Frances, Your lesson plans is extremely thorough and carefully thought out. I think it is in really good shape.

I have a few small issues. 1. You forgot to include your assessment checklist. We will work on them in class on Tuesday. 2. I think your timing is off. The lesson will most likely take longer than you planned. 3. I dont think you need to redo it, but visually, the worksheet you made seems a little crowded and could be a bit overwhelming for an emerging reader. If you could make lines across the paper to separate each statement or put each set of questions in a box with more space between each one, it might make it easier for young kids to manage. Thats it for now. Janine Teaching and Learning Mathematics Term III Lesson Plan Grade: 1st School: Blankenburg Elementary Scheduled Lesson Date: Thursday, November 8 Lesson Plan GOALS/OBJECTIVES 1.) SWBAT generate 3 combinations of 5. 2.) SWBAT write number sentences that correspond with their combinations. 1.)3.) SWBAT engage in meaningful discourse as they share the ways that they approached and solved problems. Ongoing Objectives: Students will understand that the number 5 is both a whole and made up of smaller numbers (parts). Students will understand that numbers can be composed and decomposed. SWBAT understand that the number 5 is both a whole and made up of smaller numbers (parts). In other words, they will be able to understand that numbers can be composed and decomposed. Specifically, SWBAT identify the various numbers that compose 5 and their combinations (0+5, 1+4, 2+3, 3+2, 4+1, 5+0). SWBAT engage in meaningful discourse as they share the ways that they approached and solved problems. STANDARDS Common Core: Frances Brandt 11/3/12

Comment [FB1]: I ended up deciding to take the worksheet out of the lesson altogether. I thought that given how new so many of the tasks and materials are, the worksheet might be too much. I also thought that I had tried to cram too much into one lesson.

Formatted: Bullets and Numbering

1.) K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality. 2.) 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). 3.) 1.OA.B.3 Apply properties of operations as strategies to add and subtract. PA Math Standards: 1.) CC2.1.K.A.2 - Apply one-to-one correspondence to count the number of objects. 2.) CC.2.1.1.B.1.- Extend the counting sequence to read and write numerals to represent objects. 3.) CC.2.1.K.B.1 - Use place value to compose and decompose numbers within 19. 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). MATERIALS AND PREPARATION Materials (enough for 56 students) Mobile white board with magnets and dry erase marker for teacher One set of dot array cards Chart paper and marker 5 moveable dot cut-outs (see preparation) taped onto a piece of paper One five frame mat per student 5 double-sided counters per student One worksheet and pencil per student 1 yellow and 1 blue crayon per student7 stars cut out of yellow construction paper with tape The following items will be placed in individual plastic bags, 1 per student: One five frame mat per student 5 double-sided counters per student Preparation Pick out 2 dot arrays each with 3, 4, and 5 dots. Use dry erase marker to draw on white board a large five frame (empty). Cut out 5 black dots to replicate the dots and tape them onto a piece of paper in a way that replicates the last dot array shown to the students. Put 5 five frame mats, 30 double-sided counters and 5 worksheets aside in an accessible place near seat/white board.Put 1 five-frame mat and 5 double-sided counters in 5 individual plastic bags Put chart paper and marker in accessible place near seat/white board. Put tape on back of stars and put in accessible place near seat/white board CLASSROOM ARRANGEMENT AND MANAGEMENT ISSUES Arrangement

Formatted: Bullets and Numbering

Comment [GE2]: Think about how you will give the materials to the students. You might want to use a Ziploc bag or tray or something.

This lesson will take place in an empty classroom/resource room next to our classroom. I will have the students sit at a rectangular tableU-shaped kidney table. Three students will sit on one long side, one at each end, and one on the other long side next to me. I will bring the magnetic whiteboard from the classroom (it has wheels) and place it next to me at the table. Materials Distribution The students will not need any materials for the first part of the lesson (the dot array number talk and the introduction of the five frame). I will have the materials ready next to me so that after I explain the directions for the worksheet independent practice I can begin to pass out the bags of supplies. I can begin to pass them out. I will pass out the double-sided counters while one student passes out the five frame mats and another passes out the worksheets. The students will each have brought a pencil. Management Concerns I am concerned about potential behavior problems for a number of reasons, all of which center around the idea that a lot of things will be new and outside of their routine. First, not all of the students have worked with me in a pull-out situation. Second, not all of the students have ever seen a dot array or a five frame, so the material itself is new. Finally, the students are not used to group discourse. I am going to need to explicitly teach them the norms both before I start the lesson and throughout (see lesson plan below). One thing I will do to do try to prevent behavior issues from arising is to give the group a goal: to earn 5 stars together by the end of the lesson (also, see lesson plan below). Additionally, I will remind students that especially because we are in a small group, if they get frustrated or are having trouble with the work, they should raise a silent hand so that I can come help them. Lastly, because so much of this is new, because this is the first Term III lesson I am teaching, and because there is a lot packed into one lesson here, I have chosen to work with the children who are on the higher end of the class in terms of their understanding. They also happen to be pretty well-behaved, generally speaking. PLAN (35 minutes) Introduction (3 minutes) First graders, today we are going to be doing some fun activities as together to help us understand how to group and organize numbers. I am so excited to work with you all. Before we start, I want to tell you about something special I like to do when I am working with students. When I see excellent behavior during lessons, I like to give out stars. [Holds up one star to show students]. Now, here is what I mean by excellent behavior: listening silently, keeping hands/feet/objects to oneself, and raising hands. Whenever I see the entire group showing excellent behavior, I will award the group a star. Who thinks that this group will get 3 stars? Does anyone think youll get more than 3 stars? [Come up with plan to get 5 stars. Stars will be placed on the white board inside of a five frame!] The Hook (54 minutes) *looking for star-worthy behavior I Do: The first thing we are going to do is look at some dot cards. I am going to hold up a card and ask you to figure out how many dots you see. When you

think that you know, dont yell out your answer, just give me a silent thumbs up, like this. [Model. Show dot arrays with 3, 4 and 5 dots and have students describe how they got their answer/what they saw.] How many dots were on the card? How did you know? [Ask each student. Summarize various strategies used. Repeat with dot array with 4 dots and again with 5 dots.] [If all students just counted, try flashing dot array quickly and telling them not to count.] Connection to Five Frame (7 minutes) *looking for star-worthy behavior I Do: I noticed that different people organized or saw the dots in different ways. [Give examples to reinforce/remind]. Now Im going to show you a tool that we use in math to organize our numbers. This tool is called a five frame because it has five empty boxes. Im going to use one of our dot cards to show you how I would fill in this five frame. [Hold up dot card with 5 dots. Also hold up replica made out of paper and construction paper dots. One by one, move the dots from the paper replica to the five frame drawn on the white board, taping them down in each box.] We Do: [Stop after moved 3 dots into five frame.] Can anyone tell me something they notice about the way Im moving these dots? How am I deciding where to put each dot? [See if they recognize the 1:1 correspondence-that Im only putting one dot in each box. If they do, use talk moves. Revoice. Then ask different student to explain what was said in his/her own words.] You might ask, how am I decided where to put each dot? Give me a silent thumbs up if you think you know where I should put the next dot. [Use wait timewait until all 6 thumbs are up. Call on oneall students, one at a time.] [Fill in the rest of the five frame.] Just like ______ said, when we fill in a five frame we put one dot in each box. Now, who can raise a quiet hand and tell me how many dots we havehereNow

that we have filled in all five boxes in the frame, we have 5 dots in all. [Call on one student who will answer 5.] _______, how did you know that there were 5 dots in all? Did you have to count each dot? [Based on answer, either revoice (if student says they knew because its a filled five frame) or ask if anyone else solved it a different way (if student says they counted all 5 dots).] Guided Exploration/Independent Practice (20 minutes) *looking for star-worthy behavior Introduction of Worksheet and Independent Practice (12 minutes I really think this is more like 20 minutes for all 3 parts.) I Do: Now you are all experts at filling in five frames! [Take out 1 worksheet for self, one five frame mat and 5 double-sided counters.] Next we are going to play a game and you are going to practice filling in five frames. First, Im going to show you how the game works. Lets pretend that there are 5 children going to the ice cream store together. We dont know how many of them are boys and how many are girls, all we know is that there are 5 in all. [Go through one problem (2 boys and 3 girls) with five frame mat, explaining that on the double-sided counters blue is for boys and yellow is for girls. Once example is done on mat, show what it looks like as an equation on the chart paperon worksheet.Demonstrate filling in blue dots for boys and yellow dots for girls (in crayon)and walking through writing the corresponding equation.] We Do: Now lets do one together. Can anyone think of another way we can make a group of children thats different from 2 boys and 3 girls? [Ask questions, use talk moves. They do number one on worksheet as you do it on the whiteboardTogether, write second combination in chart.] Remember, we are doing 3 things on our worksheets. First, we are filling out your five frame with crayons-blue for boys and yellow for girls. Next, we are filling in the blanks with numbers to tell how many boys there are and how many girls there are. Last, we are writing an equation to show your combination of 5. You Do: Now I want you to try finding some on your own. [Ask two students to pass out five frame mats and worksheets. Pass out doublesided counters.] Use your five frame mats and counters to make a group of children. When you have made onea new combination, give me a silent thumbs-up. When we all have a new combination were going to talk about what you got and write the ones you found into equations on our chart paper.

Remember, blue s for boys and yellow is for girls. , fill in your worksheet the same way that I did. Tryto make asmany combinations of boys and girls as you can. Does anyonehave any questions? [Pause.] This is now silent working time. Remember, if you need help, raise your hand. Ill be looking to give out stars! [Observe for the first few minutes and circulate if necessary. Check in with each student. Check first for understanding of the directions, then for understanding of the content/concept.] [When all 5 students give thumbs up, bring group back together and have students share out their combinations one by one.] Check especially to see if anyone got all 6 combinations so that you can call on them during debrief to share.] Rick, what is the combination that you found? Tell me how many boys you have and how many girls you have. And how many children are there in all? Great, you found ____ boys and ____ girls, which makes 5 children in all. So Rick, Im going to let you write on our chart paper. What are you going to write here [pointing to the boys column]? And what are you going to write here [pointing to the girls column]? Excellent, now Rick, can you read me the whole equation? Did anyone else have a different combination? [Go through each student the same way until all of their combinations have been written. If not all 6 combinations have been generated, give them a minute to find another new combination, and repeat process.] [If they are having trouble getting 0+5 or 5+0, ask:] Does it ever happen that there are 0 boys or 0 girls in a group? How would we show this on our five frame? [If you know that one particular student found a new one, ask:] Siani, do you have any more equations to add? And follow-up with, Autumn, do you agree that Sianis equation could work? [Or highlight two equations that have been shared that demonstrate reversibility, such as 4+1=5 and 1+4=5 and ask]

What do you notice about these two equations? Are they the same or are they different? Is having 4 boys and 1 girl the same as having 1 boy and 4 girls? [Use talk moves to keep conversation going.] [Give one minute warning before time to stop.] Debrief and Wrap Up (15 minutes) *looking for star-worthy behavior We Do: OK first graders, I see that you all found a lot of different ways of making a group of 5 children! Now we are going to make one big list of all of your combinations. Who would like to share one combination that they found? What do you notice about the combinations that we found? Do any of them look sort of similar? [Finish by focusing on how even though the number of boys/girls changed, there were always 5 in all.] [Look at number of stars they earneddid they get 3? 5?] [Using the white board, generate a list, getting one equation from each student. If there are some that are missing/students who dont have any more to add, start a discussion. If you know that one student found all 6 combinations, ask, Siani, do you have any more equations to add? and follow-up with Autumn, do you agree that Sianis equation could work? Or highlight two equations that have been shared that demonstrate reversibility, such as 4+1=5 and 1+4=5 and ask, What do you notice about these two equations? Are they the same or are they different? Use talk moves to keep conversation going.] ANTICIPATING STUDENTS RESPONSES AND YOUR POSSIBLE RESPONSES Student ResponsesContent I anticipate that some students might have trouble generating all six equationsmultiple combinations of 5. Reversibility is not a first-grade concept, but here it is being taught implicitly. Furthermore, they may not consider that there could be 0 boys or 0 girls. Students may get answers such as 1+4 and 2+3 and not know where to go from there. I will try to re-focus them on the real-life basis of the game, asking questions like, Does it sometimes happen that there are only boys or only girls in a group of children? or Is 1 boy and 4 girls the same or different as 4 boys and 1 girl? I also anticipate that some students might have trouble articulating the number sentence that corresponds with their combination. If this happens I will remind them of the first example that I did with 2 boys and 3 girlshow I turned that into an equation. I also anticipate that some students might have trouble keeping track of the colors associated with boys and girls, both with the counters and with the crayons. I have tried to make the worksheet as clear as possible to prevent this, however, and I am hoping that in modeling with the I Do and We Do sections of the lesson they will remember.
Formatted: Widow/Orphan control, Adjust space between Latin and Asian text, Adjust space between Asian text and numbers

I anticipate that students may just want to fill the five-frame mat because I tell them to without thinking explicitly about what colors they are putting down. They are not used to working with double-sided counters or five-frame mats, so this would be understandable. It is for this reason that I will follow-up by asking each of them to tell me what their combination means in terms of boys and girls by articulating a number sentence. I expect that they will really enjoy the group discussion parts of the lesson. They rarely get a chance to share their strategies in Math, so I think that they will feel smart and successful explaining how they saw a dot array, for example. Additionally, I think that they will be enthusiastic about using manipulatives (double-sided counters) and crayons to help them problem-solve and represent their answers. Student ResponsesBehavior/Management If there are issues with behavior I anticipate that it will likely be due to one of two factors: 1.) the newness of the situation, as described earlier, and the common desire for young children to act out a bit when put in a situation that is not part of their routine, or 2.) feeling like the material is too difficult. Recently I did a small-group lesson and was unsuccessful in reeling a student back in once he decided that the material was too difficult. He shut down and became a distraction. In order to avoid that from happening I have included a number of we do sections in the hopes that this will provide extra scaffolding. Additionally, I will be monitoring their understanding through observation and the use of questioning so that when it comes time for the independent practice portion I can go straight to those students who seem to need the most help first. Finally, I am hoping that the 5 star behavior goal will head off any issues with simple off-task playing around that first-graders are prone to. I will remind them of their goal throughout the lesson and make a big deal out of the times when they do earn a star. I am intentionally not offering a tangible prize but I am hoping that there is enough intrinsic motivation without it. ASSESSMENT OF THE GOALS/OBJECTIVES Informal assessment of both their content understanding and their ability to engage in respectful discourse will occur through teacher observation during problemsolving time, both during the We Do and the You Do sections of the lesson. and teacher questioning. I will observe them as they try to independently generate new combinations of 5 with their five-frame mats and double-sided counters. I will ask questions if I am not sure what they are thinking. I will observe them as they try to verbally express their combinations in the form of number sentences, dictating to me what to put in the blanks on the chart paper. Given how new much of the material is, I will not necessarily be assessing students on their ability to get all 4 combinations on their own (we will have already gotten 2 by the time they have independent practice). Rather, I will be assessing students on their ability to depict the two component groups (boys and girls) by representing them with their five-frame mat/double-sided counters and articulating

corresponding equation. I am more concerned with the accuracy of a few combinations than the quantity of combinations. Informal assessment will also occur through the use of questioning during the group discussion portions. I will listen to their responses to me and to one another carefully to get a sense of what they are understanding and what they are not. I will also listen for their questions. Formal assessment will occur through the worksheet. Given how new much of the material is, I will not necessarily be assessing students on their ability to get all 6 combinations on their own. Rather, I will be assessing students on their ability to depict the two component groups (boys and girls) through a drawing of the counters on their five frame (with appropriate colors) and a corresponding written equation. I am more concerned with the accuracy of a few combinations than the quantity of combinations. Formal assessment will also occur through the debriefing time and the creation of the chart with the combinations of 5. This will allow me to identify what kinds of combinations are more difficult to generate (ex: Will 5+0=5 be difficult, as I have anticipated?). ACCOMMODATIONS For students who find the material too challenging Ideally, I will identify these students before independent practice time through observation of class discussion thus far and will work with that student one on one to get them started. I might have him/her focus on generating just one or two, rather than all six combinations. I might also instruct the student to take all 5 chips in his/her hands and toss them on the table a few times to randomly generate a combination of 5. If I believe that there is another student who does understand the material and would be able to help the struggling student in a way that is respectful, I would also consider pairing them up. For students who may need greater challenge and/or finish early I would likely give this student(s) the task of finding combinations of 4how many boys and girls there could be if there were 4 children in all instead of 5. If it was a student who I felt could handle the responsibility and be respectful, I might also pair him/her with a student who is having trouble.