Math whole number lesson plan

Whole Number Operations 1 Lesson Plan Catherine V. Long School Of Education. Liberty University EDLC 530- Teaching Mathematics Dr. Holter Author Note Catherine V. Long I have no known conflict of interest to disclose . Correspondence concerning this article should be addressed to Catherine V. Long. Email:cvlong@liberty.edu Page 1 of 8

Whole Number Operations 2 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: C atherine V.Long Grade Level: 1st Candidate’s Endorsement: Special Education : General Curriculum Central Focus: Whole Number Operations Subject: Math Learning Segment Theme: Addition with Whole Numbers Where in the learning segment does this lesson occur? ☒ Beginning ☒ Middle ☐ End Lesson Structure or Grouping: ☐ Whole Class ☒ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) The small groups in this class have both male and female students. There are different types of family structures, ethnicities and races. A lot of the students live in a single parent home. Three students have step-parents and one student has bio mom and dad in household. Three of the students attend the after-school program. Cultural (Traditions, dialects, worldview, literature, arts, etc.) All of the students speak only English. One student is ELL because his parents speak creole but he does not speak creole. In this class there are 3 girls and 6 boys. The class comprises of one student is white , two students are mixed with black and white and 6 students who are African-American Community (Landmarks, community events, etc.) This city is located is Virginia’s Blue Ridge Mountains. Roanoke is known to be the “The Star” city. Roanoke is very popular for is out recreation and also its boutiques, Farmers Market and various museums Developmental (Cognitive, physical, social, and emotional) The students are all at different paces. The students are very helpful to each other and very considerate of differences. The students work well in pairs and in groups. The students are able to use partner talk to their benefit. One student can sometimes antagonize other when his frustrated but often admits his wrings and apologies and the other student understand that he does not have bad intent C ONTENT S TANDARDS State Standards 2.NS.1 The student will utilize flexible counting strategies to determine and describe quantities up to 200. 2.CE.1 T HE STUDENT WILL RECALL WITH Page 2 of 8

Whole Number Operations 4 different learning styles making it accessible for all Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues This strategy applies because the passages will connect concepts. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Given a pair of dice the student will be able to figure out the sum of the dice after each roll during 2 out of 4 instructional measurement assignments with 5/6 identified correctly. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? I will begin with rolling the dice and having students shout the answer sum once they have solved. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling 1.I will incorporate technology by having students watch a video on finding the sum of two whole numbers. 2. I will also incorporate technology by offering students to use the dice generator on their iPad 3..I will model how to appropriately roll dice and add up the sum of both die 4. I will model how to use dice generator and add up sum on dice generator. 4. Once I add up my sum I will model how to color in the number of the corresponding sum on my worksheet . Guided Practice 1.I will pass out a worksheet and a pair of dice to each student with various numbers of possible sums you can get by adding dice (2-12) 2.. I will walk around and guide students through appropriate dice rolling and adding up the sum of the Page 4 of 8

Whole Number Operations 5 dice. 3. I will ensure students are coloring sum number answers of the worksheet. Tier 3 Students will use number chart or other manipulatives to find the sum Tier 2 students will use fingers to count the sum on dice Tier 1 Students will count dice in their head Independent Practice 1.Students will be given a worksheet and a pair of dice 2.Students will independently roll the dice , add up the sum of the dice and color in the correct number. 3. Students will work to fill up their whole worksheet by rolling the sum and coloring in the corresponding number Tier 3 Students will use number chart or other manipulatives to find the sum Tier 2 students will use fingers to count the sum on dice Tier 1 Students will count dice in their head E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? Today we have learned about addition and finding the sum. Who all can tell me what sum means? I will roll the dice and you all will raise your hand when you feel ready to tell me the sum E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Use a number chart and asses students’ ability to add. Such as “Looking at the number chart what is 3 plus 1?” Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Reminding students that we are adding our two rolled numbers to find the sum. I will review the definition of sum and ask students to show their answers to ensure accuracy. Page 5 of 8

Whole Number Operations 7 -I will have students participate in partner for learning connections. S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) -One student will have access to a slant board given by occupation therapist as stated .in his IEP -Two students will be given pencil grips given by occupational therapist as stated in the IEP. -One student with visual disability will able to have proximity seating and will not have to return to seat during independent work - TO CHALLENGE STUDENTS THAT HAVE ALREADY MASTERED “BR” BLENDS STUDENTS . THE WILL BE ASKED TO STRETCH OUT THE SYLLABLES IN THE CONFIRMED “BR” WORDS ELL My one ELL student does not speak any other language other than English Learning Styles/Student Engagement Visual learners- access to video, access to use of colors on the sum worksheet , optional access to visual dice on iPad Auditory- access to video,. Kinesthetic learners- opportunity to use real dice, opportunity to color in correct sum in various colors Extension To provide an extension from students who have mastered sum they will be given problems with the sum and an additional number given and asked to find the missing numbers. 7+_= 10 _+9=12 8+_=11 _+ 3=7 R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Council of Chief State School Officers. (2013, April). InTASC model core teaching standards and learning progression for teacher 1.0. https://ccsso.org/sites/default/files/2017- 12/2013_INTASC_Learning_Progressions_for_Teachers.pdf Page 7 of 8

Whole Number Operations 8 Hartman, J. (2021, March 4). Move and add, add and move | Jack Hartmann addition song. YouTube. https://www.youtube.com/watch?v=uONIJ5TQ2DA Natalie. (2022, January 20). Cover up! - addition facts game. Teach Starter. https://www.teachstarter.com/us/teaching-resource/cover-up-addition-facts-game/ Number and operations - national council of teachers of mathematics. National Council of Teachers of Mathematics. (1996). https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Number-and- Operations/ Virginia Dept of Education. (2022). Mathematics Standards of Learning for Virginia Public Schools. https://www.doe.virginia.gov/teaching-learning-assessment/k-12- standards-instruction/mathematics R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. Thanheiser, E., Whitacre, I., & Roy, G. J. (2014). Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Whole-Number Concepts and Operations. MATHEMATICS AND STATISTICS FACULTY PUBLICATIONS AND PRESENTATIONS. https://pdxscholar.library.pdx.edu/mth_fac/83/ Page 8 of 8