Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Sarah Black

Grade Level: 1st grade
Subject: Math- Addition and Subtraction Word Problems
Date: 3/28/18
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.

CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).

List the Rationale (cite theories or theorists):

For this lesson, I am using a combination of Dr. Anita Archer’s method of explicit instruction
and Vygotsky’s method of scaffolding. I will be using cues and direct instruction, like Dr.
Archer, to manage behavior and communicate clearly when teaching. Throughout my lesson,
I will scaffold many different math word problems, making sure they are understanding the
content and receiving immediate feedback. The students already know how to fill in
equations and have had practice with word problems before.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to identify and complete two addition word problems.
Students will be able to identify and complete two subtraction word problems.
Students will be able to visually produce six word problem with objects provided and
guidance from the teacher.
Students will be able to create their own addition and subtraction word problem.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

These objectives are appropriate for this level of development because the students should
be able to comprehend what they are learning and connect it to prior knowledge. The
students should have a basic skill level when working with math problems and writing their
own equations during independent work and guided practice. It is especially important for
young children to develop their adding and subtracting skills. Adding and subtracting skills
are essential for completing daily tasks and an important life-long skill.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
In this first grade classroom, there are twenty-one students. There are more girls than boys.
Out of the twenty-one students, there are four ESL students, four with interventions, and one
student with autism.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
In math there are a few students that are highly skilled at reading. There are about four
students who leave the room for reading interventions every day. The rest of the students
are in between the low and high groups. There are four ESL students who may need
accommodations. I will change my lesson based on the knowledge of students and their basic
needs.
List the materials/resources you will need to teach the lesson.

M&Ms or Skittles in individual bags (based off preference of cooperating teacher)

2 Gumball machine handouts for each student (included at the end of this lesson plan)
Fill-in-the-blank handout (included at the end of this lesson plan)
Lined Paper for independent practice

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
I will be using a smartboard and the link below to practice adding and subtracting gumball
word problems:
http://exchange.smarttech.com/details.html?id=dd26d41d-fa67-484f-acd1-56b1e991a5f5
PowerPoint Slide or slide on Smart Notebook to display independent practice
Doc Cam to give example for independent practice of how to complete gumball machine and
writing activity

Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
All my accommodations will be based off my pre-assessment and prior knowledge of past
assignments. I will also make changes to fit all IEPs. Google translate will be used to give
directions for one student.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

I will have the story problem provided below on the smart board and two possible answers. I
will give the students a few minutes to answer the problem. Then I will have them put their
head downs and tell me their answers. They will hold up one finger for choice A and two
fingers for choice B. Having their heads down will make sure they are not copying their
neighbor’s answer. I will take a quick picture with my phone, so I will be able to record their
answers for charting purposes.

Eric has ten players on his soccer team and only five can play at once. How many players
need to get off the field?
A. 10 -5=5
B. 10+5=15

Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
My pre-assessment will help me figure out how much the class knows about word problems
and math equations. More specifically, it will allow me to see if they are able to pick out the
key points in the word problem and put them into an equation.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
Each student will have their own set of materials when working on problems. I also will make
sure there is total participation when asking questions. If I am helping another student, they
will be able to ask a partner for help. I will make sure all instructions are clear before moving
on. When using food during an activity I will make it clear it cannot be eaten tell I have given
permission. I also will check on allergies before giving out the candy and will make changes
based of what allergies are in the class.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
After my pre-assessment
I will start my lesson off by asking the students if they have ever seen a candy machine?
Did you know we can use candy and gumballs to help us learn about math?
Today will be using candy to help us create and figure out adding and subtraction story
problems.
 I will go into my instruction on what a word problem is and how we can figure them out. I
will first have the students get with their elbow buddy and talk about words that could
represent an “addition problem” and a “subtraction problem.” Each pair of students will be
able to say one word to represent either an addition or subtraction problem and the teacher
will make a list on the board.
Examples include take away, subtracted, lost, added, bought, and given.
I will then talk about how to break down a word problem using the following example:
Sally had 4 stuff animals at the park. She left 2 stuff animals at the park. How many did she
bring back home?
1st break down- How many did we start with?
2nd- Are we subtracting or adding?
3rd- What number are we adding or subtracting?
4th- The answer to the problem.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
We will lead into multiple opportunities to practice with an interactive smartboard activity.
http://exchange.smarttech.com/details.html?id=dd26d41d-fa67-484f-acd1-56b1e991a5f5
All the students will go back to their desk and will have a chance to be able to go up to the
smartboard. To make sure there is total participation each student will have a print out of a
gumball machine and a bag of candy to use to represent the numbers in the word problems.
Before the candy is handed out they will know it cannot be eaten until the end or they will
not be able to complete the activity.

Before going into actual story problems as a group we are going to work on counting and
sorting out colors of candy.
On the slide the students will be able to color in a square on the chart to represent one
gumball of that color.
How many red, orange, yellow, green, blue and purple gumballs are in the machine?
What color has the most gumballs?
What color has the least gumballs?

I have another slide prepared with another gumball machine with a different amount of each
color just in case we need more practice.
After practicing sorting colors and answering questions about the picture. Each student will
get out their bag of candy and gumball machine. As a group we will work on the three about
story problems. I will read each story problem aloud and then I will have the class echo the
problem back to me. I will read the question again and as a read the students will put the
amount of candy and color into their gumball machine. After putting the candy in the
gumball machine. We will break down each story problem down into parts to complete the
equation.
1st break down- How many did we start with?
2nd- Are we subtracting or adding?
3rd- What number are we adding or subtracting?
4th- The answer to the problem.
Just like the addition story problems will be using the same procedure with subtraction word
problems. As a group we will work on the three about story problems. I will read each story
problem aloud and then I will have the class echo the problem back to me. I will read the
question again and as a read the students will put the amount of candy and color into their
gumball machine. After putting the candy in the gumball machine. We will break down each
story problem down into parts to complete the equation.
1st break down- How many did we start with?
2nd- Are we subtracting or adding?
3rd- What number are we adding or subtracting?
4th- The answer to the problem.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?
After completing the interactive white board activity, the students will now work on their
own candy machine story problems. The students will be able to use any amount of candy
pieces from in their bag when creating their own subtraction and addition story problem. At
this time, they will be able to grab a second gumball machine. They will need two gumball
machines to finish this activity. On a sperate sheet of lined paper they will write out their
story problems by filing in the blanks from the handout provided at the end of this lesson. It
will be up on the smartboard for them to see because I want them to practice their writing
skills also. On the first gumball machine they will place all the candy they want to use in their
equation. They will get their crayons or markers out and color those on their 1st gumball
sheet. On the second gumball machine they will color what’s left after they decided how
many they are adding or subtracting from what they have written. They will then draw and
color those as well. This would represent a before and after of their very own story problem.
That I will hook together and glue their written equation by it.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
To close my lesson, I will ask the class what the four steps of are breaking down a story
problem. Asking them other items we could to represent numbers in our story problems.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

I will have the same story problem provided below on the smart board and two possible
answers. I will give the students a few minutes to answer. Each student will get out their dry
erase markers from their desk and write down the equation they think is right. They are to
draw a picture to explain how they figured it out.

Eric has 10 players on his soccer and only five can play at once. How many players need to
get off the field?
A. 10 -5=5
B. 10+5=15

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Pre and Post Assessment Data

1

Pre Assessment Post Assessment

From the information I gathered it shows a decrease of correct answers from my pre- and
post- assessment. For my pre-assessment I had the children answer the following question:
Eric has 10 players on his soccer and only five can play at once. How many players need to
get off the field? By raising one finger up for choice A (a. 10-5+5) and two fingers for choice
B(B.10+5=15). I noticed from that initial review that my data would be off because students
changed their answers based of seeing other students’ choices. Next time I would have them
put their heads down like I initially planned in my lesson plan. For my post- assessment I had
the students flip over one of their gumball machines and draw a picture to explain how they
choose between choice A or B for the same question. My beginning thoughts were correct
because the students I noticed changed answers were not correct. From my lesson plan, I did
change some things based off what was happening in the class to make it easier for students
to complete the post- assessment. My conclusion from the data I collected is that the lesson
was good reinforcement on what they already had started learning. From this experience, I
learned when making a pre- and post- assessment, you need to plan a head of time to make
sure data is properly able to track when documenting.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
I believe during my lesson I did well with integrating different teaching strategies including
choral response when asking questions to the whole class. I like using hand singles, such as
fingers to show me their answers, to make sure everyone is understanding what is going on. I
also thought I did well at making sure there was total participation during the we do portion
by each student having a gumball machine and m&ms that they are able to add and subtract
as we worked through the examples from the smartboard. I felt very confident with the
lesson I wrote. This was my first time teaching a full lesson on my own and I am pleased with
how it turned out. During my I do portion, I should have given an example of a word I was
looking for such as bought or gave away to represent if we are adding or subtraction in math
story problems. I should have waited to give them their gumball machine and candy until
after the first interactive activity. Once candy was in the picture, they were focused on that. I
also should have had their gumball machines, candy and writing activity by their pods so they
would be able to grab it themselves and save time. While taking the m&ms on and off the
gumball machine, I should have been more consistent with putting them in the bag or to the
side of their paper. With both adding and subtracting, I could have just done two gumball
examples, instead of three or four, because they were getting the hang of it. On my third
slide for the adding part of we do, I should have explained why there was two red gumballs
on the screen to represent adding two more blue instead of just five blue gumballs. Next
time, I would change my visuals presentation, so I wouldn’t have switch between technology
programs and put everything on smart notebook express or google docs. If I make these
revisions when I teach this future lesson, I feel we would get more items completed and the
students would have more work time. My CT and I talked after I completed my lesson
because the students were at one of their specials. She gave me advice for teaching future
lessons that could be used for any grades. She explained how our class was out of routine for
the day because of missing school the previous day and had to make up test from that day.
We also had birthday treats in the room and that was one thing on their mind all day. She
said you just have to be flexible because you never know what your class will be like that day.
Sometimes a lesson goes longer then you plan because the students need extra time and
sometimes you can move on faster. Teachers learn something new about their class and
themselves everyday.
 Name____________________________

Fill in the blanks with the information that is missing and write an equation.

__________________(1st Name)

had_______________(number) pieces of candy and gave

_____________________ (2nd Name) _________________

(number) of pieces. How many pieces does

_________________(1st Name) have left?

______________________ (1st Name) had

_____________(number) pieces of candy, then bought

_________________ (number) more. How many pieces does

__________________ (1st Name) have now?