Millicent

Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Breanna Hauge

Grade Level: 1st
Subject: Math
Date: Sunday, November 6, 2016

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false.
List the Learning Objective(s) to be addressed in this lesson. Use the following format:
Students will be able to

Students will be able to determine whether a math fact is true or false.
Describe how the objective is relevant to students lives.

Basic math facts are essential to building a childs knowledge. Throughout their schooling
career, they will have to build upon these facts. They will eventually get longer and more
complex, but will always resort back to their basic math facts.
List the words relevant to the content area that you will either introduce and/or review
during your lesson.

-True (right, correct, real)
-False (wrong, incorrect, unreal)
-Addition (together, sum)
-Equation
List the materials you will need to teach the lesson.

-True/False Anchor Chart
-True/False math equation activity
-True/False answer recording sheet
-SMART board
-Math workbook (page 19A and 19B)
-Balance number line





ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure students level of
understanding toward the learning objective(s) prior to teaching the lesson.

Two days prior to giving the lesson, I will have them do the true/false math activity. I will place
a card on each students desk. Each student will also be given an answer recording sheet. The
cards each have a number in the corner. I will instruct the students to start in the
corresponding box that matches the number on their cards.
Then, they will move to the next desk and keep doing the math facts while writing the answer
in the correct box. Once they are done with all 20 math facts, they will turn it into me. This way
I can look at the problems they have gotten wrong and go from there when I teach my lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)



Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).

I will administer the pre-assessment two days prior to giving my lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if
applicable)



Describe how the results of the pre-assessment (what the students have demonstrated they
know) will be used to design the lesson objectives, instruction, and post-assessment.

Done after pre-assessment is given.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students level of understanding toward the learning objectives after teaching the
lesson.

Is your post-assessment included at the end of this lesson plan?



APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a
model of the desired outcome.

Is your key included at the end of this lesson plan?






TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate into the
lesson to enhance instruction and student learning.

The SMART board will be used as an interactive tool that will be used during the lesson to test
their knowledge of their math facts. Each student will be called up one-by-one and will be
asked to select a math fact from the group and drag it to the true or false on the board. This
will test their knowledge and understanding of their math facts before moving on to the YOU
DO section of the lesson.


ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students learning, culture, language, etc. *
Be sure that these accommodations are based on what you identified/described in your
contextual information (Task I).

There are a handful of ESL students in the classroom. Some may need a more one-on-one
instruction. I will give them to them if needed.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

-Throughout the lesson, I will walk around the classroom to monitor behavior.
-I will have the students repeat the directions back to me so I know that they understand
what is expected.
-I will use call back cues to keep and regain the students attention.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning objectives)
Describe how you will activate student interest and present the learning objective in an
engaging way (this is your lesson opening).
To activate the students interest, we will first state that we will be looking at some statements
and think about whether they are TRUE or FALSE.

(I do) What does it mean if I say that something is true?
Here I will discuss the students ideas.
Answer: True means something is right, or correct, or real. I will use this answer to go into the
definition of false.
(I do) So based off the definition of true, what do we think the word false means?
Here I will discuss the students ideas.
Answer: False means something is wrong, or incorrect, or unreal.
(I do) Close your eyes for a second and picture a dog in your mind. I am going to make a
statement. I want you to tell me whether its true, or false.
A dog has 5 legs. -- FALSE

(We do) So if I say something is true, what does that mean?
Answer: it is right, or correct, or real.
(I do) Can someone give me an example?
Here I will discuss the students answer.
(We do) Again, if I say something is false, what does that mean?
Answer: it is wrong, or incorrect, or unreal.
(I do) Can someone give me an example of something that is false?
Here I will discuss the students answer

(repeating just to make sure they understand the difference between what is true and what is
false.)

At this time, I will have the students brainstorm with their neighbor and come up with 1
statement is true, and a statement that is false. I will call on groups and they will share their
answers. (Think Pair Share)
But true and false doesnt have to always be about statements. It can also pertain to math as
well. For example, if I have the statement 6+4=10.
(I do) Is that true? Or false? -- TRUE
(I do) Then if I have the problem 2+2=5, is that true? Or false? FALSE
(I do) How do you know that 2+2 does not equal 5? because 2+2=4. (Show on balance
number line.)
Describe how you will communicate (to students) how the objective is relevant to their lives.
Basic math facts are essential to building a childs knowledge. Throughout their schooling
career, they will have to build upon these facts. They will eventually get longer and more
complex, but will always resort back to their basic math facts.
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective. (cite theories/theorists)
Vygotsky believed that when a student is the Zone of Proximal Development (ZPD) for a specific
task, providing the appropriate assistance will give the student just what they need to give
them the knowledge to be successful in the activity. With a small amount of help from teachers
or peers, the student will be able to expand their knowledge and succeed more than before.
Before the lesson, students will have the knowledge of their basic math facts and how to solve
them. But with some assistance from myself, their teacher, and possibly their peers, they will
be able to achieve more then they knew with being able to reason as to why the facts are
true/false.
Describe how you will check for students understanding before moving on to guided practice.
The students responses to the asked questions and activities such as talking with their partner
and giving examples, thumbs up/thumbs down and call back cues.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice
the skills and content needed to meet the learning objective(s).
At this time, I will have the SMART board activity up on the board. I will explain that I will be
drawing their name out of the cup and they will be asked to come up to the board and choose a
math fact. After quickly choosing a math fact, they will solve it and drag it to the appropriate
true or false area. Once in a while I will ask random students as to how they got their answer. I
will try to do this with both students that get their answers correct and incorrect. This will show
me how they are thinking and their strategies going into the activity. If they would get the
problem wrong, I will explain to the student and demonstrate how to get the correct answer.


Describe how you will check for students understanding before moving on to independent
practice.
Depending on how the activity goes, I will then move onto the independent practice or will do
the SMART board activity over. More as a class/together if I would have to redo.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required
by the lesson objectives? (this is the post-assessment)
At this point, I will have them get out their workbooks. Some of the problems on the worksheet
are more complex than the ones we did on the board. For example: 2+2+2=6+3. Here I would
like them to solve each side of the equation (either side of the equal sign, and see if they
match.) We will do this together so they see that both sides are not equal and I will also show
them on the balance number line.

Once this is complete, we will do the same activity that we did as the pre-assessment. This may
be the same day, or a couple days after. This will tell me whether or not they have retained the
knowledge or not.

APPENDIX: Include a blank copy of your post-assessment.
Is your BLANK COPY of the post-assessment included at the end of this lesson plan?


Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that were taught
in an interactive manner (whole/small group, etc.).
To close the lesson, I will write a problem on the board and have them write either true or false
on a sticky note and hand it to me before I leave.








 ANALYZE
(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will require re-
teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If
you used the same document for both the pre and post assessments, it is strongly encouraged
that you show the comparison.

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
-I felt like my lesson plan was my best one yet. I put a lot of time and effort into making sure
it was thorough and well thought out.
-During the lesson, I feel like I gave each child a chance to answer questions and respond to
the activity.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
-The concept of true/false in math in itself was a difficult concept for the students to grasp.
That made me nervous right off the bat. My cooperating teacher told me right away that her
past classes have struggled with the concept.
-For the post assessment, not all the students were in class that day, which made my charts
look like nobody made any progress after my lesson. Which they did, but I was just missing 4
students totals. Unfortunately, there was no time to make up those assessments either.
-For my SMART board activity, I failed to lock the background in place. That made it harder
for the students to drag and move their parts that they needed to.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.
-With the students being so busy throughout the day, I ran out of time for my lesson. I had a
very short amount of time to give my lesson in between their specials for that day. If I were
to redo my lesson, I would break it up into two days.
-The camera recording the students was a hassle and the students wanted to be seen on the
camera. After talking to my cooperating teacher, she said that having someone come in and
observe would have been better because the camera made them want to act silly and
different.