McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Becca Roberts

Date: 10/13/14

Title of Lesson: addition 0-5

Cooperating Teacher: Sharon Lenz

Core Components
Subject, Content Area, or Topic

Math, addition
Student Population

26 1st graders
Learning Objectives

Virginia Essential Knowledge and Skills (SOL)

VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
Dominoes and math cubes

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice
28%
Nonlinguistic Representations
27%
Cooperative Learning
23%
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%
Questions, Cues, & Advanced Organizers
22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
Teach Others/Immediate Use of Learning
95%
Practice by Doing
75%
Discussion
50%
Demonstration
30%
Audio Visual
20%
Reading
10%
Lecture
05%
Safety (if applicable)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Time
Process Components
(min.)
5
*Anticipatory Set
minutes Set the students at the carpet and review briefly the correct way to write an addition
problem.
1
*State the Objectives (grade-level terms)
minutes TSW review addition 0-5

25
minutes
(3
groups)

*Instructional Input or Procedure

The class will be in 3 small groups today. There will be a group at the carpet with me
doing the water, sand, sky cards.
There will be a group at the reading table using dominoes for addition. They will have to
write their problems out on paper and turn them into me at the end of the class.
The third group will be at their seat using the addition cubes with cards.
5
*Modeling
minutes I will briefly model how to write an addition problem for the whole group.

25
*Check for Understanding
minutes I will check understanding while the kids are at the carpet with me and when I am
grading their papers.
0
*Guided Practice
minutes There will be no guided practice in this lesson.
25

*Independent Practice
min
ute
s (3
tim
es)

The students will be doing the domino and math alone and the cube math alone.

2
Assessment
minutes There will be an informal assessment in this lesson. The students will turn in their
domino math and I will put a star on it is it is finished and make corrections to it.
5
*Closure
minutes Line the students up for recess according to the quietest group.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
There is visual learning with the dominoes and the cubes; the cubes are also kinesthetic. The
group on the floor with the water, sky, sand sheet is visual and auditory.
Classroom Management Issues (optional)
While I am at the carpet with the students they can ring the bell if they are the quietest and the
most well behaved student at the group. Also I will be watching the other groups as I am on the
carpet.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Date