AdditionPizzas

Date:
Summer2016

Teacher:
KatherineNewsham

Subject:
Mathematics

CoTeacher:
HeatherBain

st
GradeLevel:
1
Grade

Student:
ShellyTomlin
Classification:
OtherHealth
ImpairmentADHD
Accommodations:
Extra
timetocompletetheword
problem.Thelessonwillbe
structuredinaparallel
formatsothatateacherwill
benearbyheratalltimesfor
proximitycontrol.Class
rulesforindependentand
smallgroupworkwillbe
explicitlystatedatthe
beginningofthelesson.The
teacherwillalsogiveShelly
the321fingercuethat
willindicatethatsheneeds
tostayontaskandcomplete
herwork.Lastly,Shellywill
beprovidedwithastress
ballforhertofidgetwith.
Thepurposeofthisisforher
tostayfocused.
Modifications:
N/A
SWD2
Student:
AshleyWilliams
Classification:
Autism
Accommodations:
Prior

to
thebeginningofthelesson,
Ashleywillhavebeen
informedofthescheduleof
eventsandlessonsforthe
day.Whendoingapartner
shareforanswerstothe

Studentswillengagein:

independentactivities

cooperativelearning

peertutoring

visuals

simulations

other____________

pairing

handson

wholegroupinstruction

technologyintegration

project

lecture

centers

wordproblems,Ashleywill
notberequiredtosharewith
apartnerifshechoosesnot
to.
Modifications:
N/A
NYCoreStandards:
Operations&AlgebraicThinking
CCSS.1.OA.A.2Solvewordproblemsthatcallforadditionofthreewholenumberswhosesumis
lessthanorequalto20.

CCSS.1.OA.C.6Addandsubtractwithin20,demonstratingfluencyforadditionandsubtraction
within10.Usestrategiessuchascountingon,makingten,decomposinganumberleadingtoten,
usingtherelationshipsbetweenadditionandsubtraction,andcreatingequivalentbuteasierknown
sums.
Goal:
Tohelpstudentsmasteradditionwithin20.
BigIdea:
Studentsaddwithin20andwilldemonstratetheirunderstandingbyaccuratelysolvingword
problems.
Objectives:
Whenprovidedwithadditionproblemswhosesumisfrom1to20,studentswilluseaddition
strategiessuchascountingallandcountingontocorrectlyanswer80%oftheproblems.
Whengivenadditionwordproblems,studentswillusehandsonmanipulativestodeterminethe
correctsolution,ortotalnumber,withatleast75%accuracy.
IEPGoals/objectives:
ShellyTomlin
Goal:
Shellywilldemonstrateunderstandingofadesignatedclassroomtaskfor10minuteswithinthe
generaleducationclassroom
Objectives:
Whenprovidedwithadditionproblemswhosesumisfrom1to20,studentswilluseaddition
strategiessuchascountingallandcountingontocorrectlyanswer80%oftheproblems.
Whengivenadditionwordproblems,studentswillusehandsonmanipulativestodeterminethe
correctsolution,ortotalnumber,withatleast75%accuracy.

AshleyWilliams
Goal:
Ashleyreadandsolvemathematicalwordproblemscontainingsimplecomputationsofaddition
andsubtraction.
Objectives:
Whenprovidedwithadditionproblemswhosesumisfrom1to20,studentswilluseaddition
strategiessuchascountingallandcountingontocorrectlyanswer80%oftheproblems.

Whengivenadditionwordproblems,studentswillusehandsonmanipulativestodeterminethe
correctsolution,ortotalnumber,withatleast75%accuracy.

ProceduresFollowed:

CoTeachingMethod

Opening

(Include
behavioral
expectation)

Attention
CueSignal

Review

GeneralEducator

ParallelTeaching
Teachersareintwo
separateareasofthe
classroom,eachwithone
groupofstudents.

StationTeaching

1Teach,1Observe

Key
Words/Phrasesor
MaterialsNeeded:

SpecialEducator

1Teach,1Support

Alternative
Teaching

TeamTeaching

Pictureofa
pizza
Paperplates
Pizzatoppings
Typedword
problems

1. Eachteacherintheirgroupshouldshow
studentsapictureofapizzaandask:Whats
this?andWhoherelikespizza?
2. Tellstudents:Todaywearegoingtopractice
addingusingdifferentstrategies.The
strategiesthatyouwillbeusingarecounting
allandcountingon.Youwillbebuildingyour
ownpizzasandwillcombinetoppingsto
determinethetotalnumberoftoppingsonthe
pizza.Youwillhavealotofpracticeandwill
solvewordproblemsusingthestrategiesthatI
showyou.
3. Teachershoulddiscussbehaviorexpectations
andshouldtellstudents:Iwantyoutotry
yourbestintodaysmathlesson.Itsimportant
thatyoustayfocused.Thestrategiesthatyou
willbelearningtodayarereallyimportantand
youwillneedtoknowhowtocountup.
1. Teachershouldaskstudents:Whatis
addition?
2. Theteachershouldthentellstudents:
Additioniswhenweaddtwoormore
quantitiestogethertogetanewsumortotal.
Wehavedonethisbefore,butthistimewere
goingtopracticeanewstrategy.


Body

Preview

1. Tellstudents:Countingonwillhelpyouto
practiceaddingsothatwhenyouhavesome
items,thenyougetsomemore,youdonthave
tostartcountingoverfromthebeginning.

Ido

1. Theteachershouldshowstudentsthepizza
toppingsandthepizzacutout.
2. Theteachershouldpresent10piecesof
pepperoniand5piecesofsausage.Theteacher
shouldtellstudentsIwantallofthese
toppingsonmypizza.Ialsowanttofigureout
howmanythereare.Inorderformetofigure
thisoutIamgoingtocounteachgroup
separately.
3. Theteachershouldseparatethetwotoppings
andshouldmodelhowtocountforward.This
shouldbedonebyonetoonecorrespondence
andtheteachershouldpointtoeachtoppingin
eachgroupwhilesayingthenumberwordin
correspondencewiththetopping.
4. Theteachershouldtellstudents:Icounted10
pepperonisand5sausages.IfIputthese
numberstogetherIwillbeabletofindthetotal
number.
5. Theteachershouldthencombineallpieces
intoonepileandcountthemonebyone.Say:
Thetotalnumberofpiecesis15.Icanwrite
thisas:10+5=15.Thiscouldalsobewritten
at5+10=15.
6. Theteachershouldexplain:WhenIcountit
thiswayIhavetostartoverfrom1,buttheres
anotherwaytocountthemup.Letstryit!
7. Theteachershouldthenput10pepperoni
piecesinonepileand10sausagepiecesin
anotherpile.Theteachershouldcountandtell
students:Ihave10piecesofpepperoni.The
teachershouldthencountupwhilepointingto
thesausagepieces11,12,13,14,15,16,17,
18,19,20.ThetotalnumberoftoppingsthatI
haveis20.Icanwritethisas10+10=20.
Theteachershouldwritethisdownfor
studentstosee.

8. Theteachershouldsaythefollowing:Ihave
9peppertoppingshereand7sausagetoppings
here(pointingtoeachpile).Inorderformeto
findhowmanyIwillbeputtingonmypizzaI
cancountupstartingat9insteadof1.Because
wealreadyknowthatthisis9,wecanjustadd
theextra7tothetotal.
9. Teachershouldlayoutthe9pepperswhile
holdingontothesausages,thenstartcounting
onfrom9,laying1sausagedownforeach
count:9...10,11,12,1316.Wehave16
toppingsaltogether.Next,theteachershould
tellstudentsIcanwritethisas9+7=16and
writeitdown.
10. Theteachershouldaskstudents:Whatis
anotherwaythatIcouldwritethis?
Wedo

1. Theteacherwilldistributeapizzaandabagof
toppingstoeachstudent.
2. Theteachershouldsay:Nowweregoingto
tryittogether.Illreadoutaproblemandthen
wellallsolveitusingourpizzas.
3. Theteacherwillreadaproblemsuchas:
Jasminehas11pepperonisonherpizza.She
alsowantssomemushrooms,sosheaddson7
mushrooms.Howmanytoppingsdoesshe
havenow?
4. Studentsandtheteachershouldeachcountout
thenecessarytoppingsfortheproblem,then
playitout.Everyonewillplacetheir11
pepperonisonthepizzatobeginwith.
5. Theteacherwillremindstudentsthattheywill
startcountingfrom11.Everyonewillcount
togetheraddingononemushroomwitheach
count:1112,13,14,...18.Jasminehas18
toppingsonherpizza.
6. Theteacherwillpromptstudentstoformthis
intoanequationsuchas11+7=18.
7. Aseveryoneworks,theteachershouldwatch
eachstudenttomakesuretheyareontrack
andprovideguidanceasnecessary.

8. Thegroupwillworkthroughanother23
problemstogether.
9. Forthenextproblemtheteachershouldask
questionssuchas:Whatisourfirststep?
Whatdowedonext?Whatnumbershouldwe
startcountingfrom?
10. Theteachershouldremindstudentsofthe
strategyasnecessary.
Youdo

*Provide

1. Teachershouldtellstudents:Nowisyour
turntotakeordersandbuildpizzas!Youwill
begivenawordproblemandyouwillhaveto
useoneoftheadditionstrategiesthatwe
discussedtofindthetotalnumberoftoppings
onthepizza.Youwillbeworkingonthisword
problembyyourself.Itisimportantthatyou
tryyourbesttogettheaccuratetotalsothat
youhaveahappycustomer.Whenyouare
doingthisyouarewelcometocountoutthe
toppingsandusethemforcounting.Please
recordyourresponsesonthepaperthatis
provided.
2. Theteacherwillreadthefirstproblemand
studentswillworkindependentlyonthe
problem.
3. Whenstudentsaredonetheteachershould
checktheiranswers.Ifastudentanswered
incorrectlythentheteachershouldgooverthe
problemwiththestudent.Theteachershould
usethemanipulativeswiththestudentswhen
goingovertheproblem.
4. Aftercompletingthefirstproblemtheteacher
shouldreadanotherwordproblem.The
studentsshouldworkonthisproblem
independently.Theteachershouldcheckthe
studentsanswerandconfirmwhetherornot
itscorrect.Iftheanswerisnotcorrectthen
theteachershouldmodelthecorrectanswer
whilethinkingaloudandmodelingwith
manipulatives.

1.

Stopaftertheincorrectresponse.

immediate
2.

Showortellthestudentthecorrectresponse.
corrective
3.

Repeattheoriginalcueorquestionandprovideassistanceifneeded,asthestudent
feedbackfor
givesthecorrectresponse.Ifstudentsgiveanincorrectresponse,repeatsteps13.
incorrect
4.

Praisethestudentsforcorrectresponses.
Sources:Discretetrialerrorcorrection,CindyMyers,SLCSDErrorcorrectioncycle,UtahRunning
responses.
Start

Review

Theteacherwillaskstudentsquestionssuchas:What
additionstrategydidwelearnabouttoday?Howdoes
itwork?Howisthisdifferentfromhowweadded
before?Whichwaydoyouthinkiseasier/faster?How
canyouusethisstrategyinyourlifewhenisit
useful?

Theteachershouldcallonstudentvolunteerstoshare
theirresponsestotheclass.

Preview

Theteacherwillinformstudentsthatnexttheywill
solveproblemsinwhichoneoftheoriginalamountsis
unknown,butthetotalisknown(missingaddend
problems).Theywillcontinuetousetheirpizzasand
toppingstomodeltheproblemsastheyworkthrough
them.

Independent Followingthelessonstudentswillreturntotheirseats.
Work
Inrotation,studentswilleither:
a. Workonahandoutthatcontainswordproblems
liketheonespresentedinthelesson.Thehandout
willalsocontainaspaceforstudentstowritetheir
ownwordproblemanddrawouthowtheywould
solveit.
b. Gotothecomputertoplayanadditiongame.Any
levelofdifficultycanbeplayedastheyalldeal
withadditionwithin120(higherlevelsarea
betteroptionthough).
http://www.sheppardsoftware.com/mathgames/earl
ymath/bugabalooShoes.htm
Allstudentswillcompletethehandoutwhichwillbe
turnedinforteacherstouseinevaluationofthe
lessonsobjectives.

Closing

Howwillyouchangeyourlessontoaccommodatetheneedsofstudentswithdisabilities?

Theformatofthislessonwillnotchangebecauseneitherstudentwithadisabilityrequires
modificationstothematerialcoveredallstudentsintheclasswillberequiredtolearnthesame
content.Accommodationsintheformofverbal/visualreminders,manipulatives,andminimalwriting
willbeusedforallstudents,butspecificallyforthebenefitofthosewithdisabilities.
HowwillyouincreaseOpportunitiestoRespond:
Dependingontheteacherscue,studentswilleitherrespondwiththeiranswerchorallyorshare
withapartner.Ifpartnersharingischosenthentheteacherwillthenselectapairtosharetheir
resultswiththerestofthegroup.
Afterrecordingtheirworkontheassignmentsheet,studentswillthemwritetheiranswerontheir
whiteboardtoholdupwhentheteacherasksforeveryonetoshare.Theteacherwilltakenoteof
studentresponsestogaugeunderstanding.
Individualstudentswillsharetheiranswerwiththeteacherwhenasked.Studentswillalsoread
theirwordproblemandadditionproblemtothegroupandwillshowtheirwrittenequation.
DataCollectionProcedure:
Theteacherwillcollectstudentsassignmentsheetswheretheyhaverecordedtheiranswersand
finalequations.
Baseline/MonitorAssessmentData:
Teacherswillformativelyassessthestudentsandwillalsocollectthewordproblemequations
fromtheYouDophasetoseewhetherornotthestudentaccuratelysolvedit.
TheteachershouldcollectthehandoutfromtheIndividualWorkphaseanddeterminewhetheror
nottheproblemsweresolvedaccurately.Ifastudentanswered75%oftheproblemscorrectlythen
theymettheobjectivegoal.
Reflectionafterlessontaught
(TBD)

StudentPerformance
Inthissection,youwill
reflectuponandanswerthe
followingquestions:(a)did
yourstudentsmeetthe
objectivesofthelessonand
(b)howdoyouknow?
Connectyouranswerto
studentperformance.

TeacherEffectiveness
Identifyinstructionalstrengthsand
weaknessesofthelessonpresented.
Criticallyreflectonchangesinyour
teachingtoimprovestudentoutcomes.
Provideonetothreeexamplesofhow
thisinformationwillbeusedtoguide
futureplanning.

LessonPlanadaptedfrom
LearningandTeachingEarlyMath:TheLearningTrajectoriesApproach
2nd
edition,by
DouglasH.ClementsandJulieSarama:
PizzaPizzazz

References

Clements,D.H.&Sarama,J.(2014).
Learningandteachingearlymath:Thelearningtrajectories
nd
approach
(2ed.).NewYork,NY:Routledge.

YouCanCountonPizzaPieManipulative.(n.d.).RetrievedJuly01,2016,from
http://www.ellisoneducation.com/3025/youcancountonpizzapiemanipulative