Milligan College (Level 3) Lesson Plan Template

Pre-Service Teacher Name: Martha Wells

School: Milligan College
Date: November 1, 2014
Grade: First
Subject: Mathematics
Lesson Title: Karas Rule
Lesson Length: 45 minutes
Big Ideas and Terms
Lesson Plan Description:
(Include Content & Cross-Curricular Connections to be Taught. Include Important Key Terms. Include Student
Background Knowledge)

Content & Cross Curricular Connections

The goal of this lesson is for students to solve for an unknown, adding within 20, using tools. In
this lesson, TTW will gather the students in the whole group teaching area rug and begin by
asking students if they have to follow any rules at home or school. Then, TTW introduce the Math
Task where TSW have to find out what Karas rule is. They will be presented with several
numbers given by Steve and then counter numbers given by Kara, and TSW will have to figure
out that Karas rule is that she adds four to whatever number she is given. In order to figure this
out, the students will first be allowed to think about the problem on their own during private
think time, deciding how to approach the problem and what tools they will need to do so. Next,
TSW be broken up into groups of four or five to discuss their ideas and solve the problem, using
tools and writing down their strategies. Once most of the students have figured out the rule, TSW
come back to whole group teaching area and discuss their strategies with their peers. After each
group has presented, TSW return to their desks and complete a Ticket Out the Door where they
will have to use Karas rule themselves to solve an equation that TTW write on the board and
write the equation and its answer on a note card to turn it in so that the teacher can assess for
mastery.
Key Terms
Addition- taking two or more addends and adding them together to get a new sum
Rule- a regulation governing a procedure
Equation- the written form of a math problem, asserting the quality of two quantities
Background Knowledge
This is a Title 1 school, where many students are on free and reduced lunch. The majority of
students are Caucasian, while there are also many other ethnicities such as African American,
Hispanic, Latino, and Indian. There are 18 students in this classroom ranging from below basic to
advanced levels based on past and present performance in class.

Desired Results
Standards

Essential Questions or I can Statements

(Common Core/TN) Copy/Paste Directly From the TN

Website)

(Post these in the classroom and refer to them during

your lesson.)

CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an
addition or subtraction equation relating three
whole numbers. For example, determine the
unknown number that makes the equation true
in each of the equations 8 + ? = 11, 5 = _ - 3,
6 + 6 = _.

Essential Questions:
How can I determine an unknown in an
equation within 20?
What tools can I use to find the unknown in a
math equation?

CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve
word problems involving situations of adding
to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations
with a symbol for the unknown number to
represent the problem.1
Math Practices:
5. Use appropriate tools strategically.
8. Look for and express regularity in repeated
reasoning.
Instructional Objectives:

What do you want the students to know or be able to do after they finish this
lesson?
(Example: Condition, TSW (action verb) with ____ % accuracy.)

1. Given prompting and support, TSW find the unknown in a math equation within 20 with 90%
accuracy.
2. Using prompting and support, TSW use tools to find the unknown in a math equation with
100% accuracy.

Assessment Evidence

TEAM Planning: Must require a written task

Pre-Assessments (Before)
(What do students already know?
What skills need more practice?
What are the anticipated learning
difficulties?)

Formative Assessments
(During)

Summative Assessments
(After)

(Provide a check for understanding

strategy; Include questions that you
will ask during the lesson.)

(Show evidence of Instructional

Objectives; have measurable criteria;
& measure performance in more than

2 ways.)

All students already know how

to add and use several
different tools to solve
equations such as cube trains,
counting chips, and number
lines.
They need more practice with
knowing which tools to use in
which situations.
Anticipated difficulties:
Students will struggle finding
an unknown that is in the
middle of the equation rather
than at the end.

Task Sheet Karas Rule

(Attached)
Students will complete the
task sheet. The task sheet will
guide students to answer
questions such as, What is
Karas rule? and If Steves
number was 9, what would
Karas number be? Students
will be allowed to use cube
trains, counting chips, number
lines, or whatever they need
to complete the task sheet and
explain their thinking.
Group Work:
Students will be required to
explain their thinking to other
learners. TTW formatively
assess my monitoring how
students are explaining their
thoughts and asking each
other questions.
Assessing Questions:
Tell me about your thinking.
How do you know Kara is
adding 4 to every number?
Advancing Questions:
Can you use these numbers in
a different way to see if you
get the same answer?
Can you show your thinking
using a number line, or a part,
part, whole diagram?
What if Steve gives her the
number 5?
What if Kara changes her rule
to plus 2 each time, how would
that change the answers she
gave Booker?

Ticket Out the Door

(Attached)
Students will have to complete
a ticket out the door where
they will each be given a note
card. TTW say, Now that we
know that Karas rule is plus
4, if Steve gave Kara the
number 2, what would Karas
number be? TTW write the
equation on the board, with
the ending as the unknown.
TSW have to write their name
on the note card, copy and fill
in the equation.

Materials & Resources

Print and Manipulatives
21 copies of Karas Rule worksheet
Cube trains
Counting chips
Number lines
Pencils

Multimedia, Electronic, & Internet

Resources
Elmo
Smart board

Planned Learning Activities

(Refer to the TEAM Instructional and Planning Rubric)

Beginning of the Lesson 7 minutes

Motivate & Hook, Quick Review, Reference Standard, Preview Lesson, Beginning Input

Hook:
TTW ask the students if they have ever been given rules to follow. Can any one give me an
example of a rule you have to follow either at home or at school? Pause for a few minutes for
students to answer. There are a lot of rules that I have to follow, too. When I was little, my mom
made it a rule that I had to be in bed at a certain time, make up my bed, clean up after myself,
and use my inside voice. But have you ever thought about math having rules? Can anyone think
of rules that people have to follow for math? If no ideas from students, TTW suggest the + sign,
and the idea of counting going from small to large, etc. Sometimes, people make up their own
math rules, and we have to figure out what those rules are so we can solve the problems.
Setting up the Task
TTW say, Today, we are going to look at a rule that this girl named Kara made up, and we are
going to try to figure out what it is by using the math rules that we already know!
Standards/Objectives
TTW say, Lets read todays essential questions!
TSW choral read the EQs
1. How can I determine an unknown in an equation within 20?
2.What tools can I use to find the unknown in a math equation?

Middle of the Lesson

28 minutes
Teacher Input (Strong Content Knowledge); Model (I do) Guide (We do Differentiated Strategies for Practice or GRP
ACT); Engage & QU Students in the Learning; & Encourage Higher-Order TH and PS (Strong Pedagogical/TEAM
Knowledge) Independent Activity (You do).

Beginning Input
After putting up the task on the Elmo and reading the instructions, TTW tell students that their
job is to find out what Karas rule is and represent their work using any of the tools that they
have already used.

Private Think Time (You Do)

TSW will stay on the rug and try to imagine this problem and what tools they can use to solve it.
Students will be given a blank sheet of paper and encouraged to go ahead and write some of
their ideas.
Assessing Questions:
Tell me about your thinking.
How do you know Kara is adding 4 to every number?
Advancing Questions:
Can you use these numbers in a different way to see if you get the same answer?
Can you show your thinking using a number line, or a part, part, whole diagram?
What if Steve gives her the number 3?
What if Kara changes her rule to plus 2 each time, how would that change the answers she gave
Steve?

Small Group Problem Solving (We Do)

TSW work in collaborative groups of 4-5 and try to solve the problem together, using
manipulatives of their choosing. They will explain their ideas, strategies, and diagrams to one
another and ask each other questions to help make their work better. TSW ask one another to
explain their ideas more clearly. As a group, they will solve the problem (with support from the
teacher if needed) and be prepared to explain their ideas to the class.
*Transition from small group to whole group
Solutions (I Do)
Students will return to the whole group teaching area rug, and TTW will rewrite all of Karas and
Steves numbers into equations on the board with the middle number (the rule) blank, as it is the
unknown. TTW will ask students what they did to solve the problem. In whole group, students
come up to the Elmo one group at a time to share their thinking with help others and clarify their
own thinking as well. Students will tell what they did to get started and how their group got the
answer that they did. TTW ask questions such as, How did you get started? What tools did you
use to help you? How did you know how to go from 4 to 8? What was your next step? What
did you have to do every time to go from Steves number to Karas number? TTW direct the
students thinking to concept such as patterns, TTW end by filling in all the equations with 4.
Ending of the Lesson

10 minutes
Summarizing-Reminding-Reflecting-Restating-Connecting Activity (closure) that addresses all the standards or
Desired Results. Must include a written task enabling students to draw conclusions, connect to prior learning or life
experiences. Provide homework assignment.

Closure (Ticket Out the Door)

TTW will instruct students to go back to their desks. Each student will receive a note card. TTW
will summarize, review, and reflect upon the Math Task/standard (revisiting the standard and
objectives/ I Can Statements). When they are ready, TTW say, Since we established that
Karas rule is plus 4, what number would Kara give if Steve gave her the number 2? Dont say
it out loud, but I am going to give everyone a note card. I want you to put your name at the top,
copy the equation I have on the board (2 + 4 = ?), and fill in what Karas number would be. TSW
will turn the note card in to the teacher when they are finished.

Differentiation for All Learners

Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in
the middle (TKS).

Intervention

Learning Styles

Provide evidence of intervening for

students that need additional
assistance and those advanced
students that need extension.

Provide evidence of addressing a

variety of learning styles; offer
several learning options or paths to
learning.

Strategies for students

that need additional
assistance:
Students who need assistance
will receive more one-on-one
attention and extra assessing
questions. TTW encourage
them to listen to their peers
strategies.

Elmo (visual)
Explaining/Discussing ideas
with peers (linguistic)
Asking Questions (Linguistic)
Using tools (kinesthetic)
Small group work
(interpersonal)
Listening to the teachers and
students explanations
(auditory)
Creating tree map of polygons
(visual/spatial)

Strategies for advanced

students that need
extension:
These students will be asked
to consider what number Kara
would give if Steve gave her
numbers such as 11 or 12.
Early Finishers
Groups that finish early will be
asked to consider what would
happen if Karas rule was plus
2 rather than plus 4.

Circle one:

Mentor

Interest/Real World
Applications
Provide evidence of addressing a
variety of interests and real world
applications during the lesson.

TTW relate the lesson to rules

that students themselves have
to follow at either home or
school.

Differentiation
Groups are formed
based on levels. There
will be a mixture of
advanced/below-basic
students in each group.
Amelia will be allowed
to work alone if she
chooses.

Supervisor

Instructor

Reviewers Signature:_______________________________________________________________________

Comments: