Lesson Plan Format

Name: Kelli Attales Date: 3/21/2017

Subject: Math Topic: Application Problem/Sprint
Grade: 1st grade Group Size: Whole Group

Objective:
The learner will be able to solve addition and subtraction word problems within
20 by using different strategies (drawings, equations, etc.). The learner will be
able to add and subtract within 20, showing fluency by using mental strategies.

Standards:
o 1.OA.1: Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions (e.g., by using
objects, drawings, and equations with a symbol for the unknown number
to represent the problem).
o 1.OA.6: Add and subtract within 20, demonstrating fluency for addition
and subtraction within 10. Use mental strategies such as counting on;
making ten; decomposing a number leading to a ten; using the relationship
between addition and subtraction; and creating equivalent but easier or
known sums.

Contextual Factors:
Rollins Place Elementary in Zachary Louisiana- first grade classroom with both
white, African American, and Asian students. These children all operate at
different levels, it was very important to differentiate the lesson to three different
levels making sure that each group learns the concept at their own level. This
classroom also has tons of resources so it was good to take advantage of that
within planning. The children are also very used to working in partners in math
centers and enjoy this. During this lesson there were 2 groups, six kids each, with
3 boys and 3 girls partnered off. Ages range from 7-8.
Teacher Materials/Resources:
StarBoard
Ipads
White boards
Sprint Worksheet
Pencils
Timer
Shape flash cards

Technology Integration:
The StarBoard was used to display the application problem and iPad will be used
by students to submit application problem to SeaSaw.
Iphone is used to time students during sprint.
Family Community Connection or Extension:
o This routine takes place daily. This is work that is mainly a review for
students so there is no need to contact parents and explain the material.
The parents will be able to see the application problem the students solve
because it will be posted to SeaSaw.

Lesson Procedure and Activities:

This lesson is targeted for whole group. The students will enter the classroom and
take out their ipads or white boards and begin working on the application problem
by themselves. The teacher will then call on 2-3 students who solved the problem
in different ways and have students present their work to the class. The students
will then put away their ipads and boards and the sprint will be passed out. The
teacher will then time the students for HOW MANY MINUTES****. The teacher
will then call out the correct answers as the students grade their own papers. If
there is one problem the students struggled with, I will help them to figure it the
students will then tuck away their papers and the teacher will do Shape Flash
(shape flashcards) the students as a whole for three minutes.

Pre-Assessment:
Start by having students work on the application problem alone. If help is needed,
I will assist the students. Tell the students to read the instructions and answer all
problems of the question.

Introduction:
Begin by reading the application problem displayed on the board. Introduce the
application problem and then tell the students to being working alone. Be sure to
remind the students to show work.

Activities:
The teacher invites the students in from recess, tells them to get iPads and white
boards and begin working alone on the application problem.
The teacher will then ask 2-3 students to come use the StarBoard to draw their
work and explain how they solved this problem.
The teacher will restate what the student talked about and address if any changes
would need to be made and model them on the board.
The students will then pass out the sprint and set the timer for INSERT
MINUTES
After the INSERT MINUTES, the teacher will call out the answers as the students
work through and grade their worksheet.
The teacher will then instruct the students to put away their worksheets.
The teacher will then spend three minutes on shape flash using the cards of
shapes for the students to identify.

Closure:
 The students will all work together to identify the shape flashcards using the
knowledge they have gained from the past two days lesson.

Differentiation:
This lesson is appropriate for six to seven year old first graders because they are
building on their knowledge of simple basic math facts. The application problem
can also help the students with word problems. The activity and lesson are also
appropriate for the students because it is building on what they already know.
However, for four students in particular who struggle. I will work with them in a
small group (if needed) when the rest of the students are working on the
application problem. Time wise, I would give the students a little extra time to
work the problem on the application sheet and extra time to complete the sprint.

Formative Assessment/Evaluation:
I will observe the students and have a checklist with each students name and
mark if each child could answer the application problem. The teacher will also use
a checklist to see if the students were able to complete more than half of the sprint
correctly within the allotted time.

Pre-Assessment

Student Name Answered Did not answer Comments

Application application

Formative Post Assessment

Student answered all parts in the application problem correctly.

Name of Student Met Did Not Met Comments

Completed more than half of the sprint in the INSERT TIME provided.

Name of Student Met Did Not Met Comments