Candidate Name: Subject/Grade/Program Type:

Nicole Velez Math/1st Grade/ EnVision Math

Date: 2/28/18
Lesson Essential Question: Some problems
can be solved by identifying elements that
repeat in a predictable way.
Unit Essential Question: Counting numbers
and patterns to 120.
Title of the Lesson: Look for a Pattern
Concepts/Big Ideas:
Solving word problems by identifying patterns using
related number tables.
Using skip counting by 2s and 10s.

Objective Student will be able to (SWBAT):

Expected Learning Students will be able to identify patterns in tables to solve word problems.
(NAEYC 5a, 5b, 5c; Students will be able to skip count by 10s and 2s.
Danielson 1a) Students will be able to rotate through various math centers applying unit 7
concepts to four different activities.
This lesson is the last in this unit of math so thus far students have made numbers
Justification (edTPA
11 to 19 using tens frames, used numbers 11 to 19 to identify two or one more and
Rubrics 1, 2, 3;
two or one less, counted by tens using tens frames, counted to 120, and used
NAEYC 3a, 3b, 3c,
counting by 10 to solve word problems. Students also have extensive knowledge
5a, 5b, 5c; Danielson
of counting by 2s and 10s as they sing a song daily to practice these skills every
1b)
morning. With this base knowledge, this lesson works to help students understand
the use for these skills and identify patterns in problem solving. This lesson also
provides rudimentary skills required for eventually working up to multiplication
in later grades. According to Jean Piaget and his theory of the stages of cognitive
development, the students within this class are just entering the concrete
operational stage of development. This means that the students are beginning to
develop their logical thinking and number conservation skills. This lesson works
to help students expand their schemas with logical thinking by identifying
patterns in numbers and solving word problems with number logic.
Students have also displayed a pattern of stronger math engagement when they
are able to play various games to apply their learned math skills which develops
into the four centers. The centers also allow for the lesson to extend into student
driven learning that meets constructivist views and addresses kinesthetic and
visual learning styles of students.
Content Standards Standard(s):

New Jersey Student Learning Standards:

Mathematics- Number and Operation in Base Tens:
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.
1.NBT.B.2c Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases: c. The
numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,
seven, eight, or nine tens (and 0 ones).
Resources/ Teacher’s Manual pp. 259-262
Materials (Danielson Visual Learning Video
1d) Problem solving practice problems
Differentiated Center Materials
 Smart Board

Assessment Pre-Assessment Checking for Post-Assessment

(edTPA Rubric 5; Understanding
NAEYC 3a, 3b, 3c,
Danielson, 1c, 1f)

Before beginning the Students will complete Exit ticket: What number can
visual learning video the independent you count by to find how
students will be asked practice problems on many hats 8 children wear?
to count by 2s to 20 their own as the teacher
and count by 10s to circulates to provide The pattern table will be
100. scaffolded support to provided for solving and the
students. students will hand in the
answer that they come up
with.

Learning a) Brief Description:

Experience (edTPA
rubric 4, 8; NAEYC
5a, 5b, 5c; Danielson
3a, 3b, 3c, 2a)
The lesson will begin with asking the students to skip count by twos all the way to
Time Frame: 12:00- 20 as a group. Students will then be asked to skip count by tens all the way to 100
12:45 as a whole group to activate background knowledge for the lesson. Students will
then watch the visual learning video on the smart board. The video asks questions
and pauses, during which students will call out to answer the question asked.
Continue the video after students get the answer correct. Once the video is over,
teacher will display the pattern table on the smart board and explain, “As seen in
the video, today we will be using related number tables to find patterns and solve
problems. Related numbers are two numbers that are connected in some way. So
if I told you that 1 pair of shoes is made up of 2 shoes, those two numbers would
be related because both numbers tells us about shoes. So in the tables that we fill
out, the numbers in both rows are related numbers because they will be connected
in solving the problem. Now I need six students to help me with a problem.” The
six students will line up in the front of the room and the teacher will pose the
problem, “I have six students in the front of the room and I want to know how
many shoes I have in all.” Using the table on the board the teacher will model
filling in the top part of the table saying, “this top row says number of students, so
how many students are there?” The teacher will fill in the table based one the
answer given. The teacher will continue with, “How many shoes is each student
wear? Since we know for a fact that each student is wearing 2 shoes, we can count
by twos to figure out how many shoes we have in total. I will fill in the bottom
row of the chart which says number of shoes, as you count by twos.” Teacher will
point to each student lined up and the class will count by twos as the teacher also
 fills in the table. Once we get to the last student the teacher will say, “So we know
that we have a total of 12 shoes in total.” Students will be thanked and sit down.
Teacher will then say, “There are six people at a party, each person has ten toes,
how many toes are there in total, at the party. How many people am I putting in
the top row? Each person has ten toes, so what number should we be counting by?
Okay so one person would have ten toes, how many would 2 have? 3? 4? 5? 6? So
how many toes in total?” Students will then help complete the problems under
guided practice on the smart board. Students will then complete the independent
practice and problem solving on their own as the teacher circulates the room to
provide support where needed. The problem solving problems will be gone over
together. Once the students have completed this work they will place it in their
mailboxes. Students will then be placed into four groups of four and rotate
through four different centers that apply various math skills. Activities are
selected based on student ability and knowledge for the particular unit. As
students finish their last center, they will be given their exit ticket and go back to
their seats. Students will have three minutes to complete the exit ticket and hand it
in.

(Vocabulary: Related numbers)

Centers:

Cupcake counters- students will be able to order numbers counting by 10s, 2s, and
5s.

Give a the dog a bone- Smartboard game in which students will be able to use a
120 hundreds chart to identify various numbers 1 through 120.

Slaps- students will be able to identify numbers two less than the number on the
card they flip.

Clover Number Order- Students will be able to pull a number and find the next
five numbers that are in sequence following the number they pulled.

Elements of an (Briefly address only 1-6 for Grades 1 through 3, and address all in Pre-
Effective Learning K/K)
Environment
1) Differentiation Content, process, and product is differentiated through the use of various math
(edTPA rubric 6, 7, centers. Each center has a different activity in which the students are applying
8; NAEYC 4b, 4c, different math skills to play varied games. Based on student readiness, the centers
4d; Danielson 3d) are either more complex or practice easier skills to help strengthen their math
skills. Allowing students to work in heterozygous leveled groups adds a layer of
differentiation to the lesson as well.
2) Diverse Learners Centers are chosen based on student ability to complete on their own. During this
(edTPA rubrics 6, 7; time, any students that did not fully understand the lesson or need more time such
NAEYC 1c; as those with IEPs, will come to the back table to work in a small group finish
Danielson 1b) their work or work through more problems with the teacher. The three students
with IEPs are often given one-on-one or small group support at the back table to
ensure they grasp the concept. If all students are able to participate in centers,
 teachers will each pick a center and provide support to students whom need help.
Two student also receive shortened work in completing the content.

2) Intellectual Throughout this lesson students are utilizing several higher level intellectual
Growth (edTPA skills. Their problem solving skills are continually challenged throughout each
rubric 6, 8; NAEYC aspect of this lesson as they are using logical and patterns to help them to solve
4d) word problems with help and on their own. Their critical thinking skills are also
exercised throughout the lesson as they are looking for patterns in the related
numbers they are using to solve each word problem.
3) Self Regulation/ As I work through the problems with the student I am supporting the development
Autonomy (edTPA 6, of student autonomy as I gradually release the responsibility to the students. I start
8; NAEYC 4d; by modeling, then we do it together, and then the students are working on their
Danielson 2b, 3b, 3d) own. Students are also building self-regulation and autonomy as they rotate
through centers as they will be completed in small groups.
5) Instructional As the students work on the practice problems at their desk two teachers will be
Feedback (edTPA 7, circulating to provide support to students. If students require help or feedback on
8, 9, 12, 13; their work they will raise their hands for the teacher to acknowledge the need for
Danielson 3d) support. Students will use feedback in the form of guidance through the problem
and completing at least one on their own.
6) Multimodality In this lesson students are involved in visual, audio, technology and video aspects
(edTPA 1; NAEYC through the visual learning video and use of the smart board throughout the
4b, 4c, 4d). lesson. Students are involved in kinesthetic experiences within the activities they
are completing in the centers they are rotating through.