Objective: To learn how to add with numbers, manipulatives and real-life problems.

The objective will be written on the chalkboard for the children to see. o o Lesson: The teacher will start the lesson with giving the students the pre-assessment test. During the test the teacher will read the questions to the students. When they are finished they will come to the carpet and start with the real-life adding problems. Ex. Bring X number of boys up and then X number of girls up, and ask the children if you add the boys and girls together, how many children are standing up front? o 1.1-1.3- Explain to students the relationship between the real-life problem and todays objective of learning how to add. The teacher will pull up some practice problems on the white board for the children to do as a class. The children will have the opportunity to come to the board and show with the blocks how to solve the problem. o 2.1-2.5- These real life problems not only define the domain specific language, they also contribute to symbol and notation clarification. During individual learning time the students will have access to the computers to practice their math skills using a pre-loaded math game. o 4.1-4.2- The children will have access to a computer during individual work time that has adding o
practice on it. 8.1-8.4- Individual work to be completed at the computer allows teacher to provide individual feedback.

1.1-1.3- Objective will be stated verbally and displayed visually on the chalkboard in order to clearly state the expectations for the lesson. 9.1-9.3- Allow students to ask questions when they dont understand anything during the lesson.

During learning and timed assessments the children will be given blocks or cubes for problemsolving and help as needed. o 5.1-5.3- The manipulatives and 100s chart will aid in the students explanation of adding.
Scaffolding provided throughout lesson through assessments, variety of learning devices and multiple examples.

During small group time the teacher will ask each child to demonstrate a problem of their choice from a list the teacher has created. o 7.1- Giving the student the option to pick what question they want to demonstrate to the
teacher. This gives them autonomy.

Assessment pieces: Pre: A timed 5 question test to assess the prior knowledge of the students. (3+4=___). 15 minutes. o 3.1- The pre-test will activate prior knowledge of background skills.

Halfway: A timed 6 question test with real-life problems. (You have 3 cars and I have 2, how many do we have together). 15 minutes o 6.1-6.3- Reminding students of the goals. Stopping halfway through the lesson allowing students to show
what they have learned through the assessments.

Post: A timed 10 question test will examine what the children have learned about adding with numbers and real-life situations. 18 minutes