Lesson Plan for Grade 1, Roll and Record Lesson

For the lesson on 11/3/14.

At PS 321, Amanda Taselaars class
Supervisor: ****
Lesson plan developed by: Amanda Taselaar and ****

Lesson Study Research Lesson Plan Template

Stage 1 Desired Learning

Guiding Questions

Developing Student Learning Goals

What enduring understanding(s)

will the lesson support? These are
abilities, skills, dispositions,
inclinations, sensibilities, values, etc.
that you would like students to
develop.

Enduring Understanding(s):

What do we want students to

understand at the end of the lesson?

What specific learning objective will

the lesson address? Write these
interms of what students will know and
be able to do as a result of the lesson.

Students will understand that there is

more than one way to solve a problem.

Specific Lesson Objective:

Students will be able to practice their
fluency of addition.
Students will be able to understand
that there is more than one
combination of numbers that equal the
same sum.
Students will be able to explore
strategies of addition, including
counting all, counting on, and counting
doubles.

Relationship of Lesson to the

Standards:
Prior learning standards:
CCSS.MATH.CONTENT.1.OA.C.5

Relate counting to addition and

subtraction (e.g., by counting on 2 to
add 2).

Targeted learning standards:

CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20,
demonstrating fluency for addition and
subtraction within 10. Use strategies
such as counting on; making ten (e.g.,
8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a
ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 =
9)n Process/

Stage 2 Determine Evidence of the Desired Learning

Guiding Questions

Evidence

What is the evidence of the

desired results (stage 1)?

Student work showing that students

added the two numbers on the cubes
correctly. They show that the two
numbers they added are written in the
column that is their sum.

Given the desired results (stage 1),

what would be sufficient and revealing
evidence of student knowledge, skill,
or understanding?

Responses to questions that show that

students are using different strategies

to add two numbers together; phrases
such as counting on, counted from,
or just knew.

Responses that show that the students

realize that there are multiple
combinations of numbers that equal
the same sum; phrases such as there
are many ways, or I got 7 a lot of
times.

Stage 3 Planning
Instruction

The Lesson:
Materials: Dot cubes, number cubes, 26 recording sheets, 26 pens, 3 clipboards
Motivation: Students will be encouraged to see which number wins the race in
the game.

Lesson Sequence:

Steps/Learning
Activities/Teachers
Questions
1. On rug: Explain how
we have been using the
math rack to practice our
counting of numbers
from zero to twenty. We
have been putting
different numbers of
passengers on the bus
and you have been
figuring out how many
passengers there are in

Anticipated Student
Responses/Teachers
Support

Points of Assessment

total.
2. Today we are going to
practice adding numbers
together using a
different really fun game,
called Roll and Record. I
have a feeling that some
of you might have played
this game before, but
when we play today, the
numbers are going to
race each other. The
number who gets to the
top first, wins!
3. Each of you will get
one recording sheet, one
pen, and two cubes.
Watch me as I play the
game myself. Roll two
cubes, write the sum on
the recording sheet, and
repeat 3 times.
Demonstrate one
combination with
doubles. When counting
the numbers on cubes,
demonstrate using just
knowing and counting
on. When demonstrating,
always count on from the
bigger number.
Emphasize: roll gently.
Show them how to roll
the number cubes close
to the paper on the table
and explain that we roll
gently because we dont
want to lose the number
cubes.

Students will observe

teachers demonstration
quietly. Teacher will
answer any student
questions they have on
the game or any
confusion. Teacher can
use students to help
during demonstration
and answer any
additional questions. If
students answer
incorrectly, teacher will
ask how the student
reached that conclusion
and redirect.

4. Students go to tables
or rug and work
individually for about 15
minutes. Teachers will
walk around room and

When teacher asks

students individually, the
teacher can determine
what strategies the
students are utilizing and

Teacher should look to

see if students are
writing the correct
combinations of numbers
in the correct column.

observe and ask

students how they are
adding the numbers
together. If students
finish the game, they can
play other math games,
such as passenger pairs
or kakooma.

help them think of other

strategies.

The sum of the two

numbers in the square
should equal the number
of the column.

6. Group Discussion:
Teacher asks: What are
the different ways you
added the numbers?
What did you notice?
Was there one number
that came up more than
other numbers? Why do
you think that?

Students will realize that

there are certain
numbers (6,7,8) that had
the most combinations.
Students will explain that
two different numbers
can equal the same sum.
Teacher can demonstrate
different combinations of
7 on the board.

Teacher will see that

students are benefiting
by hearing student
responses that say they
used counting on
starting from the bigger
number and that they
got different
combinations of numbers
for the same column.

7. Looking to tomorrow:
Teacher explains that the
next day we are going to
see why some numbers
keep winning more than
other numbers.

Students are excited.

5. Students clean up,

turn in worksheets, put
pens away, put cubes
away, and come to rug.

Planning the Observation Guide

Guiding Questions:

Observation Guide:

What is your plan for observing

students? Discuss logistical issues
such as who will observe, what will be
observed, how to record data, etc.
What evidence from the lesson will
help us reflect on our goals for
learning and student development?
For example, what data should we
collect regarding student learning,
motivation, and behavior, what forms
are needed to collect it, and who will
be responsible for each piece?
What types of student thinking and
behavior will observers focus on?
What additional kinds of evidence will
be collected (e.g., student work and
performance related to the learning
goal)?

Sandra will be observing Amanda at 9:30

am on Monday, November 3rd. The data
that she observes will be recorded in her
notebook that she will bring to the class
with her.
In order to reflect on our goals for
learning and development, evidence
needs to be collected on how clear the
instructions were give in the beginning,
how well the students follow the
directions during the activity, how
engaged they seem in the activity, and if
they are willing to and what responses
they give during the discussion.
The student thinking that the observer
will focus on is whether they use or do
not use different math strategies in
adding the numbers. The student
behavior that the observer will focus on
is whether students are able to follow
directions.
The additional evidence that will be
collected is photocopies of the recording
sheets of the students.