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Teacher Candidate Elaine Segner__ Grade Level 1st__ Title Use a Number Line to Add_
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:

No current students on an IEP

Total students: 23 students

Boys & Girls

Special Considerations:
Kenna: vision problems (Sees
Behavior: Alex- Speaks Out
Landis: Listening, limited attention,
and completing work
Korbin: Speech

2 ELL Students
Ivan- WIDA Level 2
Scarlett- WIDA level 2

High Level Readers:

Low Level Readers:

Classroom environment: The classroom is set up in a group setting. There are about six children at a group of tables.
The classroom has a reading table and also has a sink and a large counter top. The classroom is mostly carpet but it does
have a small stretch of tile. The classroom also has a large rug area with a white board right next to it. That is the only
place in the room to really do large group work. The classroom has an extensive library area that is the perfect size for a
small group. The classroom has a door that leads directly outside of the classroom into the playground. The classroom has
a limited amount of technology. The only available technology in the classroom is computers, a projector, a c-d player, and
an e-beam. The classroom is safe, and has a lot of pictures, childrens work, and objects on the walls and ceiling.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Standard 1: Represent and solve problems involving addition and subtraction.
Objective 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.
Content Walk-Away: I will use a number line to add.
Language Walk-Away: I will describe how to use a number line.

Vocabulary: Number line, Strategy

SIOP 1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Listen to students discussions about how to use a number line.
Observe students as they use the number line to make sure they are using it correctly.
Content Walk-Away Evidence (Summative):
Students will use a number line to correctly answer addition problems.
Language Walk-Away Evidence (Summative):

Students will talk with a partner about how they use a number line.



Modifications/Accomodations (ELL, IEP, GATE, etc.)

High level learners will learn that
they can just hop with their
pencil instead of using a marker.
Reteach how to use the number
line to low-level students if
needed. Landis if struggling to
stay on task, allow him to work
in sections or give him prompt

5 min

Activate/Building Background Knowledge

We have been talking a lot about adding lately. Before we begin today I want to make sure that we all
understand what adding means. When we add what do we need to have? Thats right when we add we take a
part and a part and we put them together to make a whole. SIOP 8 Everyone show me on your hands what
that looks like. SIOP 12 Today we are going to learn a strategy that is going to help us add numbers
together. Sometimes when the numbers get larger it can be harder to do the math in our head. SIOP 7 We use
strategies to help us learn better and to help us solve our problems easier. Remember when we all go to math
camp our teacher teaches us how to do things? These are strategies. Some of you have learned how to put it in
your head and then count up, others might have learned to draw a picture. All of these help us learn. SIOP 9
Turn to your partner and talk to them about why we have strategies. SIOP 16, 17, 22 Wait time. SIOP 18
Today we are going to learn to use a number line to help us add.
Formative assessment:
Learning Goal
Students will learn that strategies
help us learn.

Success Criteria
Students will be able to explain to
partner why we have a strategy

Assessment Strategy
Students will discuss with their

Modification/accommodations: (ELL, IEP, GATE, etc.)

Students will discuss why they use strategies to help them add to support ELLs oral language and to deepen
content understanding for ELLs and Low level learners. Background learning supported for ELLs and low
level learners to help them make connections.


Focus Lesson (I do it)

Display a number line on the board with the numbers 0-10. SIOP 4, 5, 13 This is a number line. What do you
notice about this number line? Good! The number line shows the numbers 0-10. It is a line. SIOP 29 We can
use this number line to help us add. Show the problem 4+3=. This is an addition sentence. We are going to
use the number line to help us solve the problem SIOP 13. I want you to watch as I use the number line. The
first thing I am going to do is look for the greater number. When we use the number line we always want to
look for the greater number. We do this so we dont have to jump as many spaces and it makes it easier to
count up SIOP 5. I notice that four is the greater number. I am going to put my marker on the four. Now I
have to add 3. To do this I am going to move over three spaces. How many of you have seen a frog or a bunny
hop. This marker is going to do the same thing as a bunny. SIOP 7 Watch how my marker is going to hop
over three spaces. One, two, three. Did you notice how the marker went over three spaces to the right. Why
didnt I go over to the left? SIOP 15 Thats right I didnt go to the left because we are adding three, so our
numbers need to get bigger. It wouldnt make sense for our numbers to get smaller. SIOP 14Remember that I
went over three spaces because the problem told me that I need to add three. Watch me again as I jump three
spaces using the number line. SIOP 5 I am going to find the bigger number, thats 4. Then I am going to
move over three spaces because I am adding three. What is 4+3? Thats right it is 7 because my marker ended
up on the seven. Remember that when we do this we need to take our time and to make sure that we are going
slow so that we do not make mistakes or accidently hop over more than we are supposed to. SIOP 14
Formative Assessment:
Learning Goal
Students will learn that when you
add using a number line you
move to the right so the numbers
get bigger.

Success Criteria
The students will be able to say
that they go to the right because
the numbers should get bigger.

Assessment Strategy
Students will answer questions.

Visual of the timeline will be displayed on the board to assist ELLs and low level learners. Higher level
questioning(Why did we move to the right?) for high level learners. Explicit instruction given for low level
learners as well as ELLs.


Guided Instruction (We do it)

Some of you have noticed the big number line on the ground. Today you are going to help me add some
problems. You are going to be the marker and you are going to bunny hop and help us add. SIOP 6 I am
going to be looking for children who are sitting quietly and are listening to help me. Draw students name out
of a cup. Alright our first problem is 1+4. What are we going to do first? SIOP 21, 25 Right we are going to
start with the big number. Will you stand on the greater number? Alright who can tell me how many numbers
I have to add up? Thats right one. Will you hop one space? What is the answer. 5 thats right. SIOP 16, 24

Did you notice how we used the number line to help us add. We used this number line to help us add easier.
SIOP 23 Also notice that we used the bigger number. Lets try another.
Repeat with.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students will move correctly up
Students will use the number line Students will hop on the number
the number line and be able to
and move correctly as well as find line and answer questions.
move the correct amount of
the bigger number.
Kinesthetic activity provided for Landis and other students how need to be active. Activity modified by acting
it out to help low level learners. Questioning and restating to support learning for low level learning. Restating
ideas and pointing out what I did, as well as redoing the problems to aid learning for Ells and Low level

8 min

Collaborative/Cooperative (You do it together)

We have been working really hard using these number lines to help us add. Now you are each going to get a
number line and you are going to get with a partner and you are going to use the number line to help you add.
SIOP 20, 16, 24 I want you to open up to page 225. This is what the page looks like. You and your partner
are only going to do numbers 5, 6, 7, and 8. Write on board. You and your partner are going to take turns
solving the problems. Watch how this is going to work. Have a student help you demonstrate. One partner is
going to move the marker while the other student is going to find the numbers. So the first partner is going to
look for the biggest number. If I had the addition sentence 3+4. My partner is going to say, the greater
number is 4. Then the partner will put the marker on 3. Then the other partner will say add three. The first
partner will move the marker three times. Then you will write the answer. Then you and your partner will
switch. (DEMONSTRATE) SIOP 10, 11 Does anyone have a question? SIOP 30 I want you to make sure that
you are taking turns, and that you both are working together. Once you are done I want you to come up and
show Mrs. Corpaci or me and we will check to make sure that it is right SIOP 29. Once you are done you will
go back to your desk and do the rest on your own. Pair off students. SIOP 16
Formative Assessment:
Learning Goal
Students will talk to partner
about why they use strategies.
Students will use number line.

Success Criteria
Students will complete the four
problems using a number line
and discussing with their partner.

Assessment Strategy
Students will complete the
problems and discuss.

Students will work together in a partnership to discuss content and ideas. This will help the students talk with
peers and gain a deeper understanding of the content. This is for Ells as well as low-level learners. Students
will also have opportunity to check to make sure they are using the number line correctly.


Independent (You do it alone)

Students will finish the rest of the worksheet on their own. SIOP 6, 30
Summative Assessment:
Students will be able to complete the rest of the addition problems on their own using the number line.
High level learners will learn that they can just hop with their pencil instead of using a marker. Reteach how
to use the number line to low-level students if needed. Landis if struggling to stay on task, allow him to work
in sections or give him prompt leave.


Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
We learned a new strategy today to help us add. Who can tell me what strategy we learned today? Thats right
we used the number line. Why do we use a number line or a strategy? Thats right it helps us add. Remember
that when you need to add and you are not sure you can use the number line to help you add. SIOP 27, 28

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Number lines for each students
Math page
Number line for board
Number line for ground
Content objective on board

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?