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Dulce Meneses
EDEL 462
5/15/17
Math Lesson Plan
Title of Lesson: You, Me And One More Is Three! (adding numbers)
CCSS Math Standards:
CCSS.K.OA.1: Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds, acting out situations, verbal explanations, expressions or equations.
CCSS.K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.

## Standards for Mathematical Practice (MP):

MP1: Make sense of the problem.
MP4: Model with mathematics, models.

Student Learning Objective: Students will be able to add objects and solve addition word
problems using several different manipulatives.

Materials:

White Board/Markers
Elmo
M&Ms, Skittles and colored bears
Ziploc bags
Pencils and crayons
Worksheet

Students know how to count numbers and write numbers and have passed the last units test and
are now ready to move onto the next unit.
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upon the CCSS Math standard.
Students should know the counting sequence, how to count. Students should know how to write
numbers and students should have an understanding that each successive number name refers to
a quantity that is one larger than previous number.

What specific modifications or adaptations will you make to this lesson to make sure that
English learners have language access and content access?
In order for English Language Learners to be supported throughout this lesson, I will provide
ample time for practice and additional time if needed. Additional practice with students and
counting in pairs with a partner to better solidify the mathematics skills in acquisition. Another
modification would be to provide additional materials to present the information for example a
song about the skills in acquisition.

What vocabulary words and language functions need to be introduced before beginning the
lesson?
Addition: Putting 2 or more numbers together to get a bigger number.
Sum: The total amount of numbers, items, etc.

What modifications and adaptations will you make to the lesson to support children with
mild learning disabilities?
Students with learning disabilities will require various and different modifications from other
students with disabilities. Some general modifications would be providing additional time to
complete the assignment, minimizing the number of problems required from the students,
another example would be to provide additional manipulatives to allow for additional practice
for better conceptual understanding. Other modifications will be the use of Visiobooks or larger
printed-text paper if needed.

Teaching Sequence:
Set up Application problem (Engagement)
Students will be introduced and engaged into the topic by watching a short you tube
video on addition and subtraction which will also serve as an introduction to the lesson to follow
(subtraction). The video is this one: https://www.youtube.com/watch?v=_8kYbW9HUr0. For
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this lesson we are only focusing on addition. Students will then be given their first addition
problem to solve.

## Model for conceptual understanding (I do)

Teacher will model addition problems for students on the elmo. Teacher will have a
problem written on the board and will use the skittles and colored bears manipulatives to
demonstrate the addition problem. Students will write the problem in their math journals and
will watch as the teacher demonstrates: 5+3=8. Teacher will pick 5 colored bears and place on
the left side plus an additional 3 bears will be added to the group and teacher will have the
students count with her the total number of colored bears altogether. Teacher will do 2 addition
problems and will do 2 addition word problems. One example of the word problem would be:
Sally has 4 cupcakes and Tom gives her 1 cupcake. How many cupcakes does Sally have
now? Students will write all 4 examples in their math journals.

Guided practice and independent practice for procedural fluency (We do and you do)
problems. Students will be given Ziploc bags containing skittles in one bag, M&Ms in another
bag and a set of colored bears. Students will work in pairs to complete the first 3 problems
together then students will go back to their seats. Teacher and staff will be readily available to
provide support to any students requiring additional assistance. Once at their seats, students will
complete the next 3 addition problems and 2 addition word problems independently. Students
will color the colored bears on their worksheet to represent the addition problem (there is one
colored bear addition problem on the worksheet, the rest are skittle and M&M addition
problems) and the total number of bears colored. Problems on the worksheet are: 7+0, 3+2, 6+4,
8+2, 2+2, 5+2+2. Students will be doing a total of 5 addition problems independently at their
seats, 3 addition problems and 2 word problems.

Assessment (Assessment)
As an end of the day assessment students will complete an informal assessment. Teacher
will give students a teacher created assessment which will be a paper with 2 addition problems
on it, students will need to solve and show their work. The lesson test will also contain 1 word
problem and students will also create 1 addition problem of their own and solve it, showing their
work. For the end of the unit assessment there will be a unit test covering all material learned
throughout the unit, which would also include subtraction problems.