Lesson Plan Template

Teacher Candidate: Gabrielle Hernandez

Lesson Title/#:
Grade Level:

Description Explanation &

Justification

Central Focus Making ten addition Students will pick a

From the Learning Segment number in a sentence and
Plan. ask how many more are
needed to make ten? And
then how many are left
over? Lastly, add those two
number together to get the
answer.

Content Standard CCSS.Math.Content This standard relates to the

What Content
Standards, from the Learning
Segment Plan, are most relevant
to the Student Learning
Objectives for this particular
Lesson Plan?
For any number
from 1 to 9, find the
number that makes 10
when added to the given
number, e.g., by using
objects or drawings, and
record the answer with a
drawing or equation.
student learning objectives
because it is talking about a
specific strategy that the
students will use for this
particular lesson plan.

Student Learning Objective(s)
What learning
objectives do your Content
Standards help develop?
Students will be able to:
use the make-ten
addition strategy
record the answer
with a drawing or equation
By putting the standard
into use, the objectives will
help the standard develop.

Student Learning Strategies

Identify strategies specific to working with this group of students as it pertains to this particular Lesson.
Differentiation/ Whole Class: Go over an example with the whole class. Write down 5 + 8 = ___
Planned Draw circles to match the numeral. 5 circles on one side and 8 circles on the other
Support side. By taking the first number they would ask how many more to make 10? It is
How will important to wait before picking on a student to allow them to think and process the
you provide answer in their minds. Using their prior knowledge they know 5 more would equal
students access 10 because 5 + 5 = 10. You take the 5 away from the 8, and ask how many are left
to learning based over? Visually you can see 3 are left so you add that to 10 and the answer is 13.
on individual and
group needs? Groups of students with similar needs: Write down 8 + 5 = ____ show two sets of
How will counters. One set has 8 counters and the other set has 5 counters. The larger group
you support of counters will be moved onto the first ten frame and the other group of counters
students with will be moved onto the second ten frame. Student will move counters from the
gaps in the prior second ten frame to fill in the first ten frame then says and records the new fact.
knowledge that is
necessary to be Individual students:
successful in this For a student like Haweo who is an English language learner, speaks Hawaiian
lesson? fluently, and is below grade level, I would pull her out and work with her one on
You must one. She is kinesthetic so she likes to use her body and sense of touch to learn. By
provide an using the counters she can better understand the process of the make-ten addition
explanation and strategy because she is not only looking at what I am doing, but she can copy what
justification for I am doing. I will make her use ten frames to move the counters from the second
each interaction ten frame to fill in the first ten frame. It will build confidence by giving her a way
employed. to test and confirm her reasoning. Manipulatives make learning math interesting
and enjoyable, which fits her personality type. Since she speaks Hawaiian fluently,
she might not know the English numbers so I would have to fill in the gaps in her
prior knowledge. If she doesnt know how to make 10 with a number, we would
just count up from that number and add the counters while counting, until it reaches
10. As a ELL, it is important that I speak slowly and use clear explanations. After
asking the question I will pause for a while to allow her time to think so she can
raise her hand and answer the question. I could even write the question on the board
to be helpful. I would use nonverbal responses such as thumbs up or thumbs down
so that I can know if they understand the concept or not. When I am asking
questions I will make sure to ask questions that will allow her to produce a
response. For example, asking questions that require a physical response. Asking
her which number is the largest and she would point to it. Ask yes or no questions.

Student Whole Class: When asking a question, the teacher will use a prompt to support
Interactions students responses. For example, I know that we should add because or I know
How will that we should subtract because
you structure
opportunities for Small Groups: Ideally you would want to form groups that are on the same level
students to work because they are all struggling on the same concept. However, students benefit
with partners or from working with different levels of math and of English language to help each
in groups? other out. But at the same time the teacher will need to monitor and guide the
What criteria group.
will you use Partnerships: Utilizing partner talk. When I ask a question I will allow them to
when forming think and once they are done thinking they can turn to their partner next to them
groups? and share their thinking. It allows them to eliminate the pressure when speaking
You must
provide an alone in front of the whole class and they are able to participate in classroom
explanation and discussions because it builds confidence and trust within the partners.
justification for
each interaction
employed.