Teacher Education Lesson Plan Template

Teacher: Miss Kooiman

Date: Monday, November 14

Title of Lesson: Addition, Day 3

Cooperating Teacher: Miss Hunley

Core Components

Subject, Content Area, or Topic

Math

Student Population
23

Learning Objectives
The student will be able to
Use addition vocabulary
Add two numbers together to create a sum

Virginia Essential Knowledge and Skills (SOL)

1.5
The student will recall basic addition facts with sums to 18 or less and the
corresponding subtraction facts.
Materials/Resources
Computer, projector, Addition Anchor Chart, laminated large numbers, laminated = and +
signs, whiteboard, dry erase markers, November Math Facts Worksheet, Spin & Add
game, Dice Addition game, available computers for technology station, story problem task
cards, flip-flop addition pages in sheet protectors, and math counters.
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used

Strategy
Identifying Similarities & Differences

Return
45%

Summarizing & Note Taking

Reinforcing Efforts & Providing Recognition

29%

Homework & Practice

28%

Nonlinguistic Representations

27%

34%

Cooperative Learning

23%

Setting Goals & Providing Feedback

23%

Generating & Testing Hypothesis

23%

Questions, Cues, & Advanced Organizers

22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used

Strategy

Return

Teach Others/Immediate Use of Learning

95%

Practice by Doing

75%

Discussion

50%

Demonstration

30%

Audio Visual

20%

Reading

10%

Lecture

05%

Safety (if applicable)

Time
(min.)
5 min

Process Components

*Anticipatory Set
Hook: Add em Up song

https://www.youtube.com/watch?v=INHYb1RNaMM
*TTW transition the students back to their seats.
1 min

*State the Objectives (grade-level terms)

Teacher says: Today, we are going to learn another strategy to add to our anchor
chart. It is called the flip-flop strategy.

3 min

*Instructional Input or Procedure

TTW will choose 4 good listeners to come up and be her helper. TTW hand out
props: large number boards, + sign, = sign, and the whiteboard.
TSW stand in a line representing the addition sentence 6 + 4 = ______ using the
props. TTW prompt the students to use the count-up strategy taught last week to
count up from 6 in their minds to find the sum. TTW write 10 on the whiteboard and
asks for thumbs up/thumbs down if you agree/disagree.
Teacher says: What do you think will happen if I ask these 2 students to switch
places (6 and 4)?
The two students will switch places in their addition line, and all TSW use count-up
to see if 4 + 6 = 10 (thumbs up/thumbs down).

5 min

*Modeling
TTW continue to model the flip-flop strategy by asking 2 more groups of students
to come up and repeat the process.

1 min

*Check for Understanding

True/False 5+3=8 (thumbs up/thumbs down)
True/False 4+1=6 (thumbs up/thumbs down)
30 min

*Guided Practice/Independent Practice

TTW transition the students into math centers for the guided math portion of the
lesson.
The stations will include:
M: November Math Facts Worksheet
A: Spin and Add
T: ABCya! Facts Shoot Out
H: Dice Addition
While students are moving from station to station, TTW call differentiated small
groups to meet with her for guided math instruction.
Remediation: Number line strategy, picture strategy, or counting manipulatives
On-level: Flip-flop strategy page with colored ten cubes in sheet protectors
Enrichment: Story problem task cards

ongoin

Assessment

TTW assess learners understanding of addition and flip-flop strategy in small

groups.

1 min

*Closure
Teacher says: Tomorrow we will review all the strategies we have learned to help
us solve addition sentences.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

style).
Differentiation during small groupsRemediation: Number line strategy, picture strategy, or counting manipulatives
On-level: Flip-flop strategy page with colored ten cubes in sheet protectors
Enrichment: Story problem task cards
Classroom Management Issues (optional)
TTW explain each new math center so students have proper understanding of how to
complete tasks.
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?
I really liked this lesson. The students were engaged throughout the whole group portion,
math centers, and guided small groups. When I met with my students in small group, I could
tell many students showed understanding of the flip-flop strategy.
*Denotes Madeline Hunter lesson plan elements.

Emily Kooiman
Intern Signature

1. Hunley
Cooperating Teacher
Signature

November 14, 2016

Date