Lesson 1

Name: ​Sarah Heywood ​ Date: ​02/21/19 ​School: ​Cambridgeport School​ Grade: 1

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards:
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for
the unknown number to represent the problem
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10
Instructional Objective:
● SWBAT subitize (see groups of numbers) within 10 using the rekenrek
● SWBAT develop their number sense by using 5 and 10 as anchor numbers
● SWBAT visualize numbers within 10

Assessment:
I will be observing students as they build numbers on the rekenrek as well as listening to their
oral and written explanation on their exit ticket

Academic Language Objective:

● ​SWBAT describe the way they built a number using the sentence frame, “I saw the
number ____ (insert number they are building) by using ___ (5 or 10) as my anchor and
____________( insert strategy: counting on, taking away, adding)”

Assessment:
Each student will receive a copy of the sentence frame to refer back to whenever explaining their
answer. I will be listening for oral explanations using the frame and their written explanation on
the exit ticket should also reflect their sentence frame.
Content:
This lesson is focused on subitizing within 10 by using the numbers 5 and 10 as anchors in order
to “see” a number more efficiently (in groups rather than individually).

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to​ ​effectively teach the lesson and meet the lesson objectives.

Opening ​(5 minutes​)​:​ “Pre-assessment” flashcards

We are going to play a quick game. I am going to show you different flashcards with different
amount of beads on each. When I show it to you, I want you to tell me how much is on the card
as fast as you can. I also want you to tell me how you figured out the answer.
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 ● Show five flashcards with the numbers 5, 9, 11, 15, 18.
● Record how long it takes students to solve each one
● Record students’ strategies for solving.

During​ ​Lesson ​(20 minutes)​:​ Introduce Rekenrek

Activity 1:
I want you to look closely at what I am doing. ​(Cover the bottom row of the rekenrek using a
folded sheet of construction paper and slide all the beads in the top row over to the right).
What do you notice about the rekenrek?
● Take volunteers
● Look for answers such as
○ It has red and white beads
○ 5 red, 5 white
○ There are ten beads in all (5+5=10)
Now, I am going to slide some beads over to the left. I want you to look closely and be ready to
tell me how many I moved.
● Move 4 beads to the left
How many did I move and how do you know?
● Take volunteers
○ Look for answers such as 5-1=4, 2+2=4
○ Record how many students counted by 1s
Whenever we are trying to build a number on the rekenrek, we can use the numbers 5 and 10 as
an anchor. In this case, an anchor number means the number we started at and either move
forward from or move backward from.

Now I will push all my beads back to the right, or our “start” position and I will slide a new
number of beads over. Once again, I want you to tell me how many beads I moved but this time,
without counting by ones.
● Slide 6 over
● Have students share their thinking with a partner
● Take a few volunteers
● Look for answers such as 10-4=6, 5+1=6, 2+2+2=6, 3+3=6
○ Give recognition to the multiple ways of “seeing” 6
Did any of you use 5 or 10 as an anchor/starting point? Explain

Now I will slide 3 more beads over. I want you to tell me how many beads I have now
● Have students share the multiple ways to see 9 and model this time using the sentence
frame “I saw the number ​9 ​by using ___ (5 or 10) as my anchor and ____________(
insert strategy: counting on, taking away, adding)”

Activity 2:
Now, we are going to play a game called “Slide to the Left”. Each of you have a rekenrek and a
deck of subitizing cards with numbers 1-10. Your job is to pull a number from your deck and
build that number on your rekenrek using only o​ ne move/slide. T​ hen, explain to a partner how
you built your number using the sentence frame

For example, if I pulled the card “7” from my deck, how can I build the number 7 in one move?
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 ● Take volunteers
● Look for responses such as 5 red and 2 white beads, counting backward from 10 (10-3=7)
Now how can we explain that using our sentence frame? Take volunteers and model response.
● Build 7 on rekenrek in one move
● Encourage students to build either using one row only or a combination of both rows (ex:
moving 5 on top and 2 on the bottom at the same time).
Have students practice for about 3 rounds of slide to the left

Now I want everyone to choose one of the numbers they built and explain to me how you “saw”
your number and built it in one move. Remember to use your sentence frame to describe what
you did.
● Have students share what the strategy they used in figuring out how to make their number
in one move

Closing ​(5 minutes)​:

Each of you have an exit ticket in front of you. It is a challenge question but you can use the
same strategies we learned today to answer it. The question reads: Build the number 11 in one
or two moves? I want you to fill in the sentence frame describing how you would build the
number 11.
● Collect exit tickets
● Check for misconceptions and understanding
● Address any misconceptions in Lesson 2 or if students were able to answer the question
accurately, move on to numbers 11-20 in lesson 2.

3
 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:

UDL​ at a glance: ​http://www.udlcenter.org/resource_library/videos/udlcenter/​udl​#video0

Overview:​http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples​ ​http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: ​What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another reading Use Braille or large report
print
Pair students Provide on-level Extend time
reading Use manipulatives
Use assistive devices

Give verbal cues to Technology Use interpreter

emphasize main ideas
Give students copy of Give more breaks
Increase number of directions
review activities Allow use of computer

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples​:
Support #1: Use manipulatives: ​The rekenrek is a great tool for helping students see a number.
The groups of colored beads makes it more accessible to use 5 and 10 as anchors.
Support #2: Give students copy of directions: ​Since the sentence frame is a bit lengthy,
students will have individual copies with them to refer back to whenever explaining their
answers.
Support #3: Pair students: ​There are a few moments of turn and talk throughout the lesson and
I will be sure to seat students strategically next to someone they are less likely to be distracted
by and can stay on task when answering a question.
4
 FINAL DETAILS OF THE LESSON
Classroom Management:​ If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will use the count down strategy, counting down from 5 whenever a transition period is
approaching. I will also use “All hands on top-Everybody stop” as a call and response attention
grabber.

Materials: ​What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
● Rekenrek Flashcards
● Large rekenrek for demonstration
● Smaller rekenreks for each student
● Sentence frame handout
● Exit ticket
● Pencils
● Folded construction paper

Follow-up:
Lesson 2 and 3 will be based on the results from the exit ticket given. If students are able to use
strategies for subitizing within 10 and apply it to numbers above 10, then they are able to move
on. If not, I will use lesson 2 as a review of subitizing within 10 and walk students through
numbers up to 15 once they have mastered 10.

5
Flash Cards 

6
7
 
 
 
 
 
 
 
 
 
 
 
8
 Sentence Frame 
 
I saw the number ____ (​insert number you are 
building​) by using ____ (​5 or 10​) as my anchor 
and ____________(​insert strategy: counting on, 
taking away, adding​)  
 
 
For example:  
I saw the number ​7 ​by using ​5​ as my anchor 
and ​counting on two more​.  

9
 EXIT TICKET  
 
Build the number in one or two moves on the 
rekenrek. Use the sentence frame below to explain 
how you built it.  
 

 
I saw the number 11 by using ______ (5 or 10) as my 
anchor and ___________________________________________ 
________________________________________________________ 
(insert strategy)  
 
 
 
10
 Lesson 2

Name: ​Sarah Heywood ​ Date: ​03/13/19 ​School: ​Cambridgeport School​ Grade: 1

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards:
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations (number sentences) with a symbol for
the unknown number to represent the problem
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10
Instructional Objective:
● SWBAT subitize (see groups of numbers) within 20 using the rekenrek
● SWBAT develop their number sense by using 5, 10, 15, and 20 as anchor numbers
● SWBAT visualize numbers within 20

Assessment:
I will be observing students as they build numbers on the rekenrek as well as listening to their
oral and written explanation on their exit ticket

Academic Language Objective:

● ​SWBAT describe the way they built a number using the sentence frame, “I saw the
number ____ (insert number they are building) by using ___ (5, 10, 15 or 20) as my
anchor and ____________( insert strategy: counting on, taking away, adding)”

Assessment:
Each student will receive a copy of the sentence frame to refer back to whenever explaining their
answer. I will be listening for oral explanations using the frame and their written explanation on
the exit ticket should also reflect their sentence frame.
Content:
This lesson is focused on subitizing within 20 by using the numbers 5, 10, 15, or 20 as anchors in
order to “see” a number more efficiently (in groups rather than individually).

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to​ ​effectively teach the lesson and meet the lesson objectives.

Opening ​(5 minutes​)​:​ “Pre-assessment” flashcards

● Review flashcard game. Have students record the time it took them to solve

11
During​ ​Lesson ​(20 minutes)​:​ Review subitizing within 10
Activity 1:
Have students practice a few rounds of “Slide to the left”
Alright we are going tor review Slide to the left. Who can remind me how to play this?
● Take a volunteer
So remember I want you to build the number in one move! Okay any questions?
First number I want you to build is 8. Record on your sentence frame how you built it. What
anchor number did you use? Did you add or subtract?
Next number is 15. Last number is 17.

Activity 2: “How Many More?”

In pairs, I want you to build numbers between 1-10 using the top and bottom row of the rekenrek.
I will demonstrate an example using the number 6. First I need a partner.
● Take a partner
So if the number we want to make is 6, I can move 3 on top and my partner needs to figure out
how many more they need to move in order to make 6. How much more would my partner need
to move?
● Take a volunteer
● Have student partner move 3 more
Once we have built our number, we will record our number sentence on our game recording
sheet.
What if I had decided to move 4 on top instead of 3. How much more would my partner need to
move?
● Take a volunteer
Okay I want you to partner up now. Decide who is player one and who is player 2. The number I
want you and your partner to build is 7 and 9.

Now let’s try numbers between 11-20. I want you to build the number 14.
● Observe whether students can reason through the challenge that partner 2 can never move
more than 10 beads so when numbers are above 10, partner 1 has to ensure they are
moving half the number or more. For example, if they are making the number 16, partner
1 cannot push over a number lower than 6.
Closing ​(5 minutes)​:
Each of you have an exit ticket in front of you. It is a challenge question but you can use the
same strategies we learned today and during the first lesson. The question reads: Build the
number 18 in two moves using the top and bottom row of the rekenrek? I want you to write an
addition number sentence. I also want you to build 18 using our sentence frame. What anchor
number would you use?
● Collect exit tickets
● Check for misconceptions and understanding
● Address any misconceptions in Lesson 3 or if students were able to answer the question
accurately, move on to “Roll and Record in lesson 3”
Attitude Scale: How do you feel about today’s lesson? Do you feel like you’re getting better
at subitizing? Show me on a scale of 1-4 with 4 being “I feel like I’m great at subitizing
now”

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 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:

UDL​ at a glance: ​http://www.udlcenter.org/resource_library/videos/udlcenter/​udl​#video0

Overview:​http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples​ ​http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: ​What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Seat students Graphic organizers
strategically near one Provide alternate Give daily progress
another reading Use Braille or large report
print
Pair students Provide on-level Extend time
reading Use manipulatives
Use assistive devices

Give verbal cues to Technology Use interpreter

emphasize main ideas
Give students copy of Give more breaks
Increase number of directions
review activities Allow use of computer

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples​:
Support #1: Use manipulatives: ​The rekenrek is a great tool for helping students see a number.
The groups of colored beads makes it more accessible to use 5, 10, 15 and 20 as anchors.
Support #2: Give students copy of directions: ​Since the sentence frame is a bit lengthy,
students will have individual copies with them to refer back to whenever explaining their
answers.
Support #3: Pair students: ​There are a few moments of turn and talk throughout the lesson and
I will be sure to seat students strategically next to someone they are less likely to be distracted
by and can stay on task when answering a question.
13
 FINAL DETAILS OF THE LESSON
Classroom Management:​ If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will use the count down strategy, counting down from 5 whenever a transition period is
approaching. I will also use “All hands on top-Everybody stop” as a call and response attention
grabber.

Materials: ​What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
● Rekenrek Flashcards
● Large rekenrek for demonstration
● Smaller rekenreks for each student
● Sentence frame handout
● Exit ticket
● Pencils
● Game Recording Sheet

Follow-up:
Lesson 3 will be based on the results from the exit ticket given. If students are able to use
strategies for subitizing within 20, then they are able to move on. If not, I will do an extension of
this lesson to ensure students are following..

14
Flash Cards 

15
16
 
 
 
 
 
 
 
 
 
 
 
17
 Sentence Frame 
 
I saw the number ____ (​insert number you are 
building​) by using ____ (​5, 10, 15, or 20​) as my 
anchor and ____________(​insert strategy: 
counting on, taking away, adding​)  
 
 
For example:  
I saw the number ​7 ​by using ​5​ as my anchor 
and ​counting on two more​.  

18
 Game Recording Sheet  
 
Complete the addition number sentences below.  
 
 
________ + ________ = ________  

________ + ________ = ________  

________ + ________ = ________  

________ + ________ = ________  

________ + ________ = ________  

19
 EXIT TICKET  
 
Build the number in two moves using the top 
and bottom rows of the rekenrek. Complete the 
number sentence below.  
 
 
________ + ________ =  
 
 
I saw the number 18 by using ______ (5, 10, 15, or 
20) as my anchor and 
___________________________________________________ 
___________________________________________________ 
(insert strategy)  

20