Wanda Santiago C.T.

Observation 1 Subject/ContentArea: (Math-equal sign, balance equations)

Date of Lesson: February 2, 2017 Final Internship Group size: Whole Group Grade Level being
taught: 1st Grade

Lesson Content
What Standards (national or MAFS.1.OA.4.7
state) relate to this lesson?
(You should include ALL Understand the meaning of the equal sign, and determine if equations involving addition and
applicable standards. Rarely do subtraction are true or false. For example, which of the following equations are true and which are
teachers use just one: theyd never false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
get through them all.)
http://www.cpalms.org/Public/PreviewStandard/Preview/5313
Essential Understanding
(What is the big idea or essential Students will be able to understand that the equal sign means the same as and balance equations.
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching? Students will be able to balance equations to make the statement true.
(Student-centered: What will
students know and be able to do Students will be able to identify the missing number of an equation to balance and make the equation
after this lesson? Include the true.
ABCDs of objectives: action,
behavior, condition, and degree of For example: 3+__=8+1
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale Learning that equations can be balanced by an equal sign is important to better understand math
Wanda Santiago C.T. Observation 1 Subject/ContentArea: (Math-equal sign, balance equations)
Date of Lesson: February 2, 2017 Final Internship Group size: Whole Group Grade Level being
taught: 1st Grade

Address the following questions: concepts, adding, and subtracting. It is also a prerequisite for multiplication and division and place
Why are you teaching this value.
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for students
to learn this concept?
Evaluation Plan- How will you Formative Assessment- Give students an exit ticket/self-assessment.
know students have mastered
your objectives? Summative: Test
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What background knowledge is Students need to be able to add and subtract, count.
necessary for a student to Students need to be able to make the equation true by balancing equations. If the equation isnt
successfully meet these
objectives? true then the students need to make the statement true. Example. 3+5=6+2
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might 5+3=8+__
students have about this Students will add the 2 numbers together.
Wanda Santiago C.T. Observation 1 Subject/ContentArea: (Math-equal sign, balance equations)
Date of Lesson: February 2, 2017 Final Internship Group size: Whole Group Grade Level being
taught: 1st Grade

content?
Lesson Implementation
Teaching Methods Turn and Talk, Accountability Check, Whisper, Work with partners, Work in stations and rotate.
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in
teaching this lesson? Be thorough. (Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Act as if you needed a substitute to Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
carry out the lesson for you.) Idea; Evaluation).

Where applicable, be sure to

address the following: 10min Students 1. Have students work with Plickers for the problem of the day.
What Higher Order Thinking
(H.O.T.) questions will you Students will be introduced with an equation that has a missing
ask?
How will materials be number.
distributed?
Who will work together in 10min Teacher 2. Students will head to the carpet and I will put an equation with a
groups and how will you
determine the grouping? number missing.
How will students transition 5-
between activities? 6mins Students 3. Have students turn and talk to their partner about why the equation is
What will you as the teacher
do? true or not and what is the missing number.
What will the students do?
5min Both 4. I will do this for about 5-6 mins.
What student data will be
collected during each phase? 5. Then students will work independently to find the missing number in
What are other adults in the
Wanda Santiago C.T. Observation 1 Subject/ContentArea: (Math-equal sign, balance equations)
Date of Lesson: February 2, 2017 Final Internship Group size: Whole Group Grade Level being
taught: 1st Grade

room doing? How are they the equation and explain why it is true or false.
supporting students learning?
What model of co-teaching are
you using?
GivWhat will you do if a student struggles with the content?
Pull the students who struggle and reteach the lesson prior. Which is to make the equation true.
What will you do if a student masters the content quickly?
Have students work with 3 to 4 equations. Example: 5+6=5+__=9+___ or 3+3=1+___=10-___=8-___
Accommodations (If needed) I will give one-on-one instruction to a couple of students that need more time and have a
(What students need specific processing delay.
accommodation? List individual
students (initials), and then
explain the accommodation(s)
you will implement for these
unique learners.)
Meeting your students needs as How will you differentiate instruction for students who need additional challenge during this
people and as learners lesson (enrichment)?
Have students work on problems with three equations. Example: 5+6=5+__=9+___