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Rutherford Heather - Morelesssamemathlesson
Rutherford Heather - Morelesssamemathlesson
Rutherford Heather - Morelesssamemathlesson
Lesson Plan
Teacher Candidate: Heather Rutherford
Title of Lesson: More Less Same
Grade Level(s): 1st Grade
Subject Area: Math
Location of the lesson (specify if in general or special education class): ILC Classroom
Grouping (highlight: 1:1, small group, large group)
This lesson relates to the 21st Century Skills by allowing the student to use objects
associated with math.
6. What background (prior) knowledge do the students need to have to be successful? If the
students do not have this knowledge how will they get it?
The students have prior knowledge of using manipulatives to group objects. The
students are familiar with counting objects in a group.
7. How will you address classroom and behavior management/grouping issues during the
lesson?
The students will be in a small group with the teacher and 2 3 other paras for
support. The students have a variety of language and processing abilities. I will
need to be cognizant of my verbal language and keep it short and to the point. The
use of the manipulatives, visuals, and movement should be a bigger portion than the
verbal directions.
8. Materials and Resources (What do you need? How/where will you get it??)
Math manipulatives: Counting bears, fruit, and dinosaurs
Alligator symbols for more and less. Equal sign symbol for same
White boards for students
equal sign symbol to show if the first group is more, less, or the same
as the second group.
I will repeat these steps at least 3 times.
Synthesize
Evaluate
5. Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
I will have to see how the students respond to the lesson. I will then reflect on what
worked, and what did not work. With that information I can decide how I would reteach the lesson.
6. How/where will students integrate (generalize) this learning into future
lessons/activities? This is your PURPOSE (how will this relate to real life?).
In real life the students will use this concept when shopping, looking at wages for a
job, and creating a budget. The students will have to know if the amount of money
they make in their job is more, less, or equal to the amount of money they need to live.
7. Closure:
a. How will you review the content covered during the lesson so students can
demonstrate learning of the lesson concepts (this should be tied to the main
objective).
o The students will come back as a group and we will show an example of each
symbol again. We will discuss what they practiced at the table.
b. How will you formally END the lesson (e.g., Students show/tell what they
learned, answer an exit question as their ticket out the door, list 2 things you
learned, and one question you still have).
o The students will have earned their 5th token at the end of our group
discussion. This will be their time to transition to a preferred activity.
8. Independent Practice: What will this look like? Is there homework? Completion of a
product? Practice a skill learned in class?
o The students are at various independent levels. I will provide worksheets for
the students that can be independent. The other students will
demonstrate/practice their skills with the teacher and paras during math and
calendar times.
9. Evaluation: How will you evaluate/assess student learning (this must be more than
completing classroom work)?
o The next day, during calendar time, I will ask the students to demonstrate
more, less, and the same.
Rev 11-10-13