, number comparison and number sense. Which is needed for this activity.

Plan for Literature Integration:

The book I found is called Quack and Count by Keith Baker. In this book it has seven ducks that are shown in varieties of configurations such as, 7 and 0 equal 7 and 6 and 1 equals 7 as well. Helps the students know that different combinations of numbers can add up to equal the same amount. Thus representing in this activity that there could be many popsicle sticks in the same cup that have different problems but the same answer. Based on our activity today how successful do we think we were at helping Ms. Bush?? Lets practice one more problem as a whole class to make sure we understand our adding and subtracting.

Closure (Reflect Anticipatory Set):

Assessment Based On Objectives:

The students would be assessed based on how well they were able to correctly identify the solution to the problems. By having the students sort the Popsicle sticks into different cups they would also be assessed on how many answers they were able to correctly identify. For students with cognitive disabilities I would have the problems on the Popsicle sticks equivalent to their learning abilities. They would also have a certain amount of problems they would be required to complete which would be smaller than other students if needed. Also depending on which types of disabilities there are in my classroom, I would have a certain student help me pass out materials to each student. That would most likely help the student that may have ADHD.

Adaptations/Accommodations (For Students With Cognitive Disabilities):

Extensions (For Gifted Students):

For students that are gifted the problems on their Popsicle sticks would be more challenging. Depending on the level of the student they could start to add or subtract more than two numbers or multiple digit numbers.

Tie to the Environment:

I would explain to the students that not only can we use the cups and Popsicle sticks for math we can be gardeners and reuse the cups and sticks for science. I would have the students count out seeds and plant them in the cups. Each student would have certain amount of seeds to count out and plant in each cup. We would use the sticks to write the name of the student and the plant on each stick. This could also go further into measuring the square inches of a garden and how many plant we could plant in a certain area. Instead of using Popsicle sticks that have addition and subtraction problems this activity could also be done with money. The cups or buckets could have certain

amounts of money on the outside. The student would have to be able to count coins and correctly make the certain amount of money that is written on the outside of the bucket. I would use real money with the students and explain that this skill is needed in real life when going to the grocery store or purchasing clothing for example.

Possible Connections To Other Subjects:

If I would use the sticks and cups for planting we could tie this to science with planting and also with recycling. Since we used the cups for another activity we would be recycling the materials to use them for another project.