Augustana Individual Lesson Plan Format

For lessons which will be observed by a supervisor, we will require candidates to address the following pre-observation questions, which connect to Augustana Standards and Indicators: The Content: 1. Previous learning- What is the context for this lesson? How will you build on content learned in previous lessons? On what knowledge, skills, and/or abilities is this lesson going to build? In this lesson students will be reviewing their fact families along with reviewing the inverse operations between addition and subtraction. Students will be building on previous knowledge about fact families that they learned about in first grade. The students also built on this knowledge all through second grade as well. As I go through the lesson, students will be able to use their previous background knowledge of math facts to help them gain a better understanding of fact families. Their background knowledge of fact families from the previous 2 grades will also help the students to gain a deeper understanding of addition and subtraction. 2. Future learning- How do you anticipate using the content from this lesson in future lessons? As the year continues students will continue to practice their addition and subtraction facts. Third grade is not the only grade that students will be expected to know and practice their math facts. This practice will continue into to 4th grade along with the study of fact families. The Environment: 3. How will your choice of materials and resources and your arrangement of the physical environment enhance learning? For this lesson, I am going to have the students in their learning clubs so that the students can learn as a class, but still have the support of their classmates for when they get confused or fall behind. I will also be using the promeathan board to work through the students math journal problems with them. This will give me a chance to see which students are understanding what they learning as we go through the lesson instead of having students work on the pages independently. The Lesson 1. Unit title/grade level/course/date. Unit 2 Adding and Subtracting Whole Numbers. Grade 3. Math. 9/13/12 Performance Objective (in the teaching profession, youll also hear this called an aim, outcome, learning target/goal): Students will review fact families and number families along with reviewing the inverse relationship between addition and subtraction by working through their math book pages and then completing homelink 2.1 at home. 3. Rationale (Instructional Goal/Purpose): Content Standards- Numbers and Operations, Algebra Process Standards- Problem solving, reasoning and proof, communications, connections, and representation. 2. This lesson fulfills these content and process standards by the math skill of addition and subtraction. Students are using numbers and then the operations of subtraction and addition to help them gain a more deeper understanding of these operations. The lesson also fulfills the algebra standard because students are learning basic algebra when they are doing fact family triangles. With a blank left in the fact triangle students have to figure out what number fills in the blank and completes the fact family which is a very simple of algebra. Students also gain an understanding of algebra in fact extension problems, whats my rule, and the story problems. In

each of these types of problems there is at least one fill in the blank that students will have to make use of their addition and subtraction facts in order solve these simple algebraic problems. As students work through these problems they will also have to make use of the process standards in order to answer the problems and gain a full understanding of the concept. 4. Assessment strategy: The assessment that I will use for this lesson is part of the Recognizing Student Achievement (RSA) section of Everyday Math. For this particular lesson, students will be assessed on their ability to answer to addition and subtraction problems in which the equals sign is on the left opposed to the right. I will walk around and mark students off who struggle with this concept. 5. Accommodations for Exceptional Learners: For Perin, my student who has an IEP, I will make sure to provide him ample time to answer the questions. I will also make sure to have a few support buddy checks throughout the lesson to make sure that he is keeping pace with the rest of the class. For students who need enrichment, I will provide extra problems that they can work on as the rest of the class works on the regular math journal problems. This will give the students a chance to deepen their understanding and keep them from just sitting in at their desks with nothing to do while they wait for the class to catch up with them. 6. Grouping strategy: Students will be grouped in their learning clubs which provide the students with some support from their peers. However, most of the lesson will be based on independent understanding, students will get a chance to work with partners to reteach or explain what they have learned. 7. Materials: Everyday Math Journal Promeathan Board Document Camera 8. Enactment: Hook (Anticipatory Set; Introduction): To start the lesson, I will show a fact triangle on the board and ask the student if they know what it is and how it is use? This will get the students engaged and thinking about fact families. Student Aim Students will review the inverse relationship between addition and subtraction along with reviewing fact families by completing math journal page 30. Development (the body of the lesson): 1. To start the lesson after I do the hook, I will have students get out their white boards to do the mental math for the lesson. The mental math for the lesson will be students practicing some addition and subtraction facts. 2. Next I will begin to review fact family concepts. I will ask students why it is possible to write two addition facts using the same numbers. This will bring on a discussion about the commutative property of addition or turn around rule. 3. I will then discuss with the students if it is possible to use the turn around rule for subtraction. 4. I will also ask the students how we can write 2 subtraction problems from the same three numbers. 5. We will then have a discussion about how addition and subtraction facts can help you answer other questions. 6. Next we will have a discussion/review of the addition/subtraction facts table. 7. We will now work through the math journal page after discussing all the skills needed to complete the page. Culmination (Conclusion, Closure, Recap, Wrap up) The lesson will close with the students stating some things they learned in the lesson. This will help to reinforce was what was just learned in the lesson. Leap (looking forward/next steps)

In coming lessons student will continue to develop their understanding of math facts to do more addition extension problems. Students will also make use of their addition and subtraction facts to understand part part whole story problems and whats my rule problems. Postlude: In reflecting on your teaching experience1, please address the following questions: 1.
If you could teach this lesson to the same group of students again, what are two or three things you would do differently to improve the learning of these students based on their varied needs and characteristics? Consider missed opportunities and other aspects of planning, instruction and/or assessment. Citing evidence from your experience teaching this lesson, explain why you would expect these changes to make a difference in student learning.

2.

1 Drawn from the Teacher Performance Assessment Consortiums September 2011 manual, retrieved September 13,
2011 from http://bit.ly/n6b89C.