Amanda Favia Lesson Plan #1 ELD 375 March 28, 2013

RATIONALE: I am teaching this lesson so students get a better understanding of skip counting to solve problems.

CORE Standards: 1:OA.2- Represent and solve problems involving addition and subtraction 1.NBT.B.2a- 10 can be thought of as a bundle of ten ones called a ten This lesson is important because it allows students to find and understand patterns to skip count which allows student to find a solution to a problem faster.

OBJECTIVE: Students will be able to solve problems by finding patterns in a table of related number pairs.

LESSON PROGRESSION: I will introduce the lesson by having the students at the carpet and asking students if they know how to count by twos. Students who can count by twos are going to raise their hand. The whole class should raise their hand because we went over counting by twos yesterday. We are then going to count by twos as a whole class. This will motivate and engage students to learn because they like participating and sharing their knowledge. Once we review counting by some of the numbers we counted by the day before I am going to put a word problem on the board and pass out connecting cubes. Students will be engaged to solve the problem because they like working hands on with connecting cubes. The problem will read: The Smith family has 4 bikes in their garage, how many wheels are there in total. This fits into the big picture because it is important for students to be able to skip count to figure out problems. When solving a problem with bigger numbers students should not rely on counting each object once, it will be very inconvenient when there is limited time. This also fits into the big picture because it can be used in real life situations. This lesson is for first grade students and it is appropriate for the grade because when choosing the lesson, I looked at the Common Core Standards for the first grade.

In order to proceed, I must see what the students understand. If the students can only skip count with basic numbers such as; twos, fives and tens we will stay with those numbers for a few days and then progressively move on to more complicated numbers. This way the students will not be frustrated when not knowing how to skip count by all these different numbers. If the students understand the skip counting they did the first day we could move on to more complicated numbers the next day. If the students quickly understand the first day they will not have to use the connecting blocks. I plan to work as a group on the carpet to do the opening activity, and then the students will go to their seats and work as a whole class to work on a few problems on the smart board. The students will then work in partners on a few problems and finish the worksheet by doing the last few problems individually. If the students are exceeding in the lesson, they will not work in partners since they will not need the assistance. The lesson will be closed by a challenge which will be on the board that the students will do in their math journals. The problem will read: Luke has seven bags with 10 skittles in each bag. Use pictures, words, and numbers to show how many skittles Luke has in total.

OTHER CONSIDERATIONS I will use a smart board, a white board, a marker, connecting cubes, worksheets, the students math journals, and each student will also need a pencil. The source of the lesson came from enVision math. My cooperating teacher gave me this lesson to teach. I adjusted the lesson by starting off with group work at the carpet, having students do some of the worksheet together, having the students work in partners, and ending the lesson with a more challenging problem. I will ask mathematical questions such as; How did you get that answer? Can you show me how you did that? Can you draw me a picture or use the connecting cubes to show me how you figured that out? Show me another way you can solve the problem? When considering classroom management I will dismiss students from the carpet to the tables based on birthdays, gender, or cubby numbers. I will make sure each student has a partner to work with and turn and talk with at the carpet. I will be looking to see if students will stay on topic about the math problem or will go off topic to talk about something else. I expect the lesson to go well. Students will have prior knowledge to this topic from the previous class. Now they will use the information the already know and be able to apply it to real world situations with more complicated numbers.

DIFFERENTIATION

I plan on differentiation by having the student work as a class on some problems to working in partners to eventually work independently. Students will be able to use the connecting cubes if necessary and will also be able to draw pictures if need be. The last problem that will be on the board will be more challenging and ask for a variety of ways in which the students have to solve and explain the problem. I will have students work in partners for students who have difficulty skip counting and they will also be able to use the connecting cubes if they need help.

ASSESSMENT The assessment is linked to the objective through the worksheet which has the patterns for skip counting. The worksheets the students complete and the math problem that will be done in the students math journal will be used as the assessment. I will be able to see if the students understand skip counting by looking at their worksheets and math journal because it shows that the students can find the patterns and skip counting.