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Grade & Subject Area:_1st-Math______________________________

Date for Planned Lesson:__2/2/17_____________________________

Personal Goal: What lesson delivery skill do you want to improve?

Something I would like to improve is rephrasing or reteaching during a lesson. Being able

to restate something in a way that makes sense to the specific group of students I am

teaching.

*Examples are given in the right hand column. When submitting your

lesson plan, you may either replace the given examples or leave them

intact.

Lesson Title More Than and Less Than Number Stories

MN/CC State Standard(s) MN Standard: Numbers and Operations: 1.1.1.2: Read, write and represent

- direct quote from MN standards whole numbers up to 50.

documents MN Standard: Number and Operations: 1.1.1.5: Compare and order whole

- if only focusing on one part of a numbers up to 120.

given standard, underline the part MN Standard: Numbers and Operations: 1.1.1.6: Use words to describe the

being focused upon relative size of numbers. Use the words equal to, not equal to, more than, less

than, fewer than, is about, and is nearly to describe numbers.

Mn Standard: Numbers and Operations: 1.1.1.1: Use place value to describe

whole numbers between 10 and 100 in terms of tens and ones.

Central Focus To provide practice with more than and less than number stories: and provide experiences

- derived from standard, with writing number models for number stories.

- communicates general goal

Learning Target for this Lesson The student will be able to explain more than and less than and will be able to write

- concisely says what students will be number models for number stories.

able to know and do

- start with appropriate language

function (active verb)

Academic Language (AL) a. Domain-specific academic vocabulary: more than, less than, number model, number

a. Domain-specific Acad vocabulary story, relation symbol.

b. General Academic vocabulary

(words used in school across many b. General academic vocabulary: compare.

subject areas) c. Sentence Frame: X is more than, or less than Y because Z.

c. Syntax Sentence Frame: Example

sentence that students can use d. In Part 1 Assessment (below), Students will discuss with a partner what the name of the

to accomplish target symbol is and will respond as a class the name of the symbol.

d. Point in lesson where students will

be given opportunity to use

Academic Vocabulary (Note: It

is important that this appear in

TPA videotape segments

Needed modifications/supports For the English language learner definitions will be modified.

a. Identify how some form of

additional support will be

provided for some aspect of the

lesson for given student(s)

- visual, graphic, interactive

- reduced text, rewritten text, fill-in the

blank notes, word banks

- graphic organizers, sentence

frames

Resources & materials needed Smartboard interactive powerpoint, Everyday Math journal

Phase 1 a) Learning Target: Teacher will read: Today we will

State Target & Activate Prior be practicing more than and less than number

Knowledge stories and then writing the number models for

a) Post the learning target the number story.

statement and indicate whether b) Activate Prior Knowledge: Teacher will pass out

the teacher or student(s) will pre-test for students to complete. Once students

read it aloud finish pick a few numbers, have students find the

Students will decide which

b) Engage students in activity to number before or after and ask students to find

number comes before or

elicit / build prior background the number in the tens or ones place.

after and will then decide

knowledge Example:

which number is in the

The number just after 19. (20) Circle the digit in the

ones or tens place.

ones place. (0)

The number before 30. (29) Circle the digit in the

tens place. (2)

The number after 49. (50) Circle the digit in the ones

Students will decide which

place.

animal is heaviest and will

Review the meanings of the relation symbols < and

then choose which symbol

>. Display slide 5 with a picture of a porpoise

to place between the

with the weight clearly labeled as 98 lbs. and a

animals.

cat labeled as 7 lbs. discuss which animal is

heaviest and decide which symbol to place

between the animals, < or >.

Discuss why we chose the specific symbol. As

students compare the two-digit numbers

encourage them to study the tens digit of each

number first. Explain that if the number in the

tens place is the same then students will need to

compare the number in the ones place. If the

tens digit is different students can then compare

the numbers in the tens place and decide which

one is greater or smaller.

Phase 1 Assessment Assessment: Write three sets of numbers on the Students will use their

Explain the plan to capture data board to compare. (26, 38) (15, 8) (58, 45) students arms to show which

from this phase of the lesson will use their arms to show which way the symbol direction the symbols will

will be facing between these sets of numbers. face between each set of

Students will discuss with a partner what the name numbers.

of the symbol is. As a class students will respond

with the correct relation symbol name. (more than,

less than)

Phase 2 Teacher Input / Inquiry Project slide 6, which has the picture of a rabbit

- Explain procedures labeled as 6 lbs. and an eagle as 15 lbs. Show the

- Demonstration the task correct relation symbol on the board. Include the

- Teacher think aloud number story On Monday morning, the zoo keeper

weighed some of the animals. She found that the

eagle weighed more than the rabbit. Explain to

students how to create a number model from the

number story. To create the number model we take

the numbers from the number story. In this case 6

and 15 and choose the correct relation symbol.

Example: 6 < 15.

Keep practicing with other animal number stories

using the Smartboard interactive PowerPoint.

(slides 7-9) As each pair of animals is shown create

a number story to go along with the animals and

their numbers.

Example: a raccoon is 23 inches long and a cat is

12 inches long. 23 > 12

A koala is 24 inches long and a rabbit is 11 inches

long. 24 > 11

A fox is 20 inches long and a rabbit is 11 inches

long. 20 >11.

Phase 2 Assessment Assessment Example: 3 quick comparing questions Students will respond with

Explain the plan to check for written on the board. Problems may include: 25 and their answer using their

understanding of steps / 15, 12 and 20, 45 and 35. Students will show their arms to show greater than

procedures demonstrated in responses using sign language to show an L for less or less than.

this phase than or an M for more than.

Phase 3 Guided Practice Have students open their Everyday Math journals to Students solve problems

- Paired/collaborative work page 90. (slide 10) As a class work through along with teacher.

- Teacher(s) may roam & assist problems 6-10. Read problems aloud. Discuss with

students how to add large number like those in

number 7. Explain that we first need too look at the

number in the tens place and add them. (5+4=9)

This number will be in the tens place of our sum.

Next we look at the ones place and add them.

(0+1=1) This number will be in the ones place of our

sum. (Our sum will equal 91.)

6. 7 lb. + 6 lb. < 15 lb.

7. 120 lb. > 50 lb. + 41 lb.

8. 14 lb. + 15 lb. > 23 lb.

9. 75 lb. < 56lb. + 23 lb.

10. 14 lb. + 6lb. > 19 lb.

their answers with the class, explaining how they

found their answer.

Phase 3 Assessment Students will complete number ten of the journal Solve number 10 and

Explain the plan to check for page independently. Once they have solved it they respond with the

ability to apply demonstrated will give a thumbs up. On the count of three all answer when prompted.

steps/procedures during students will whisper the answer.

guided practice

Phase 4 Independent practice On their own students will complete Math journal Students will complete

- Individual student work page 89 (Slide 11) Less than and More than journal page 80 and

Number Models. Teacher will wonder around as Home- Link 5-6

students complete the page and assist students as individually.

needed.

When most students finish, review the page with

students and write the correct answers on the

board. Students will also complete Home Link 5-6

as homework. The handout will be completed at

home and returned for evaluation the following day.

Phase 4 Assessment Assessment: As correct answers are written on the board Students will check their

Explain plan to check for ability for journal page 89 have students give a thumbs up if the answers as solutions are

to apply demonstrated got the correct answer. Check individual answers on found. Home link 5-6 will

handout. When Home link 5-6 is returned answers will be be taken home and

steps/procedures during

assessed and students needing extra support will be

independent practice completed.

determined.

Lesson 2

Grade & Subject Area:_1st grade-Math_________________________

Date for Planned Lesson:____________________________________

Personal Goal: What lesson delivery skill do you want to improve?

I would like to improve on using better vocabulary when explaining mathematical solutions.

Learning to use grade appropriate vocabulary.

*Examples are given in the right hand column. When submitting your

lesson plan, you may either replace the given examples or leave them

intact.

Lesson Title Comparison Number Stories

MN/CC State Standard(s) MN Standard: Number and Operation: 1.3.2.1: Identify pennies, nickels, and

- direct quote from MN standards dimes; find the value of a group of these coins, up to $0.37.

documents MN Standard: Number and Operation: 1.1.1.5: Compare whole numbers up to 37

- if only focusing on one part of a MN Standard: Number and Operation: 1.1.2.1: Use words, pictures, objects,

given standard, underline the part numerals, to model and solve addition and subtraction problems in comparing

being focused upon situations.

Central Focus To solve greater than and less than number stories involving coins and finding the

- derived from standard, difference.

- communicates general goal

Learning Target for this Lesson Language functions: Students will be able to explain how they use a number line or

- concisely says what students will be counting up strategies to find a solution.

able to know and do

- start with appropriate language

function (active verb)

Academic Language (AL) a. Domain-specific academic vocabulary: Pennies, Nickels, Dimes, more than, less than,

a. Domain-specific Acad vocabulary difference

b. General Academic vocabulary

(words used in school across many b. General academic vocabulary: pair

subject areas) c. Sentence Frame: X has (more than, less than) Y. The difference is Z.

c. Syntax Sentence Frame: Example

sentence that students can use d. In Lesson Part 2 Assessment (below), Students will explain the strategy they used to a

to accomplish target partner and what the difference is.

d. Point in lesson where students will

be given opportunity to use

Academic Vocabulary (Note: It

is important that this appear in

TPA videotape segments

Needed modifications/supports Definitions will be modified for English language learners.

a. Identify how some form of

additional support will be

provided for some aspect of the

lesson for given student(s)

- visual, graphic, interactive

- reduced text, rewritten text, fill-in the

blank notes, word banks

- graphic organizers, sentence

frames

Resources & materials needed Everyday Math journal pages

Phase 1 Learning Target: Teacher will read the objective for

State Target & Activate Prior the days lesson.

Knowledge Students will be able to solve number stories

a) Post the learning target involving differences.

statement and indicate whether Activate Prior Knowledge: Using the Smartboard

the teacher or student(s) will interactive PowerPoint begin review by creating

Students will help solve

read it aloud number stories involving coins for students to

the number stories and

b) Engage students in activity to solve using the relation symbols < or >

explain how they got their

elicit / build prior background Example: Dimes (D) Nickel (N) Pennies (P)

answer.

knowledge

DDNNPPP(33 cents) > DDNNP(31 cents)

Phase 1 Assessment Assessment: Students solve problems on slates and Students solve

Explain the plan to capture data display for teacher to see. problems on their

from this phase of the lesson slates.

Phase 2 Teacher Input / Inquiry Display slide with the number story Lou saved 5

- Explain procedures cents. Lisa saved 8 cents. Who saved more money?

- Demonstration the task How much more money? Students will solve the

- Teacher think aloud Allow students time to solve the problem number story. A few will

independently. Ask for suggestions on how students be called upon to explain

solved the problem, then call a student up to the how they got their answer.

board to show their work and explain how they go One will be called to the

their answer. If not suggested explain to students board to show us how

the following solution strategy: they solved the problem.

Makes a row of pennies for Lou and a row of

pennies for Lisa, line them up.

PPPPP

PPPPPPPP

set. The pennies that are not paired tell us how

many more pennies Lisa has than Lou.

Practice another problem.

Al has 12 cents. June has 7 cents. Who has less Students will solve the

money? (June) How much less? (5 cents less) following problems on

Students can solve the problem using their slates. their slates using the new

On the board write 12-7=5. Explain that the answer strategy.

(5) is called the difference of 12 and 7. To support

English language learners, discuss the everyday

and mathematical meanings of the word difference.

has more?

Bergen has 9 pennies. Madisyn has 4 pennies. Who

has less? (Madisyn) How much less? (5 pennies

less) What is the difference? (5) Write the number

model. (9-4=5)

two numbers it is helpful to ask ourselves How

many more do I need to add to the smaller set to

have as many in the larger set?

This language will remind students to add up to

subtract.

Explain the plan to check for whiteboards. Will turn to a partner and explain how they

understanding of steps / found a solutions and what their difference is.

procedures demonstrated in

this phase

- Paired/collaborative work practice finding the difference between numbers.

- Teacher(s) may roam & assist Students may use number grid to help them solve.

Start at 10. Count up to 18. What is the distance Students will use their

between 10 and 18? number line or number

Start at 22. Count up to 35. What is that distance grid at their desk to help

between 22 and 35? solve the problems.

Start at 35. Count back to 22. What is the distance

between 35 and 22?

Start at 62. Count back to 50. What is the distance

between 62 and 50?

Start at 35. Count up to 75. What is the distance

between 35 and 75?

the numbers is also the difference.

Collections on the Smartboard. Students will complete

problems one and two

Once most have finished the first two problems from page 144 on their

discuss various solutions as a class. One strategy

could be to count the value of each set of coins and own, using slates.

find the difference. Another strategy would be to

cross out pairs of matching coins and then compare

the value of the remaining coins.

Example: Matching coins are highlighted.

Mike: DDNNNP

Anna: DDDNNPP

Using the matching coin strategy students can

clearly see that Mike has a nickel remaining and

Anna has a dime and a penny. Telling us that Anna

has 6 cents more than Mike.

Phase 3 Assessment Assessment: Check students responses as they display Students will find

Explain the plan to check for them from their slates. solutions using their

ability to apply demonstrated slates.

steps/procedures during

guided practice

Phase 4 Independent practice Students will open their Everyday Math journals to Students will complete

- Individual student work page 92. And will complete the page on their own as page 92 on their own. If

teacher wanders and assists those who need needed they may use

support. Students will complete Home Link 5-7 at manipulative coins to help

home and bring the following day for evaluation. them find answers to the

questions, Who has

more? How much more?

For students who will not

need as much time as

others to complete page

92, these students will

write the number models

for each of the problems

along with solving the

original questions.

Phase 4 Assessment Assessment Example: Check indiv answers on handout.

Explain plan to check for ability

to apply demonstrated

steps/procedures during

independent practice

Phase 5 Restatement & Closure a) Today we learned how to solve number stories using

a) Restate learning target coins and finding the difference.

Assessment Example: Students will raise 1 to 3 fingers in

b) Explain a planned opportunity

the air to indicate how solid their understanding is from 3

for students to self-assess (I could explain this to someone else) to 1 (I want would

their perceived level of want it explained to me again before explaining it to

mastery for the target. someone else)

Lesson 3

Grade & Subject Area:_1st grade-Math________________________

Date for Planned Lesson:____________________________________

Personal Goal: What lesson delivery skill do you want to improve?

While allowing students to use manipulatives such as slate, I would like to improve my

management of using the slates. Such as when students can be writing on their slates and

where their marker should be when they are not.

*Examples are given in the right hand column. When submitting your

lesson plan, you may either replace the given examples or leave them

intact.

Lesson Title Solving Number Stories

MN/CC State Standard(s) MN Standard: Number and Operation: 1.1.1.1: Use place value to describe whole

- direct quote from MN standards numbers between 10 and 100 in terms of tens and ones. Example: Recognize 21

documents through 29 as 2 tens and a particular number of ones.

- if only focusing on one part of a

given standard, underline the part MN Standard: Number and Operation: 1.1.2.1: Use words, pictures, objects,

being focused upon length-based models (connecting cubes), numerals, and number lines to model

and solve addition and subtraction problems in part-part-total, adding to, taking

away from and comparing situations.

addition and subtraction basic facts, using objects and number sentences.

facts to represent a given problem situation using a number sentence.

Central Focus To practice solving a variety of number stories that involve relations, addition, and

- derived from standard, subtraction.

- communicates general goal

Learning Target for this Lesson Language functions: Students will be able to explain the strategy they used to solve a

- concisely says what students will be number story and also represent the story using manipulatives or pictures.

able to know and do

- start with appropriate language

function (active verb)

Academic Language (AL) a. Domain-specific academic vocabulary: Difference, number story, number model,

a. Domain-specific Acad vocabulary represented

b. General Academic vocabulary

(words used in school across many b. General academic vocabulary: add, subtract,

subject areas) c. Sentence Frame: I used X strategy to solve a number story and represented it using Y.

c. Syntax Sentence Frame: Example d. In Phase 1 Assessment (below), students will be asked to explain how they solved the

sentence that students can use problem to a partner, describing the strategy they used and how they represented the

to accomplish target problem.

d. Point in lesson where students will

be given opportunity to use

Academic Vocabulary (Note: It

is important that this appear in

TPA videotape segments

Needed modifications/supports Definitions will be modified for English language learners.

a. Identify how some form of

additional support will be

provided for some aspect of the

lesson for given student(s)

- visual, graphic, interactive

- reduced text, rewritten text, fill-in the

blank notes, word banks

- graphic organizers, sentence

frames

Resources & materials needed Smartboard interactive powerpoint, Everyday Math journals, slates and markers.

Phase 1 Learning Target:

State Target & Activate Prior Teacher will say Today we are going to practice

Knowledge solving number stories that involve greater than,

a) Post the learning target less than, addition, and subtraction. Then we will

statement and indicate whether have the chance to create some of our own

the teacher or student(s) will number stories.

read it aloud Activate Prior Knowledge:

Students will give

b) Engage students in activity to To review place values with students have students

suggestions and write

elicit / build prior background write the following on their slates, give an

responses on their slate.

knowledge example and check students slates:

Write a two digit number

With 3 in the ones place

With 5 in the ones place

With 8 in the ones place

With 7 in the tens place

With 4 in the tens place

With 9 in the tens place

Write the smallest 2-digit number

Take out their animals weight cards they cut out on

the first day of the lesson. Have students place the

Students will place animal

koala and eagle in front of them. Draw a comparison

cards in front of them for

diagram on the board and ask the following:

reference. On their slates

How much does the koala weigh? (19lb, which is

they will copy the

the larger quality and will be written in the top box of

comparison diagram that

the comparison diagram.)

is written on the board

How much does the eagle weigh? (15lb, which is

that correlates with each

the small quantity and will be written in the bottom

left box.) problem.

What is the difference between 19 and 15? (4,

which will be written on the line on the bottom of the

diagram.)

Quantity

19

Quantity

15

Difference

Phase 1 Assessment Assessment: Students will turn and talk. They will pick Students will discuss

Explain the plan to capture data two animal cards and decide which is larger and how two animal cards and

from this phase of the lesson much larger. Teacher will wander and make note of

conversations. their difference.

Phase 2 Teacher Input / Inquiry Continue practicing number stories with students

- Explain procedures and introduce the names of different number stories.

- Demonstration the task Slide 5 represents the diagrams associated with

- Teacher think aloud each type of problem. Help students find the

solution on a number line and fill in the diagrams to

explain to students how the solution was found and

where the numbers came from.

weighs 6 pounds. Which weighs more? (The cat)

pounds of fur, how much will it weigh? (21 pounds)

cats has a litter of 6 kittens. How many cats does

Kareem have in all? (9 cats and kittens)

cat and steps on a scale. How many pounds do they

weigh together? (57 pounds)

weigh than a 14-pound fox? (7 pounds)

Phase 2 Assessment Assessment: 2 quick questions. I have a domino one side Students will solve

Explain the plan to check for has 6 the other had 9. Which has more and how much number stories using

understanding of steps / more? Sal has 8 pennies Ben has 6. Who has less and slates.

procedures demonstrated in how much less? Individuals will write answers on

this phase individual slates and teacher will make note of students

who misses 1 or more.

Phase 3 Guided Practice Review with students how to use a number line to

- Paired/collaborative work solve a number story. Complete numbers 1 and 2 of

- Teacher(s) may roam & assist Math Masters page 145 as a class. Have students

complete number three individually, teacher may

roam and assist students who need support.

page.

Carols has 3 pennies, (draw a box labeled 3

pennies to the number three above the number line)

Lynn has 7 pennies (draw a box labeled 7 pennies

to the number 7 below the number line)

Who has more money? How much more?

hops.) Explain to students that 4 is the difference

between 3 and 7.

Work through numbers 1 and 2 as a class using the

same strategy to solve.

Phase 3 Assessment Assessment: Once students have completed Math Students will create

Explain the plan to check for Masters page 145, have students create number their own number

ability to apply demonstrated stories involving dominos, or money/objects saved stories and discuss and

steps/procedures during or spent. solve with a partner.

guided practice

Examples:

A domino is chosen; it has 5 dots on one side and 3

dots on the other.

What is the total number or dots? Which half of the

domino has more dots? How many more?

5 more for her birthday. How many pennies does

she have total?

- Individual student work Math journals individually. (Slide 7) Walk students

through the example at the top of the page. Ask

students Can anyone suggest a different story for

the picture? (Picture is a bundle of 4 balloons and

another of one balloon.) Students now complete the

page on their own. Creating a number story, a

number model, and a picture to go with the story.

Phase 4 Assessment Assessment: Check individual answers on handout.

Explain plan to check for ability

to apply demonstrated

steps/procedures during

independent practice

Phase 5 Restatement & Closure A) Today we learned different kinds of number stories and

a) Restate learning target how to solve them. We also learned how to create our

own and solve them.

b) Explain a planned opportunity

Assessment Example: Students will raise 1 to 3 fingers in

for students to self-assess the air to indicate how solid their understanding is from 3

their perceived level of (I could explain this to someone else) to 1 (I want would

mastery for the target. want it explained to me again before explaining it to

someone else)

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