Lesson

Modification
Project
Laura Soto
TTE 316
December 6, 2014

Overview of Lesson
Group

Characteristics: First grade ELD class

with 5 boys and 5 girls (pseudonyms used)
Lesson Source: Adaption from Investigations
Objective: The student will be able to
accurately identify and write numbers missing
in a hundreds chart.
Standard: (1.NBT.A.1) Count to 120, starting at
any number less than 120. In this range, read
and write numerals and represent a number
of objects with a written numeral.

Main Task
The

students will be encouraged to

pair up and invited to play a game.
Partner 1 will hide a numbers with a
unifix cube on the 100s chart and
partner 2 will use their number sense
to identify which numbers are
missing and write it on their Missing
Number Recording Sheet

Why Did I Chose This Clip:

These Clips Depict:
Change of Environment
Transition into Partners
Strategies Used

When Did They Occur:

Introduction

Transition

into Pairs (Represented)

Main Lesson

Whats Not Shown

Strategies Observed:
Giant and Ester were challenging themselves by not
covering any of them and identifying it as zero. I partnered
them up because they both excel in the math and I
wanted them to be able to challenge each other.
A scaffold noticed by Ivy was one that I had not
introduced and was her own idea. Ed was her partner. He
hid a number and watched Ivy record what number was
before the unifix cube. Then she went up to the hundreds
chart that we used for the introduction and found the
number that matched. She then moved her finger to the
right and smiled and told Ed the number. He nodded
excitedly. Ivy needs someone who models for her but
doesnt tell her how to do it. Ed does a great job of finding
the balance between the two and staying fair. They are
also friends outside of the classroom so I partnered them
up due to this compatibility

Continued

Gear and Salad was the next partnership. Salad

sometimes has anger challenges that result in
challenges amongst his peers. Some strategies
from Salad included that he looked at the first
number in the row and the last number in the
column. Gear explained that she counted on
from 20 to find 25.
Jewels had trouble staying on task but the
support from her partner and the assistant
teacher helped scaffold her learning.
The same was true about the partnership
between Ken and Vicky. I observed that Ken
had stopped working on his worksheet and
continuously asked to use the restroom.

What I Would Like to Explore:

More

inclusive environment by kneeling

Power and Participation
Scaffolding

Questions???