Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Ms. Hammel, Mrs. Dela Cruz

Subject: Math

Common Core State Standards:

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less
than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
Objective (Explicit):
Students will be able to add three numbers together whole numbers together using addition
strategies.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Student will show mastery if they achieve at least a 70%, or meets on the formative assessment
given at the end of the lesson.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT demonstrate knowledge of addition
SWBAT identify the numbers in a word problem
SWBAT place the numbers in an equation
SWBAT represent each number through drawing a picture representation of each number.
Key vocabulary: addition, equals, word
Materials: smart board, addition assessment,
problem
pencil
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
How many of you like candy? I know I do. What if your mom asked you (pick a student for
an example) would you rather have 2 pieces of candy or three? Lets think in our brains and
then raise our hands if wed like to share. When you answer I want you to say I would like
____ pieces of candy.
TW call on a few students to give their answers.
It looks like most of you would want three pieces or candy right? Well, three is better than
two because it is more, and who doesnt want more candy?
Well, today we are going to learn how to add three numbers together, because its important
to be able to add not just two things together, but three things together. Do you guys
remember on Thursday, we were adding two numbers together and we were drawing
pictures to help us represent the numbers? Well, we are going to be doing that today, but
with three numbers and the three numbers are going to be in a word problem. Do you guys
remember what a word problem is? Do you remember how we used to circle the numbers to
help us solve the equations? Well, we are going to be doing the same thing, but instead of
looking for two numbers, we are going to be looking for three numbers! So, lets get started.
I need eyes up on the smart board listening, because this is the first time we are learning

Instructional Input

about this, so I need your guys full attention.

Teacher Will:
How will you
model/explain/demonstrate all
knowledge/skills required of the
objective?
What types of visuals will you use?
How will you address
misunderstandings or common
student errors?
How will you check for
understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section
so that another person could teach
it?

Student Will:
What will students be doing to actively
capture and process the new material?
How will students be engaged?

TW start by scaffolding the previous

lesson on adding two numbers together
using pictures by giving an example to
the students and doing a think a loud
with the students.
TW then use the previous lesson to
introduce modeling how to add three
numbers within a word problem. The
teacher will tell the students that she is
going to read the problem out loud first.
The teacher will repeat the instructions
by asking the students whos turn is it?
TW read the problem out loud to the
students. Then she will read it again, but
this time model a think aloud strategy of
finding the numbers she needs for her
three number equation. When she reads
a number, she will circle it and write it
down below the problem where it says
show your work, where underneath
there will be an equation template. Then
the teacher will keep reading until she
finds the next number, write it next to the
number she wrote before with a plus
sign, and then keep reading until she
finds the last number, which she will add
the the previous two numbers, adding a
plus sign and then an equals sign, with a
magic box at the end.
TW state that now they have all the
numbers they need from the story to
solve for a 3 number addition problem.
My three numbers are __, __, and ___. My
equation is __ + ___ + ___ =___
TW now tell the students to look at the
first number. TW model this by thinking
out loud looking at the first number and
drawing the number below it using
pictures.
TW model this strategy for the next two
numbers, looking at the number and
drawing the amount using pictures.
TW model this strategy one more time
with another word problem.

SW engage in the opening dialogue and

recall how they added two numbers using
pictures.

SW look up at the smartboard and put a

bubble in their mouth while the teacher is
instructing.

SW listen to the problem and think in their

brains how they should approach solving
three number equations.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach one assist: making sure the students are understanding the content, and
paying attention to the material.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
I will make sure that students who have vision issues can see what is written on the smart
board. I will use font that they can read and use bigger font.

Guided Practice

For my academically low students I will emphasize looking for the numbers and circling
them and then writing them down below.
Teacher Will:
How will you ensure that all students
have multiple opportunities to
practice new content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section
so that another person could facilitate
this practice?
TW go over the third example with the
students, this time, through guided
practice, where the students and the
teacher will read the problem out loud.
TW use a thinking aloud strategy with
the students, asking them to describe
step by step what they need to do to
solve for 3 number addition word
problems.

Student Will:
How will students practice all
knowledge/skills required of the objective,
with your support, such that they continue
to internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that
align to independent practice?

SW participate in the guided instruction,

coming up to the board if called, or silently
thinking in their brain and answering the
questions the teacher poses.
SW look up at the smart board as the teacher
reads the question they will be working on.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach one observe

Independent Practice

Differentiation Strategy
What accommodations/modifications will you include for specific students? Guiding
them through the steps and giving academic feedback.
Do you anticipate any students who will need an additional challenge? Yes, I will refer to
previous problems, and knowledge of adding numbers using drawings.
How can you utilize grouping strategies? Our tables our grouped by ability for the most
part, with some tables being grouped by behavior issues, so with the low table, the blue
table, I will facilitate instruction for them and guide them through their word problems if
they need extra assistance.
Teacher Will:
Student Will:
How will you plan to coach and correct
How will students independently practice the
during this practice?
knowledge and skills required by the
How will you provide opportunities for
objective?
How will students be engaged?
remediation and extension?
How will you clearly state and model
How are students are practicing in ways that
academic and behavioral expectations?
align to assessment?
Did you provide enough detail so that
How are students using self-assessment to
another person could facilitate the
practice?
guide their own learning?
How are you supporting students giving
feedback to one another?

TW now tell the students that they are

going to be adding three numbers by
themselves.

SW look up at the smart board as the teacher

reads the question they will be working on.

TW show the students the paper they will

be receiving under the document
camera.
TW read the story out loud to the
students before allowing them to work
on their own.
TW pass out the paper and allow
students to work independently, making
sure to voice that there should be no
talking and that if students finish they
should work on the problem on the back
for extra practice.

SW independently apply their knowledge of

adding three numbers in a word problem
through a formative assessment the teacher
will collect when completed.

TW voice her expectations for the

independent practice, voices off, eyes on
their own paper, this is a little quiz to see
if they understand how to add three
numbers.
TW tell the students when they are
SW work on the bonus question if they finish
finished that they can work on the extra
early.
bonus question on the back on their own
silently, and then raise their hand so that
the teacher can collect their paper.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach, one observe
Differentiation Strategy
What accommodations/modifications will you include for specific students? I will prompt
the students that are having trouble.
Do you anticipate any students who will need an additional challenge? Yes, definitely
especially because this is a new topic.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
What did we learn about today? Talk to your table about how you would teach your friend
who doesnt know how to add three number word problems?
The teacher will pull the magic sticks and ask the students to say the first thing they would
tell the student they are teaching about this topic to do, and then so on from there.