Overview

My math lesson titled Spooky Addition Facts was the first math lesson I taught. The lesson was based
on basic addition facts. The lesson consisted of pre, during, and pose-assessments. The lesson included
an interactive math game in small groups and coloring sheet. All assessments were uses to demonstrate
what students knew, what they were learning, and what they had learned from the objective of the
lesson. The objective of the lesson was: students will be able to answer addition and subtraction
problem using different objects. Students should also be able to recognize common addition facts when
they see them on their own. The pre and the post- assessments were made to align with this standard
and to make sure students were learning and understanding of basic addition. The post assessment was
created to see if students were moving toward the learning objective of the lesson.
Pre- Assessment
The pre-assessment is created to see what the students know prior to this lesson. If the students do not
know enough to move forward then a mini review lesson will have to take place. This way the lesson will
not be too much of a struggle for them. If the students by chance know more than expected then the
lesson can go beyond the objective and more activities can be done. This way students will not get
bored with the lesson and more learning will take place than repeating. The pre-assessment will be
based on teacher observation. Questions will be asked, such as: what does an addition symbol look like,
what does it mean to add, and what does an equal sign look like? I will let the students know that it is
okay that they do not know the answers to the questions, because that is what the lesson is going to be
on. The questions are just to see how much a student already knows and if I need to change the lesson
altogether.
The pre-assessment will be scored based on the number of hands raised or not raised. I will be able to
see which students raised their hand the most and which ones did not raise their hand at all. All of the
information will be recorded on a piece of paper. If 11 or more students raise their hand about knowing
what addition means, then I know I do not need to review that part of the lesson. When asked what,
does it mean to add? If only 1-3 hands go up than I know the lesson can continue as planned.
During Assessment
The during assessments are designed to see what the students are learning as I teach the lesson. They
will be required to answer basic addition problems correct, when in the small group. Students will be
able to use manipulatives, if needed. When time for the small group session has ended students will
review the answers to the math problems. This allows me to see if the students are paying attention,
and if they are able to correctly answer the math problems. After 8-10 responses from the class I will
continue to review more addition problems, until we come to another stopping point. .
The during will be scored on a score sheet with the math problems and rather they students missed
them or answered them correctly. I will be looking to see how many students are engaging in the small
group math session. Also I will be observing if the students are using any manipulatives to get the
answers. I will take notes on all comments that are made and how engaged the students are. This will
let me know that I can move forward to the post assessment or if more examples should be given.
Post- Assessment

The post assessment will start off with questions such as: what is addition, how can we add using
different strategies? After students answer the questions, a writing example will be given. The example
will be given to show students ways they can end up with the correct answer. The post assessment will
be based off of the knowledge the students have gained from the pre and during assessments. This will
allow me to see if the students understood the lesson and are able to do the work individually. The
students will be given a two worksheets. The worksheets are also coloring sheets based on the correct
answers of the math problems. The worksheet will be graded on how many questions students get
correct. The students that missed more than 5 problems will have to receive one-on-one help. The
students who miss 5 or below will have learned from the lesson and will be able to move on to the next
lesson.

Lesson Objective

Assessments

Accommodations

Pre-Assessment :
Observation, Discussion

Several examples will

be discussed aloud.
Repetition of all math
problems given will be
reviewed. Students will
also be able to look in
their math books, or
math worksheets and
answer the math
problems. All questions
are welcomed. A lot of
time will be available
for students who need
it. The students will be
grouped based on their
ability and the
manipulatives will be
based on their math
levels from MAP
testing.

During Assessment(s):
Observation, small
group activity and game

Lesson Objective
Students will be able to
recognize addition and
subtraction sentences
and answer those
problems using objects
with 80% accuracy.

Format of Formative
Assessments

Pre-Assessment
During Assessment(s)
Post- Assessment

Participation and
Interaction (student to
student, teacher to
student)
Post- Assessment(s):
Discussion and coloring
sheet(s) with simple
math problems

The visual of the worksheets below were used for this lessons post assessment.

*The
student s had a choice to choose either work sheet or both if time permitted.