Dakota State University

College of Education

LESSON PLAN FORMAT

Name:​ Morgan Larson Date: ​10/23

Grade Level: ​1st Grade Time: ​12:45-1:40
School: ​Canistota Elementary Unit/ Topic: ​4-1

Reflection from the prior lesson:

The prior lesson was a test on topic 3. Students performed very well on this test. Today is the start of the
new unit.

Lesson Goal(s)/ Standards:

1.OA.B.3 ​Apply properties of operations as strategies to add and subtract.

1.OA.C.5 ​Relate counting to addition (e.g, counting on 2 to add 2).

Lesson Objectives:
After talking about counting on, students will be able to apply the math strategy to their oral/ written
work without teacher assistance.

While reviewing flashcards with adding 0, 1, and 2, students will orally tell the sum of the problem on all
trials.

After the lesson, students will complete the worksheet over adding 0, 1, and 2 by finding the sum of the
problems without teacher support.

Materials Needed:
● Interactive whiteboard (EnVision Math Online)
● Worksheet P4-1, E4-1
● Whiteboards and markers
● Flashcards
● Student Edition
● Counting On poster

Contextual Factors/ Learner Characteristics:

There are 13 students in the class - 5 girls and 8 boys. Currently, one student is on an IEP for reading
fluency and reading comprehension. His strongest subject is math. There are 3 students who receive
Title I services in reading and 2 that receive Title services in math. I conducted a learning styles inventory
on students, and the top classes were self, nature, and body. This means that these students will work
best on their own work, naturalistic students will like to use their senses of touch and doing things
hands-on but preferably outdoors, and body (kinesthetic) are very similar to nature, but don’t need the
outdoor involvement. Math occurs after lunch and on Tuesday and Wednesday, after the music time.
This often results in students having less focus than they do during the morning reading time. Keeping
math interactive and hands on helps cut down on the behaviors.

A.The Lesson (​55 minutes​)

1. Introduction (​3 minutes​)
a. Getting attention ​“First graders put everything away and come sit up front.”
b. Relating to past experience/ prior knowledge ​“Who remembers when we talked about
counting on during topic 3? Can anyone remind me what we do when we use the
counting on strategy? (count up from the number)”
c. Creating a need to know ​“We used counting on during our last topic when we were
adding to make 10. Now we are going to use it to help us add two bigger numbers
together. The importance of using counting on makes it simpler than counting all 7
fingers you have and the other 2 you're adding, instead you can just say 7 - 8 - 9.”
d. Sharing objective ​“Today, we are going to use the counting on method to help us add 0,
1, and 2.”

2. Content Delivery (​50 minutes​)

I. Interactive Whiteboard - Adding 0, 1, 2 ​(​10 minutes​) - ​Go through interactive
whiteboard, stop and discuss during each part. ​“I want you guys to look at this poster
about counting on. We first have to look for the biggest number, which number is
bigger, 6 or 2? ​(6)​ Right, so now we are going to take the 6 and count up 2 more. As you
can see, we added the dots to the number as touch points. Let’s practice counting up, if
I gave you 8 plus 1, how would you count up? (​start at 8 and count up 1​) Let’s do
another one, 11 plus 2 is what? (​start at 11 and say, 12, 13​) Good, now this is a strategy
that we can use to solve problems. This is especially helpful when we have one big
number and one smaller number.”
II. Flashcards - Practice Adding 0, 1, 2 ​(​10 minutes​) - “Now, we learned how to count on by
finding the bigger number and adding on the smaller number. We are going to practice
this by practicing with our adding 0, 1, and 2 flashcards.” ​Go through the flashcards that
include adding 0, 1, and 2. Correct students when they give an incorrect sum. Informally
assess students who are answering or not answering and whether they are correct or
incorrect.
III. Whiteboard Practice with Student Edition ​(​15 minutes​) - “We are going to go through
the problems on our student edition. I want you to find the sum of 6+2 and write it on
your whiteboard. What was the sum of 6+2? (​8​) How did you find that answer? (​student
responses​) Let’s do number 2, 10 +0. What is the sum of 10+0? (​10​) Very good, how do
you know that this is the sum? (​student responses​) Let’s do number 3, 8+1. What is the
sum of 8+1? (​9​) Good. Let’s do number 4, 3+0. What is 3+0? (​3​) Good.
IV. Group Flashcards - Differentiated ​(​10 minutes​) - “I am going to split you into two groups
and we are going to play around the world. I want group 1 to be Keyon, Hannah, Blaise,
Jaxson, and Conner. Then group 2 will be Roo, Lily, Caleb, Reece, Kolton, Cherish, and
Sienna. We are going to play around the world in each group. You are going to say the
 sum of the problem and whoever does it faster will go on to the next person. If there is a
tie, we will do a new problem.”
V. Assessment ​(​10 minutes​) - ​ “​ Please grab out your pencil while I pass out your papers. On
the front side, you are going to find the sums of the problems. On the bottom two, you
need to find the missing part that makes the problem balance like Mrs. Jolley taught us.
On the backside, you are going to find which symbol you need to use and then decide
what that symbol stands for on top. I am going to show you a sample one up on the
board. It says, there are 3 ants and square more is _____ ants. I used a square so what
number does that represent? (0) I am going to write zero in that square, so I can see
that it represents that and then I am going to find the sum and write it on the line.”

3. Closure (​2 minutes​)

“Today, we talked about adding 0, 1, and 2 by using the counting on strategy. Can anyone give
me an example problem and show me how you can count on? Try to use a problem with 0, 1, or
2. (student examples) Those are all great examples of counting on. I want you to think of using
this strategy while you are working on your worksheet.”

B. Assessments Used
● Whiteboard practice - Informal assessment of how students answered the questions and any
student that needed constant support our help with finding the correct answer.
● Flashcards - Informal assessment of which students are answering quickly, answer after, solving
with fingers or different strategies, and whether they are answering or not at all.
● Worksheet P4-1, E4-1 - Students will have to find the sum of the problems and then draw the
other side of the double on the back and write the addition sentence.

C. Differentiated Instruction
Above and Average Level - These students will be in a separate group to ensure that they are with
people who are as quick as them and allows them to continue to be challenged with bigger numbers if
necessary. These students should be able to complete the worksheet without assistance and should
need minimal support during the whiteboard practice.
Below Level - Students will be in a separate group to do the flashcards that will allow for reteaching of
the counting on strategy when necessary and ensure that they are not getting left behind with the
above level learners and either copying their oral answers or just not answering at all. On the worksheet,
these students may need more teacher support and guidance on finding the correct answers.

D. Resources