K-8 Math Methods-Dsu Lesson Plan

Dakota State University
College of Education
LESSON PLAN FORMAT
Name: Shelly Townley

Grade Level: 1st grade
School: Dodge Elementary
Date: 3/15/2023
Time: 1:00 p.m.
Reflection from prior lesson:
● I observed the students being able to use objects to count up to 20. There were some students that
struggled with representing what they counted. When I added in letting them draw for their numbers
they were able to represent better.The students did like working with the objects to count. Will be
working on continuing to count and represent, while teaching them numbers beyond 20.
Lesson Goal(s) / Standards

● 1.OA.C.5
Understand counting on as addition and counting back as subtraction e.g. 5, (6,7,8) means 5 + 3 and 5,
(4,3,2) means 5-3
● 1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies
such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading
to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction
(e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums
(e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
● MP2:
Reason abstractly and quantitatively
● MP3:
Construct viable arguments and critique the reasoning of others.
● MP6:
Attend to precision
Lesson Objective(s)
● Will count to 40
● Be able to add math expressions to dice
● Write expressions to match the dice
● Will use worksheets with problems, and pictures of dice to work out expressions.
Materials Needed
● 10-frames(Activity 2)
● Two-color counters (Activity2)
● Worksheets
Contextual Factors/ Learner Characteristics

● 5 students on IEPs
● 2 students with behavior plans
● 21 students, with 13 of them being boys
● 3 ELL students
● Math after morning recess
● Students tend to be restless at the beginning of math
● Students like working in groups and partners
Connection(s) to Research & Theory

● Activate prior knowledge- Counting as a group to 40. To remember the numbers up to 40 that we
counted the day before.
● Provide meaningful content- Add expressions by making their own expressions with dice rolled and
using those numbers. Then fill in a number of dots on dice to make an expression that matches what
is written. This will help them relate to playing games with dice and adding.
● Formative assessment- Observe them sharing their work with their partner. Make notes of who needs
help, and who understands it. Will stop and help students who are needing assistance or guided.
● Scaffolding- Asking questions before we start to refresh what they already learned. Then throughout
the lesson ask questions to help guide the students' understanding of expressions. Continuing to give
less assistance as we go throughout the steps.
A. The Lesson
● Warm up (10 minutes)
Teacher:Class lets count by 1 and start at 0.
Teacher/Student: counting 0,1,2,3…40(will record students as they count)
Teacher: What Patterns do you see?( 2 minutes of quiet think time, record responses)
Teacher: We are going to count again by 1, and start at 0 together.
Teacher: What patterns do you see?
Example of responses:
Each row has 10 numbers.
The last digit of each number in each row goes 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.
The first digit in all the numbers in each row are the same.
1. Introduction ( 5 minutes)
● Hocus Pocus! Everybody Focus!
● I have dice in my hand. Have you ever looked at two dice and added the two numbers
together? Today, you will look at two dice drawn on a paper and match them with the
expression.
● Have you seen a dice without any dots? You will get to add dots to the dice that are on your
paper. Then you will be adding dots to dice to be able to add numbers. When you are done you
will be able to share with your partner what you did today.
2. Content Delivery (35 minutes)
● Part 1: Partners (15 minutes)

Teacher: “On the front of the paper you will see dice drawn and have dots in them. You will count
those dice then, you will draw a line to connect the dice to the matching dice of the expression.
Then, you will add the total counting the dots on the dice. On the second page, complete the
missing dots on the empty dice to be the same as the expression. Then add what you drew on
the dice to get your total.”
(independent work time)
(“Share your work with your partner.”)
( partner discussion)
● Part 2: Partners (20 minutes)
Each group has a set of cards, two recording sheets, and access to 10-frames and two-color
counters.
Teacher: “We are going to learn a game called Check It Off. Let’s play a round together.” “ I am going to pick
two numbered cards and find the sum of the numbers on each card. The sum is the total when adding two or
more numbers.”
Teacher: Choose two cards. “What is the sum of the numbers? How do you know?”
(quiet think time)
(partner discussion)
(Share responses.)
Teacher: “Now I check off the sum. What additional expression represents the sum of the numbers?”
(quiet think time)
(Share responses.)
Teacher: “I record the expression on my recording sheet next to the sum. Now it’s my partner's turn.”
Student Work Time
Teacher: “Take turns choosing two cards, finding the sum, and writing an addition expression. You may have
more than one expression for each sum.“
(partner work time)
Teacher: Going around asking questions like, “How did you find the sum?” “What expression did you write?
What does the expression show?” While also monitoring students who draw pictures or use fingers to find
sums.
3. Closure (5 minutes)
● Have students go to their dots on the carpet.
● Draw two dice on the board and have a student write the expression. Then talk about how they
knew that was the expression, and how they came to that answer.
● Have two empty dice with an expression wrote out and have a student fill in the dice. Then talk
about how they knew what to put in the empty dice and how they came to that answer.
● Draw two dice with on the board and have them hold up total number of fingers up.
B. Assessments Used
● Observations- Seeing which students had troubles counting to 40, and how high students were able to
count. Walked around during partner time and listened to what they were saying and what they needed
help with. During worksheet time doing the same thing.
● Worksheets- I will observe which students need more time using expressions. Will notice if students
can do expressions but when blank dice, they need help.
C. Differentiated Instruction
● Remediation- I will be walking around when students are working on their worksheets and working with
partners to help students one-on-one or in partners. I will guide the students in the thought process
while they get the answer.
● Adaptations for students with special needs- I will give students the opportunity to use the dot
counters to help them count the dots on the dice.
● Enrichment- Will have extra papers with blank dice and no expression for the students to create their
own dice and expressions.
● Language Support- Will be verbal instruction, and modeling for showing how to do the problems.
D. Resources
https://access.openupresources.org/curricula/our-k5-math/grade-1/unit-1/section-a/lesson-2/index.html
#lesson-162410-synthesis
Reflection
I developed this lesson during my K-8th Math Methods course. This lesson wasn’t taught, but I did learn a lot
during the steps of developing it. In this lesson, I worked on coming up with helping students learn to count up
to 40. Plus, learning fluency in addition and subtraction. I included dice as manipulatives to help with students
having hand-on experience. This lesson helped me by helping me know what age appropriate lessons I can
teach for first grade math. I started the lesson by talking to them about dice and getting them excited to use
dice.

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Dakota State University

LESSON PLAN FORMAT

Name: Shelly Townley

Reflection from prior lesson:

Lesson Goal(s) / Standards

Contextual Factors/ Learner Characteristics

Connection(s) to Research & Theory

2. Content Delivery (35 minutes)

● Part 1: Partners (15 minutes)

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