DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate __Leslie Payne_______ Grade Level _5__ Title Addition Properties
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 25 students in the class 14 boys and 11 girls.
ELL Students:
None
Students with IEP:
Josh- ADHD, autism spectrum disorder; is pulled into Special Ed; he only joins the class at the very beginning of
the day, and right before lunch, he has a full time aide.
Sydnie- ADD
Health Concerns:
Kaden- anaphylaxis, epipen, NO PEANUTS
Logan West-seizures
Behavior Concerns:
J.L- off task
Carson- off task
Logan P.- off task
Struggling Students:
Sydnie- hard time staying focus and understanding common principles in math and reading.
Emma- hard time staying focused, and finishing tasks. 1 on 1 when available is very helpful!
Brooklyn- depends on subject, but takes longer than most to complete assignments, just needs extra 1 on 1 time.
High Level Learners:
Dacoda
Dillan
Kamren
Luke
Classroom environment: The students are in groups of 5, each with group names. There is a projector and apple tv.
Students have their own ipads, and I will be using my ipad to teach the math lesson so that I am able to move around as I
instruct them.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete
models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used.
Content Walk-Away: I will use the Associative, Commutative, and Identity Properties to add whole numbers
and decimals mentally.
Language Walk-Away: I can describe the associative, commutative, and identity properties. I can explain how properties
can help me add whole numbers and decimals.
Vocabulary:
Associative Property of Addition
Commutative Property of Addition
Identity Property of Addition

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Foldables,
discussions, examples, observe, group work.

Content Walk-Away Evidence (Summative): My Math 5.7 Independent Practice pages.

Language Walk-Away Evidence (Summative): Question 10 from assignment. How can
properties help me add whole numbers and decimals?

Approx.
Time

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Emma, Brooklyn, Mollie, Sydnie,
(a few other students) may need
help, I will do small group
instruction to help them after the
lesson on independent practice
pages.
HLL students and early finishers
will create a problem of the day
for tomorrow based on our lesson
and assignment from today. (after
they complete summative
assessment)

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
After completing Problem of the Day, have students complete quick check. Review the material from previous
lesson; the importance of place value, and how we line up the decimals when adding.
Copy the following 10 numbers onto large index cards (one number per card):
3, 4, 5, 7, 8, 9, 12, 16, 21, and 25
Hand them out to 10 students, one card to each student.
Tape the cards to the board one at a time. The order should be random.
Add up the 10 numbers without using a pencil or paper.
While a few students may be able to do this, it will be quite difficult for most.
What are some ideas on how to make this easier to do?
Discuss rearranging the numbers. Then move them into the following order:
12 + 8 + 16 + 4 + 3 + 7 + 21 + 9 + 25 + 5
Now find the sum. 110
Formative assessment: Students are listening and participating in quick check and discussion
Learning Goal
Success Criteria
Assessment Strategy
To review adding decimals
Correctly completed quick check
Quick check problems 1-4
Modification/accommodations: (ELL, IEP, GATE, etc.)
Focus Lesson (I do it)
We will be discussing three addition properties today they are
1. Commutative property
2. Associative property and
3. Identity property.
Commutative property states that you can change the order of the addends without affecting the sum. Show
example (7+3+5=15 OR 5+3+7=15)
The associative property states that you can group addends differently without affecting the sum.
(7+3)+5= 15 OR 7+(5+3)=15
Identity property means that the sum of any number and 0 equals the number.
9+0=9
After this has been explained, have each group work together to share an example of the property assigned to
their group.
Then go over Math in My World Examples 1&2. Model it for students.

Formative Assessment: Students are listening and sharing examples of the properties when called on.
Group can correctly come up with an example of the property assigned to them.
Learning Goal
Success Criteria
Assessment Strategy
Students can explain the addition Must be able to correctly give an
Discussion and examples shared
properties.
example of the property.
with class.
Modification/accommodations: Group work, for students who may be struggling with concepts.
Guided Instruction (We do it)
Make foldable of commutative, associative, and identity property of addition.
Then complete example 2 together, and guided practice problem 1.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students understand different
Students included a correct
Foldable, students included their
addition properties.
example of each property.
own example of properties.
Modification/accommodations: Sydnies will be pre-written, she just needs to fill in an example and missing
words.
Collaborative/Cooperative (You do it together)
Students complete problems 2 & 6 together with their shoulder partners. Once I have put a check mark on
their page they then can move on to the rest of their independent practice.
Formative Assessment: Observe students as they work together, check for understanding of properties.
Learning Goal
Success Criteria
Assessment Strategy
Students can complete 2 & 6
Check work and answers for
Math problems 2 & 6 on math
correctly using addition
problems 2 & 6
worksheet.
properties.
Modification/accommodations: Sydnie will be paired with Letty. JL with Brooklyn, and Luke with Tanner.
Independent (You do it alone)
Complete the rest of independent practice.
Summative Assessment: Submission of Math pages
Modification/accommodations: Struggling students will be pulled up front for extra instruction and help on
math problems. Early finishers will create a problem of the day for tomorrow using one of the addition
properties.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What is the commutative property? An example: What is the associate property of addition? An example:
What is the identity property? An example:
How can properties help me add whole numbers and decimals?(call on few students to share what they wrote
for this answer)

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Problem of the Day
Math slides up and running
Index cards prepared
About 30-45 minutes

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?