Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or
another teacher could step in and use the plan with minimal assistance. Attach this section to the Lesson Plan Template under Lesson Sequence and Delivery.
Lesson Differentiation (1e-1) Student Engagement (1e-1, 3c-1*)
Components 1. Within Core Instruction (minimum), 1. Within in the Lesson Sequence and Delivery
list instructional tools, methods, label examples for fostering Student
Time

Time

and/or strategies to meet differing Engagement (SCOR) with S for Success, C for
student needs/interests. Curiosity, O for Originality, and R for
2. Explain your rationale. Relationships.
2. Explain your rationale in the boxes below.
Introduction (1e-4) Write two equations on the board. One that says C: Setting the scene as a game show
10 Describe how you will “10 + 2” and one that says “7+5”. Create a scenario will increase the curiosity/engagement
min. inform students as to where the lucky duck has been called up as a game of the material presented.
what they will be doing
and why it is important
show contestant. Inform them that they can win a
(e.g. Titan gem if they answer a question correctly. Tell
statements/questions/oth them that they can only choose one of the equations
er to present student- to answer on the board. The idea is that the student is S: Titan gems are extremely motivating
friendly objective) likely to choose “10 + 2” because it is easier for them for students. The level of engagement
to add on from 10. Be sure to ask the student why will increase when they have the
he/she chose “10 + 2” (it is easy to add 2 to ten!) If the motivation of a titan gem.
student chooses “7 +5” that is okay too, just make sure
they explain why they chose that equation. Have the
helper of the day call the lucky duck. Then, after the
student answers the equation correctly, give them the
Titan gem. Take a quick class poll of who would choose
“10 +2”. Ask one of those students why they would
choose that over the other equation.
Develop background, Explain that the lesson today will help us solve O: It is important to emphasize that
foster connections, addition problems by “making a ten” and adding on. students can solve these problems in
facilitate motivation for Adding on from 10 can be an easy way to combine their own ways. They just need to be
learning activity.
difficult numbers. Emphasize that this is just one of the aware of the many strategies that can
many strategies that can help us become better “math help them answer addition equations.
whiz’s” and even though it may not be our favorite
math strategy, it will still grow our brain and can help
us solve more difficult problems later on.
40 Core Instruction (1e-4) Distribute question of the day to students on small
min. Include appropriate individual pieces of paper:
lesson content, clear
sequence, opportunities
for practice and
application.
 Working on this question
independently allows for
students to work at their own
pace. It makes them think
about the previous knowledge
they have on the subject, and
what they may need to work
on.

Read the question aloud, and allow 1-2 minutes for

students to solve the question independently. (It may O: Each student will have their own
even be a good idea to put their “offices” up to piece of paper to record their answer
prevent others from copying answers!) Remind on. This allows for them to work
students to think about the problem, and do their best independently, thus using their own
to answer it. Ask students to place their hands on their way of thinking.
heads when they are finished. (This is the “productive
struggle” where students may not know exactly how
to solve the problem, but it is forcing them to think
through what they DO know to try to solve it.) Observe
the students who are finished, and choose one with
the correct answer (5) to come to the white board to
share how they got that answer, and defend why they
think it is correct. Allow for the student to choose a R: Cheers increase confidence in the
“cheer” from our cheer bucket, and the whole class student who helped with the problem,
will perform the cheer that they picked. The student and are a fun way to have the class
may sit down after. Next, ask students to think about perform something together.
how “10 + 1 = 11” relates to “6 + 5 = 11”.

T: We know that the sum in both is what? Please

whisper the answer.
S: 11!
T: Yes, they have the same sum of 11.

Place 11 magnets on the board. First, split them into

one group of 6 and one group of 5.
T: Here you can see 6 + 5. How could I change this to
10 + 1 to make it easy to add?

Call on students for answers. If they struggle to Checking for understanding

explain, help them see that we can add 4 of the allows the teacher to
magnets from the group of 5 to the group of 6. This differentiate as needed. S: Pausing to check for understanding
leaves us with one group of 10 and one group of 1. Reteaching the concept may ensures that all students are getting
Do a quick check for understanding by asking for a be necessary if students are the material from the lesson. If they
thumbs up if that makes sense. Take note of any still not understanding the are not, the teacher can adjust so that
student with a thumbs down and invite them to ask material. all learners are benefiting.
questions.

Split students into Norris and Titans groups. Titans Team “Norris” is comprised of S: Using a sticker as a reward
students will stay in the classroom, Norris will be in the the top 12 scores on the pre- encourages students to be respectful
pod with an activity. Remind students that when they assessment test. These and play the game as they are
get to the pod they will choose a partner to play the students are considered the supposed to. If they are responsible,
game with. If they are quiet in the pod for the entire “on level” group. This group they will gain more from the game.
station and I never have to come out to tell them to be will be working at a faster
quiet, they will all get a sticker when they come back pace. The game they will play
in. in the pod requires a higher
Transition “Titans” students to the visual learning level of thinking. R: Using the “flipped classroom”
portion of the lesson. Allow all students in this group concept of allowing students to be the
to join the front rug, facing the screen. The visual teacher increases feelings of
learning portion is an interactive video that walks importance among the students. They
students through the main idea of the lesson. During also gain respect from their teacher as
this time I will ask a responsible student from the they feel trusted to “teach” the
Titans group to “lead” the visual learning. The students material.
know how to go through the visual learning on their
own. During the visual learning I will be in the pod for
a few minutes to explain the activity. After the visual
learning video is over I will ask questions such as:
 How can we make 10 to help us add?
 What two numbers will we have after we
make a 10?
 How many counters are left over from our ten
frame? Team “Titans” consists of the
 Are the sums the same? students who are considered
 Which equation do you feel is easier for you? “progressing”. This group will
Begin distributing ten frames and red/yellow dots at spend more time with
each table. Have a helper distribute with you. Call on scaffolding, where I will use a
quiet students return to their seats and have their slower pace to incorporate
eyes facing the front. reteaching into the questions.
T: HOCUS POCUS! The game they play in the pod
S: EVERYBODY FOCUS! will be slightly less
T: I need all of my friends’ hands in their laps and eyes challenging.
up here so I know we are ready to begin!

Pull up the Mimio notebook page that is titled “Ten C: Students enjoy using the Mimio, and
Frame” on the screen. This is a page that allows you to the level of engagement increases as
use an interactive ten frame. Write on the whiteboard they perform the interactive
“7 + 6” and ask students how we could use a ten frame procedures.
to solve this problem. Give students 30 seconds of
think time. Call on a student to come up to the board S: Giving think time allows students to
and try it on the interactive ten frame. If they are process what they are learning.
unsure, talk them through it. Make sure they add 7 red
counters first, then 6 yellow counters. There will only
be room for 3 yellow counters on the ten frame, so the
other 3 will go underneath the ten frame. This shows
how “7+6” can be changed to “10+3”. Remind
students that it when a ten frame is full, that means
we have ten counters. We add the bottom three Having two groups will allow
counters onto the 10 because they could not all fit into for more time to be spent
one ten frame. That is how we get “10+3”. Also, show meeting students where they
them how we can still see the 7 red counters, and the are at academically. The
6 yellow counters. games are beneficial for both
teams as it works on
practicing the skills of making
a ten at their own pace.

Have the student who helped with the problem at the

board draw a stick from the cheer bucket, perform a
cheer, and go back to their seat. Then instruct the
whole class to try it on their ten frames in front of
them. Walk and observe. When all students complete
the ten frame, write a new problem “8+6” on the
board. Have students complete this problem on their
ten frames independently. Remind them to use red
AND yellow counters to represent the two numbers.
Walk and observe. Once students are finished, call on
a student or draw a “lucky duck” to come up to the
board and try it on the interactive ten frame. Have the
student defend his/her answer, and ask what the
addition problem would be if we wanted to make a
ten. Students’ ten frames and problems would look
like this:

Allow for the student to choose a cheer from the cheer

bucket, perform cheer, and go back to their seat.

Transition students to independent work. Instruct

them to put counters back into the plastic baggies they
came in. Call two lucky ducks: one may collect ten
frames, the other may collect the counters. Begin
distributing independent practice sheets. Have the
helper of the day assist in passing these to each
student. Sing “The Name Song” while distributing, to
remind students to write their names.
 Pull up the e-version of the independent practice, read
all directions, and work through the top problem
together on the board. Then, have students complete
the sheet independently. Make sure they place their
hands on their head when they are finished, and wait
for the teacher to come around and give them a
marker “dot” after checking their answers.

At 11:10 we will switch groups. The Norris team will

repeat the steps above starting with visual learning.
The Titans team will be in the pod to work on a similar
activity.
10 Closure (1e-4) Give a clapping signal. Instruct all students to place S: Reflecting on the main ideas of the
min. Include what you their hands on their head, and have eyes on the lesson allows for students to process
will ask or say to teacher. what they learned.
students to
refocus students
on learning T: Today we learned how to make a group of ten to
objective. easily add addition problems. Can I have a quiet hand
tell me why we might want to change our problem
into a group of 10 and some more?
S: Because it is easy to add on to 10!
T: Awesome! Is this the only way we can add two
numbers together? Explain why or why not to your
elbow buddy in a whisper. (Give whisper time for 20-
30 seconds, then signal with whistle.)
We are all different learners, and we know that there
isn’t just one right way to solve a problem. We will
continue to work on other kinds of addition strategies
next time during math! Kiss your brains for all of your
hard work today!
Dismiss happy notes and quiet tables to wash up for
lunch.
R: Talking to an elbow buddy
encourages cooperation and improves
bonds between students.
O: Emphasizing originality in this lesson
is a must. Students should feel that
they can solve problems in their own
ways/strategies.
*Clinical Practice Only