Anda di halaman 1dari 2

Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Jennifer
Subject(s):Math Grade Level(s): 1st Date: TBA
Mendoza
Standard(s):
Single/Multi-Day Lesson:
Operations and Algebraic Thinking
1.0A Single
Understand and apply properties and the relationship between
3. Apply properties of operations as strategies to add and subtract.
Examples: If 8+3=11 is known, then 3+8=11 is also known.
numbers added to make a ten, so 2+6+4=2+10=12. (Associative
Written Standard K-2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
Language Standards K-5
Convention of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Properties of operations will be applied to addition. (Concept)
II. LEARNING OUTCOME (Objective): Students will apply properties of operation to addition.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): With knowledge of
addition and subtraction, students will apply properties of operations to addition. In the following
lesson, students will learn that subtraction is an unknown addend problem. (1.0A.4)
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Five students will come to the front holding one of
the following signs: 2, +, 5, =, 7. Students will work together as a class to create a number sentence.
They will then line up to create a different number sentence by changing the order of the addends.
The class will then be asked why the answer to the second number sentence is the same as the first
one they came up with.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Review Engagement
a. Students will discuss in pairs what they saw in the engagement activity.
b. The teacher will listen to student discussions. A pair will be called and asked to share.
Step #2 Commutative Property of Addition
a. In pairs students will come up with two different addends and determine the sum using
cubes. They will then be asked to arrange the addends differently by constructing two
towers. Ex. 2+4=6, 4+2=6.
b. The teacher will walk around and assist students.
Step #3 Associative Property of Addition
a. Students will be shown a number sentence on the board. Ex. (2+3) +7=2+ (3+7) What are
*Note: Use CTRL + TAB for indents in outline format.

the similarities and differences between the right side of the equal sign and the left side?
What does the equal sign mean? Two pairs of students will be asked to explain what they
observed and whether the grouping of the numbers affects the answer for each side.
b. Students will respond orally to the teachers questions.
Step #4 Associative Property of Addition
a. In pairs students will come up with three different addends and be asked to find the sum
using cubes. They will then be asked to group the numbers differently by building two
towers. Ex. 2+ (3+5) = (2+3) +5. A pair of students will mention the addends they selected
and how they grouped them differently.
b. The teacher will observe students.
Step #5 Application Activity
a. In pairs or independently, students will complete a worksheet on the associative property of
b. Teacher will walk around the class and monitor how student progress.
B. APPLICATION ACTIVITY (Practice and/or Reflection): The associative property of addition
worksheet has three columns and lists eight number sentences. The answer to the number sentences
will be written in the first column. In the second column, the number sentence with the differently
grouped addends will be written and the result will be included in the third column. See Step #5.
C. MATERIALS & RESOURCES:
Cubes
Five different signs
Pencils
Board
Math journal
Vocabulary chart
Worksheet
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Steps #1-5
Summative: By recalling the engagement activity and reviewing the vocabulary chart, students will write
in their math journals what they learned about addition and summarize the engagement activity.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Visual aids
Hands on activities
Working in pairs: Students who are advanced learners are paired with ELL students.
Questioning
Repeat questions for ELL students
Hear students response
Manipulative
VII. HOMEWORK (IF APPROPRIATE): No homework assigned.