Lesson Plan Template

SPED 435/ED 427

Topic: Math

Standards:
3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between
addition and subtraction.
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.

Objective: SWBAT solve addition problems with sums of 25 or less.

Student-Friendly Objective: We will add up to 25.

Assessment Plan: Students will be informally assessed through observation,

questioning techniques, and written work. I expect students to solve addition problems
with sums of 25 or less without the use of a calculator. Students will share answers with
each other. Assessment will not count towards a grade but will serve to check
understanding.

Materials Needed: Whiteboard, marker, eraser, workbook, manual, manipulatives.

Key Vocabulary:
Add: increase a number.
Sum: the total.

Anticipatory Set:
• Read Arithmechicks Add Up: A Math Story by Ann Marie Stephens & discuss.

Instructional Inputs:
• Discuss behavioral expectations: Safe, Responsible, Respectful.
• Begin reading the script from the teacher’s manual:
• “Find Part 4 on your worksheet. It tells you to add 1 to each number. What are
you going to add to each number?” (Signal.) 1.
• “Work the problems in Part 4 on your own. Write the answer in the box. Let’s
check your work. I’ll read each problem and you say the answer.”

Modeling:
• On a whiteboard, write any problem students seem to struggle with. Model how
to solve using counting on, mental math, or manipulative strategies.
Guided practice:
• Follow the script in the teacher’s manual to guide students through each
problem in section 4 of their workbooks.
• Ask students to give you a thumbs up if they feel good about these addition
problems, to give you a side-ways thumb if they kind of understand, and a
thumbs down if they’re confused.

Closure:
• Reiterate strategy of counting on from a number to add.
• Reiterate strategy of using manipulatives to add.

Independent practice/application:
• Have students complete the rest of section 4 independently if they feel ready.

Differentiation
• Model counting on with my fingers.
• Model using counters to add.
• Students who finish early may play mathematic games or solve mathematic
puzzles. Students may also choose to read a library or class book.

Transition:
• Ding the chime 3 times.
• Ask students for materials back.
• Review their behavior chart with them.
• Return their folders.

Reflection:
• We accomplished a lot of math today. The students were mostly focused and
worked hard. I appreciated having a curriculum to guide instruction, especially in
Math. It allows students to build on concepts in an organized way. Some of the
students became distracted when using dominoes as counters. I found that the
dominoes are engaging but also tempting to play with. I also learned that
modeling a concept for a few minutes at the beginning of a lesson can minimize
a lot of confusion later on, so I would spend a little more time reviewing and
modeling addition strategies before having students work on their own.