Student Intern: Jessica Norment Date: 2/14/19

Cooperating teacher: Mrs. Richardson Coop. Initials: N/A

Group size: 15 Allotted Time: 1 hour Grade Level: First Grade
Subject or Topic: Math/Math Statements

New Jersey Student Learning Standards:

● (1) Students develop strategies for adding and subtracting whole numbers based on their
prior work with small numbers. They use a variety of models, including discrete objects
and length-based models (e.g., cubes connected to form lengths), to model add-to,
takefrom, put-together, take-apart, and compare situations to develop meaning for the
operations of addition and subtraction, and to develop strategies to solve arithmetic
problems with these operations. Students understand connections between counting and
addition and subtraction (e.g., adding two is the same as counting on two). They use
properties of addition to add whole numbers and to create and use increasingly
sophisticated strategies based on these properties (e.g., “making tens”) to solve addition
and subtraction problems within 20. By comparing a variety of solution strategies,
children build their understanding of the relationship between addition and subtraction
(New Jersey Student Learning Standards for Mathematics Grade 1).
● 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2) (New
Jersey Student Learning Standards for Mathematics Grade 1)..
● 7. Understand the meaning of the equal sign, and determine if equations involving
addition and subtraction are true or false. For example, which of the following equations
are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2 (New Jersey
Student Learning Standards for Mathematics Grade 1).

New Jersey Student Learning Standards for Mathematics Grade 1. (n.d.). Retrieved from
https://www.nj.gov/education/cccs/2016/math/g01.pdf

I. Performance Objective:
○ Students will be able to practice solving math problems by using the proper math
statements/strategies such as doubles, doubles plus one, counting on, and touch
math through a game.

II. Instructional Materials/ Resources:

A. Materials:
1. Pre-Lesson/Introduction
a. Whiteboard
b. Marker
2. Development
 a. 15 clipboards
b. 15 pencils
c. Smartboard for dice
d. 15 blue crayons/colored pencils for students
e. 15 red crayons/colored pencils for students
f. 15 pink crayons/colored pencils for students
g. 15 purple crayons/colored pencils for students
h. 15 worksheets for students
i. Laptop for smartboard program
j. Mini whiteboard for me to show students the math problem if help needed
k. Whiteboard marker
3. Closure
a. 15 chromebooks for students
b. 15 headphones for students
c. 15 pieces of scrap paper for students
d. 15 pencils
4. Assessment/ Evaluation Plan
a. 15 Doubles/Doubles plus one worksheets
b. 15 counting on worksheets
c. 15 touch math worksheets
d. 15 pencils
B. Resources:
a. www.Nj.gov (standards)
b. https://www.nj.gov/education/cccs/2016/math/g01.pdf
c. Dice Program on Smartboard
d. http://www.abcya.com/first_grade_computers.htm#numbers-cat for online math
games

III. Essential Questions/ Subject Matter/ Content:

○ What is a doubles problem and how do you solve it?
○ What is a doubles plus one problem and how do you solve it?
○ What is a counting on problem and how do you solve it?
○ What is a touch math problem and how do you solve it?

IV. Procedures/ Strategies/ Methodology (Teaching):

A. Pre Lesson/ Introduction- Go over the examples of the math strategies (Touch math,
Doubles plus one, Doubles, and Counting on). Have children come up to the board and
write examples of each to show their understanding. Answer any questions that the
students have. Explain to students that we are going to be playing a math game. Set
 smartboard and program up and make sure students are getting their necessary colors,
clipboards, and pencils. Hand out the worksheets and read over the directions
a. Steps
i. Write math strategies up on whiteboard (Touch math, Doubles plus one,
Doubles, and Counting on).
ii. Ask the students if anyone can come up and write an example for each
math strategy. (Ex: Touch math, they could do 5+4 and draw the dots on
4. Doubles plus one, they could write 4+3 because 3+3=6+1=7. Doubles,
they could write 2+2. Counting on, they could write 9+5 and then show
how to count on).
iii. After some of the students have written examples, ask if anyone has any
questions. Answer questions if needed.
iv. Explain to students that we are going to be playing a math game today that
involves these math strategies
v. Instruct students to get a clipboard, pencil, and a blue, pink, red, and
purple colored pencil
vi. Set up smartboard and dice program while students are getting their
clipboards and colored pencils
vii. Hand out the worksheets and read over the directions to the class
viii. Tell students to put the game board worksheet on their clipboard and put
their direction sheet to the front so they can be reminded of what colors to
use for each math strategy.

B. Development- Each student will take turns rolling the dice on the smartboard. When the
student has rolled the dice, they will go back to their spot on the rug. Then the students
will write out the math problem in one heart with the given template (example: 7 + 3=
10). If the math problem is a doubles problem, the students will color the heart purple. If
the problem is a doubles plus one problem, the students will color the heart blue. If the
problem is a counting on problem, the students will color the heart red. If the problem is a
touch math problem, the students will color the heart pink. If the students need help, I
will write the problem on a mini whiteboard and help them.
a. Steps
i. Call each student up one by one to roll the dice on the smartboard. When
the student rolls, ask them to read the two numbers out loud and then head
back to their spot on the rug.
ii. Instruct the students to write the two numbers in one heart in the given
spots.
iii. Ask students what kind of math strategy the two numbers make (Touch
Math, Counting on, Doubles plus one, or doubles) If you want the students
to do a touch math problem, tell them to draw the dots on the number that
 they think is the lowest number and use touch math. If you want the
students to do a counting on problem, tell the students to count on starting
from whatever number they think is the bigger number.
iv. If the math problem is a doubles problem, the students will color the heart
purple. If the problem is a doubles plus one problem, the students will
color the heart blue. If the problem is a counting on problem, the students
will color the heart red. If the problem is a touch math problem, the
students will color the heart pink. Instruct the students to do so.
v. Continue on until all the students have gone and the worksheet is
completed. While continuing on, write the problems on the mini
whiteboard and write the math strategy and color on the bottom. When the
students all look done with the problem, flip the board around and tell
them to check the whiteboard to see if they solved the problem right, got
the math strategy right, and got the color right
vi. Answer any questions if needed
vii. After the worksheet and game is completed, tell the students to clean up
and head back to their seats and wait for further instruction.
b. Check for Understanding:
i. Teacher will frequently walk around the room to check student work and
ask students if they have any questions
ii. Teacher will watch for student participation during each activity
c. Independent or Cooperative Learning Groups:
i. Independent
1. Closure
2. Assessment
ii. Cooperative Learning Groups
1. Introduction
2. Development
d. Guided Practice
i. The teacher will create examples for each math problem to show students
how it could be done if they are confused.
Worksheet:
C. Closure:
a. The students will be able to develop and expand on their math skills by playing
math games on the first grade educational computer program called
www.abcya.com. This website is used a lot in Mrs. Richardson’s classroom and
 the students love it because it helps them learn more math skills in a fun way. The
website link for the math games is
http://www.abcya.com/first_grade_computers.htm#numbers-cat. The students
will get approximately 10-15 minutes to play a couple math games before the
assessment worksheets.
i. Steps
1. Instruct students to go back to their seats and get out their
chromebooks and their headphones
2. While students are getting their chromebooks and headphones, the
teacher will be passing out scrap paper for the students
3. When students settle into their seats, explain that they will be using
the abcya website that they have used before to play the First
Grade math games.
4. Write the website on the board (www.abcya.com) and tell the
students to type that and click enter. Tell them to not go any farther
until the teacher has checked to make sure they are all on the same
page
5. Walk around and check computer screens
6. Instruct the students to click the grade 1 circle
7. Instruct the students to click the square that says “numbers”. Tell
them to not go any farther until the teacher has checked to make
sure they are on the right page.
8. Walk around and check computer screens
9. Once checked, explain to the students that they will have about 10-
15 minutes to play any math game that they want so that they gain
extra practice.
10. Walk around and check to see if any of the students have any
questions. Help them if they do.
11. After the 10-15 minutes is up. Tell the students to close their
chromebooks and put them on the back “C” table (only stacks of 3)
and tell them to put their headphones back in the bin.
12. While they are cleaning up, hand out the next 3 worksheets for the
assessment (Doubles/Doubles plus one, Counting on, and Touch
math worksheets)
Website:
D. Accommodations/ Differentiation:
a. Pre-Lesson/ Introduction
i. The child with the disability will be provided help with an aide. The child
will also be seated closer to the whiteboard so that they can see the math
strategies.
b. Development
i. The child with the disability will be provided help with an aide. The aide
will work out the problem with them and ask them what color they think it
should be. If the student does not know, the aide will shade in the heart
with the proper color only a little bit and then the student will shade in the
 rest. The child will also be placed closer to the smart board and will be
given any extra help or explanation they need. The teacher will check on
the student to see how they are doing and help if they need help.
c. Closure
i. The child with the disability will be provided help with an aide. The aide
will help work out the problems with the child if they need help. The child
will try their best to play the games and complete the problems. The
teacher will check on the student to see how they are doing and help if
they need help.
d. Assessment/ Evaluation Plan
i. The child with the disability will be provided help with an aide. The aide
will help work out the problems with the child and lead them in the right
direction if they need help. The aide will encourage the student to try their
best. The teacher will check on the student to see how they are doing and
help if they need help.

E. Assessment/ Evaluation Plan-

1. Formative or Summative
i. Formative- Teacher will watch for student participation and understanding
of knowledge
ii. Summative- The students will be able to complete quick worksheets for
each of the math strategies to test their understanding for each one. They
will be given a doubles/doubles plus one worksheet, counting on
worksheet, and touch math worksheet as a form of assessment
1. Steps
a. Once the teacher has handed out the next 3 worksheets for
the assessment (Doubles/Doubles plus one, Counting on,
and Touch math worksheets), explain to the students that
they are going to complete these 3 quick worksheets to the
best of their ability, so the teacher can check for
understanding
b. Make sure the students write their names on all three first
c. Once the students have completed all 3 worksheets, instruct
them to place it in the bin (for me) and tell them they can
either silently read, nap, or color at their seats until
everyone is finished
d. While the students are working on the worksheets, walk
around and make sure the students are staying focused. If
they need any help, offer them some help, but encourage
them to just try their best.

Doubles and Doubles plus one worksheet

Counting on worksheet:
Touch math worksheet:
V. Reflective Response
For my actual lesson, I was only able to complete and teach the development (The
smartboard dice game) because it was Valentine’s Day and the teacher had a lot of other
things planned. However, I made the game Valentine’s Day themed and the students loved
it. While playing the game, the students were all excited, engaged, and did very well with
solving the problems. However, it was a little hectic because the kids were very excited
about the holiday and there were a couple of distractions, such as their Fourth Grade
reading buddies coming down to give the students cards. I thought I did a pretty good job
of regaining the students attention when they got distracted. I also did a good job on guiding
the students in the right direction while solving the problems. One thing that I would have
changed would be that I would go a little slower. I would also tell the students to color the
hearts after because I found that some students were taking a very long time with coloring
the hearts. This backed me up which caused me to rush since the parents were coming in
for a party. I would either tell the students to color the hearts after or tell them to only
outline the hearts with the color. The teacher in the classroom told me that she was very
impressed and proud of how well I taught and handled the kids excitement for the holiday,
so it did make me feel very good.