UNLV Student: Sara Zirbel PSMT Name: Lourdes Horn

Lesson Plan Counting On Lesson Plan Topic: Mathematics

Title:
Date: 10/15/2018 Estimated Time: 65-70 minutes
Grade Level: 1 School Site: Morrow Elementary

1. State Standard(s): 1.OA.B.3 Add and subtract within 20, demonstrating fluency for
addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 +
6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1
= 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 +
4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding
6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

2. Teaching Model(s): Whole Group, Partner Work, Individual Assessment, Name the Steps
(Lemov)

3. Objective(s): SWBAT practice addition by counting on. (I can count on.)

Blooms Taxonomy Lesson Objectives
(Level 1) Understand: By the end of the lesson, SWBAT recall that the first step in counting on
is to start from the biggest number.
(Level 2) Apply: By the end of the lesson, SWBAT use their knowledge about counting on to
use this strategy efficiently in a game.

4. Materials and Technology Resources

 Game boards (10 each)
o Roll and Record
o Five in a Row
 Dice (10 each)
o 1-6 dot cubes
o 1-6 number cubes
 White board
 Markers
 Crayons
 Worksheet: Finding the Total (homework)

5. Instructional Procedures:
a. Motivation/Engagement (6 minutes):
 Bring students to the carpet in a circle.
  Explain that we are playing old games with a new twist. Show game boards and new
pair of dice (one dot dice and one numbered dice.)
 Ask students what difference they notice. Explain that today they will be practicing a
new math strategy by playing games they already know, but instead of counting all
to add during these games, they will be counting on.
 Model how to play each game by counting on. Punch the numbered die (or the
biggest number) and count on using fingers or dots on the die.
 Ask students to demonstrate their strategy for counting on. Stress the efficiency of
counting on vs counting all.
b. Developmental Activities or Learning Experiences (25 minutes):
 Math Workshop – Roll and Record and Five-in-a-Row
o Go over rules/procedures of math workshop and where stations are located.
Worksheets are on the back table and appropriate dice and counters that they
will need will be laid next to their corresponding games. Tell students that
when I ring the bell, students will quickly clean up their games and prepare
to switch games.
o Roll and Record: Students need one dot die, one numbered die, one chart,
and two crayons. Have students roll the dice, punch the number die and
count on with the dot die. Then, students will record their sum on a chart
with a crayon until they get one sum to the top of the chart.
o Five-in-a-Row: Students need one dot die, one numbered die, one game
board, and a bag of counters. Have students roll the dice, punch the number
die and count on with the dot die. Then, students will mark their sum on
their game board with a counter. The first student to get five in a row
(bingo) is the winner.
 Circulate the room to different stations and observe students at work.

c. Closure: (10 Minutes)

 Cleanup – (Lemov Name the Steps) Remind students that clean up time for math is
always silent, and those talking or behaving inappropriately with the blocks will
move a clip down. Then, instruct students that they should 1 – (Manipulatives)
clean up their math manipulatives and return them to their containers, 2 – (Stack)
stack their game boards in the back, 3 – (Floor) check the floor for any fallen
counters or die.
 Discussion – What have you learned in this lesson? What did you notice?
 Self-Evaluation – Have students rate their working levels in this lesson. Remind
students that self-evaluation teaches you to think about your performance during a
lesson. Tell students to think about what they could do to improve their
performance next time.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
I will circulate the room and help students to put out fires, ensure that students are being
polite to their group mates, and confirm that everyone is participating in their groups. I will take
the time to stop near lower students to observe their work and participation, and adjust as needed.
For my students who are still preferring the counting all strategy, I will give them an option to
try to count on by first counting the numbered die on their fingers. The entire lesson will also be
supported by group discussion.

7. Assessment and Evaluation of Learning:

a. Formative: Teacher will assess the students while they are answering questions and
working in groups. Teacher will also assess submitted charts for roll and record.
b. Summative: No summative assessment at this time. Students will have an assessment at
the end of the unit.

8. Homework Assignment: Math worksheet – Finding the Total

9. Reflection:
a. Strengths: I think this lesson was strong because by the end of it, most of my students
understood the concept of counting on, and I saw many students switch their preferred
counting strategy to counting on as they realized how tedious it was to count all.
b. Concerns: My biggest concern was for the two lowest students in my class that do not yet
have the number sense to count on without help. I am hoping they will find it easy after
much practice with a partner that knows how to count on.
c. Insights: I loved seeing my students move past the tendency to count all when adding, and
begin to count on. Watching my students improve their addition skills before my eyes is
very encouraging as a teacher. I can tell that the experiences and lessons that I do with
my students is causing my students to grow as mathematicians. I also liked using this
Lemov strategy. Cleanup time is always a loud and frustrating part of math workshop.
Using an easy 3-step process during cleanup really helped to streamline the end of the
lesson.