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# Student: Caitlin Kellegher College Supervisor: Susan McLaughlin

## Content Area: Mathematics Cooperating Teacher: Tara Rossi

School District: Baldwin, NY School: Brookside Elementary School

Instructional Objective
Following a brief review of adding two numbers to find a sum greater than ten, the students will
count on by one, two, or three as a strategy to find sums within 20 by completing various
problems containing no more than five errors in the answers.

## NYS Standards and Indicators

Mathematics (CCLS 1.OA.C.6):
Students will add and subtract within 20, demonstrating fluency for addition and subtraction
within 10. Use strategies such as counting on; making ten; using the relationship between
addition and subtraction; and creating equivalent but easier or known sums.

Indicator:
● This will be evident when students are able to find the correct answers by starting with
the greater number and counting on by the smaller number.

Motivation
● The students will play a game called Puzzle Pics Addition Fact to 20.

Materials
● Puzzle Pics Addition Fact to 20 game, Go Math! Student Edition Online workbook, Go
Math! Student Edition workbooks, Go Math! Interactive Video, Go Math! Math on the
Spot Video Tutorial, pencils, and a SMART Board

Strategies
● Direct instruction: The teacher will use this to directly inform students how to use
counting on to add as an addition strategy. This will help students to develop an
understanding of basic concepts.
● Class discussion: The teacher will encourage class participation in discussions with
engaging questions and encouraging students to comment on anything they notice.
Students are encouraged to answer questions as a class.
● Visuals: The interactive video being used for the section titled “Listen” will give a brief but
colorful and organized tutorial on how to use counting on to add as an addition strategy.
● Modeling: The Go Math! Workbook offers a chance for students to trace the work of one
problem so that they can practice using the strategy. This is seen in the “Model and
Draw” section of the lesson. Other than tracing the numbers, the problem has already
been completed for them. This will help students to develop an understanding of
concepts.
● Independent Practice: The students will practice problems on their own to develop
procedural skills and fluency.
● Not Applicable

Differentiation of Instruction
The teacher realizes that not all students work at the same ability level. Therefore, the students
will be separated by ability level in three groups. The lower ability level group will work with the
teacher when working on the “On Your Own” section of the lesson. The average ability level
groups will work on the “On Your Own” section of the lesson on their own. The higher level
ability group will work on the “On Your Own” and “Problem Solving Applications” sections of the
lesson on their own.

Developmental Procedures
● The students will watch an interactive video introducing the concept of counting on as an
problems?)
● The students will listen to a problem. Then they will answer three questions using the
information given. (How many books does Sam have initially in the box? How many
books does he have after he gets one more? If Sam has nine books in the box, how
many books does he have after he gets two more? If Sam has nine books in the box,
how many books does he have after he gets three more? How do you know? What
strategy did we use?)
● The students will watch the model and draw interactive video. Then, they will complete
the model and draw problem. (What strategies did we use to complete the problem?
Does each strategy lead to the same result? If there are five books in the box, and three
more books are added, how many books are there now? How can we use counting on
to add one, two, or three in this problem?)
● The students will complete questions one through four as a class. Then they will
complete the check questions independently. If the students have grasped the concept,
they will complete the remaining “On Your Own” questions. (What strategy did you use
to complete the problems? How did you know which strategy to use? When you started
counting on, how did you know to start with the larger number? If you have six books,
and two more books are added, how many books do you have now? If you have six
books, and three more books are added, how many books do you have now? If you
have six books, and one more book is added, how many books do you have now? If you
have seven books, and one more book is added, how many books do you have now? If
you have seven books, and two more books are added, how many books do you have
now? If you have seven books, and three more books are added, how many books do
you have now?)
● The students will watch a video of a similar problem for the “Math on the Spot” question.
They will then apply a similar concept to determine the answer to the “Math on the Spot”
question. (What did the video ask you to do? How is this problem different from the other
problems in this lesson? Adam has six hats. Molly has three hats. They stack all their
hats. Then Blake puts two more hats on the stack. How many hats are on the stack?
How did you apply the strategy from the video to this question?)
Assessment
The teacher will observe on a teacher created checklist:
● Students understanding by looking for correct answers on the comprehension as the
students complete the check questions in the “On Your Own” questions.
● Students understanding by participating in the lesson by asking questions and

Independent Practice
● Students will work on the practice and homework sheet for lesson 3.2 in their Go Math!
textbooks.

## Direct Teacher Intervention

● For students who did not meet the objective, the teacher will provide these students with
small group direct instruction from the teacher. The students will work on a worksheet
provided by Go Math! that is intended to reteach the lesson to struggling students.

● For students who met and exceeded the objective of the lesson, they will be given the
opportunity work on an enrichment worksheet provided by Go Math!

Teacher References