Koehler 1

First Name Malie Last Name Koehler

UH Email maliesk@hawaii.edu Date 02/19/2015
Semester Spring (2) Year 2015
15 Minutes per small
Grade First Grade/ group
Level/Subject Mathematics Lesson Duration
Title Counting by Twos (Small Group)

Lesson Overview
Group 1- In this lesson, students will focus on practicing counting by twos with a focus
on writing out number sentences to match.

Group 2- In this lesson, students will focus on practicing counting by twos with a focus
on writing restates to answer the question presented in the word problem.

Central Focus (Enduring Understandings)

The focus of this lesson will be centered on helping the children focus on areas that
they struggled with during the Counting by Twos lesson. This includes counting by twos,
creating number sentences to match word problems, and restating answers.

Essential Questions
- How does counting by twos make solving mathematical problems/equations
easier?
- How can we use our bodies, art, and/or manipulatives to solve mathematical
problems and show our work?
- How do we write number sentences to match word problems?
- How do we answer questions using a restate?

Content Standard(s)/Benchmark
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.

1.OA.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.

1.OA.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
 Koehler 2

Prior Academic Knowledge and Student Assets

Students are familiar with the layout of the lesson- small groups at teacher’s desk. They
are familiar with using mini dry erase boards and manipulatives like cubes and blocks to
solve problems.
Academic Language Demands
Children will need to use words to express their ideas on how to solve (and how they
did solve) mathematical problems/equations (what manipulatives did you use? Did you
count by two? Etc.) Teacher will be looking for mathematical vocabulary like addition,
adding, brought together, counted by twos, patterns, doubles, skip counted, etc. Once
they solve each problem, they will need to create word sentences to restate the
question from the problem including the answer within and write a number sentence that
corresponds to their question (i.e. There are 10 eyes in a group of five fish;
2+2+2+2+2=10). Teacher will also incorporate the concept of multiplication, just as an
introduction, as per my mentor teacher’s suggestion (“Another way to write this is 5 x 2
= 10. This is multiplication- a mathematical operation you will use in later grades”).

Instructional Strategies and Learning Tasks

Before
Teacher will play a song about counting by twos (Counting by 2’s By Maria Small,
School Time Bop Vol.1). Teacher will lead small group in skip counting to familiarize
students with the pattern. Teacher will present a simple word problem and ask them to
solve (How many eyes are in a group of 3 snakes?). Teacher will ask open-ended,
thought-provoking questions to engage learners in the process of solving mathematical
problems- How did you come up with that? Why do you think that? Is there another way
to solve? Can you show me? Can we count by two to solve? Teacher will work with
students to create a number sentence and a restate to match the problem. Teacher will
then present the students with another word problem, but present them with the option
to draw to solve, act out to solve, or build to solve (How many ears are in a group of 6
monkeys?). Teacher will ask students how we can use each tool/media to help us solve
the problem. How can you act this out? How can you draw this? How can you build
this? How did you decide what to do? How did you decide whether your answer was
right? Can something you did in this problem help you to solve other problems? (EMSM
p.43).
During
Now that students will have seen different ways to solve, students will be given another
word problem (How many nostrils are in a group of 8 pigs?) and asked to solve.
Teacher will let the students take over.
After
Each child will share how they solved the problem, their restate sentence, and their
number sentence. After each student shares, the teacher will prompt class discussion
about their methods of solving and compare/contrast their methods to others previously
learned, or presented by another classmate. How did you decide what to do? (“I chose
to ___, because ___.”) How did you decide whether your answer was right? (“I checked
my work by ___.”) Can something you did in this problem help you to solve other
problems? (“I know that I can count by twos to find answers faster.” “I know how to act
out, build, or draw to solve problems.”) (EMSM p.43).
 Koehler 3

Assessment

Formative assessment- Teacher will assess students during the Before phase through
question-asking and listening to see if students can understand what they are being
asked to do (count by twos, use different media to solve- act it, draw it, build it). Teacher
will assess students in the During phase by observing the students interactions and
mathematical discussions, looking/listening for mathematical thinking and
understanding in solving. Does the student understand what to do? Can the student
count by twos? Can the student use their media to help solve? Does the student
understand that they are not just counting animals? Does the student understand that
there are more than one eyes/ears/elbows/legs, etc. on each animal?

Summative assessment- Teacher will assess students during the After phase by
observing and listening to each student share. Teacher will be looking/listening for
students’ participation, methods in solving, and students’ understanding of counting by
twos. Can the students clearly explain their mathematics? How did they solve? Can
they count by twos? Did they find the value in counting by twos to solve problems?

RUBRIC Well Below Developing Meets Proficiency Meets with

Proficiency Excellence

Participation Student needed Student Student MP + Student

reminding to participated, but participated and helped classmates
participate got distracted was engaged to be engaged
frequently

Skill- Counting by Student did not Student tried to Student solved the Student solved
Twos know how to count solve by counting problem using using counting by
by twos; could not by twos, but did so counting by twos twos and helped
solve inaccurately another students to
understand

Completion Completed 0-1 of Completed 2 of the Completed all parts Completed all parts
the tasks tasks of the task of the task and
shared more than
one strategy for
solving
 Koehler 4

Data Gathering Assessment Tool:

Name Restate Number Media Used Skill- Other Notes
Sentence (Acting, Counti
Drawing, ng by
Building) 2’s
(0-3)
Ex. Mary √ √ Drew 3 fish and 2 Mary needed
counted the reminding as to
eyes by 2’s what counting by
twos meant,
Bobby picked up
right away.

Zack X X 0 Did not want to

participate.
This is not
uncommon
behavior; will
need to pull
aside during
RIB time to
continue.
Brody √ √ 3 Skill mastered!

Jazzy √ √ 3 Skill mastered!

Kamalani X √ 2 Showing
progress;
needs more
practice.

TJ X √ 2 Very eager to
learn, but
needs a lot
more practice.
 Koehler 5

Differentiation and Accommodations

We have several ELL, Struggling, Accelerated, and 504/IEP students in our class.
Accommodations are listed below.

List the type of accommodation or differentiation (learning

TYPE OF LEARNER environment, content, process, or performance task) and
describe how you will differentiate.
Options to draw out, act out, or build problems to solve
ELL/MLL

Options to draw out, act out, or build problems to solve; paired

Struggling in heterogeneous groups in During & After phases

Paired with ELL/Struggling/504/IEP students for aid and

Accelerated encouragement

Personal Space to work (teacher’s desk/ carpet)

504/IEP Have a break/ take a lap/ come back when you're ready
Paired with accelerated students for aid and encouragement
“Brain Breaks”
Others (describe) Student or teacher initiated personal space to work

Materials (Optional)

- “Counting by 2’s” By Maria Small (School Time Bop, Vol.1)

- 100-Chart (in classroom)
- Mini White Boards & Dry Erase Pens (in classroom)
- Blocks
 Koehler 6

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 – Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students’ varied learning
needs.
edTPA Rubric 15 – Using Assessment to Inform Instruction: The candidate uses
the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learnin
g and Ethical Practice

 What changes would you make to your instruction—for the whole class and/or
for students who need greater support or challenge—to better support student
learning of the central focus (e.g., missed opportunities)?
 Based on your reflection and your assessment of student learning, describe the
next steps to support students’ learning related to the central focus and student
learning objectives.

What worked in this lesson was the use of music. The children responded in an
amazing way, they were motivated and fully engaged (with the exception of one) with
listening to the song, plus it helped them gain further fluency in counting by twos simply
by practicing it over and over. Because they were so engaged, and because I ended
up being allowed more time with them than I had initially thought I would have, I was
able to spend more time with them using the song. We ended up listening and singing
to it a few times and then we made our own dance to it. After this, we sat back down
and I gave them a few problems to deal with, as explained in the instructional
strategies section. Because I was only told last minute that I would have extra time with
them (I was prepared for 15 minutes and I ended up having a 50 minute block), I would
have liked to be more prepared. I think that because I had to somewhat “wing it” it was
a little bit rough. Don’t get me wrong, I think it went really well, and the students were
able to pick up the concept pretty good, I just think that it is always beneficial to have
more time to plan and prepare. There was one student who refused to participate at all;
this is not uncommon behavior for this child. I needed to pull him aside for RIB
(Reading Intervention Block) to continue the concept development one on one. He
tends to be a lot better in that type environment. I think the next step after this lesson is
allowing the students additional practice to really set in the concept. They got this in
following lessons. Also, once they have mastered the skill, I would move on into other
ways of counting, like counting by 5s, because my mentor’s goal was to teach them
more efficient ways to count so they could eventually count larger numbers and
amounts quickly and accurately. They also ended up doing this in later lessons.
Koehler 7