Indiana Wesleyan University

Elementary Education Lesson Plan

Math – Lauryn Scheske

LESSON RATIONALE/INJUSTICE CONFRONTED

Use your understanding of child development and learning as the basis for planning this lesson. Provide a statement of
rationale for the learning experiences and environments in this lesson. (CAEP K-6 1.a)

Mathematical problem solving is essentially is a series of decisions. It is important that I give my students a strategy to
battle what they think might be a shortcut when in fact it is erroneous thinking. The phrase, “Just because you can..” can
help students remember to follow the math rules, and that by changing the order of those rules or ignoring them will
result in an incorrect answer.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)— Students will demonstrate their understanding of the phrase, “just because you can, doesn’t mean you
should” through mathematical problem solving.
B. Objective(s)— Students will be able to perform addition problems by first adding the ones places and then the
tens place using the rule that just because they can add the tens place first, doesn’t mean they should.
C. Standard(s):
a. 1.CA.5: Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, using models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; describe
the strategy and explain the reasoning used. Understand that in adding two-digit numbers, one adds
tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. (CAEP K-6 3.c)
b. ISTE: 5 Computational Thinker: d. Students understand how automation works and use algorithmic
thinking to develop a sequence of steps to create and test automated solutions.
II. Management Plan-
 Time: 28-30 minutes
 Materials
o 9 Colorful squares (individuals)
o 2 rows of 10 colorful squares taped together
o Whiteboards
o Add and Count Worksheet
 Behavior/Expectations
o I will be monitoring behavior, keeping track of it using Class Dojo. Students will receive points for
doing what is expected of them. I will make sure I explicitly explain what is expected of them before I
begin asking for student response.
I. Anticipatory Set
• I will tell them a story about my dog chewing a puzzle piece and how I searched all over for it. I’ll show them a
picture of her with the puzzle piece in her mouth. Then I will ask the students, “What if I told that story all
different?” I will then go and tell them the story with the events all out of order. “What does that do to the story?”
“Does the order of a story matter?”
 Purpose: “Today we are going to be talking about the importance of adding place values in the right order.
We are going to go back to our helpful phrase, “Just because I can..” and it is actually going to help us
understand what we are supposed to do when we are adding two-digit numbers.”

PLAN FOR INSTRUCTION

II. Adaptation to Individual Differences and Diverse Learners-- (CAEP K-6 1.b)
 Early finishers: This is typically Wade and Aidan in my class. They will have purposeful and practical activities to
do once they finish the assigned worksheet. This will reinforce skills they have been previously practicing.
 Jasper, Gabe, Hank, and Baileigh: these students have a harder time staying on task and listening quietly when
asked of them then the other students in class. During the anticipatory set and instruction, I will most likely
choose them to participate because I have seen them do better in those settings when given a task to complete
or something to do.
 Madison: She tends to struggle more in addition then her peers. I will have her seated close to me during whole
group to see what she is writing on her whiteboard. I will address any misconceptions she is having in a non-
singling out manner. I will be sure to provide support during independent work. If I see necessary, I will provide
manipulative blocks to support her learning. She does much better with tangible objects. This is why the colorful
squares during instruction will be helpful for her to see.
 Indiana Wesleyan University
Elementary Education Lesson Plan
Math – Lauryn Scheske

III.Lesson Presentation (Input/Output)

 Students will join me at the whiteboard with their personal whiteboards, a marker, and a tissue. I will remind
students of the procedure that we leave our boards on the ground with the marker on top until they are asked to
use it.
 “You guys have been doing a great job with your addition math facts! Today we are going to take that a step
further. We are going to add two digit numbers. Now this might seem really hard, but I am going to show you a
really simple way to break down so it doesn’t look so scary. One important thing we are going to learn today is a
rule when you have to follow when you’re adding two digit numbers. It might seem familiar to you guys, I am
going to right it on the board.”
 I will write, “Just because you can, doesn’t mean you should..”
 “You might be like, ‘Miss Scheske, What does that have to do with math??’ Well, I’ll show you! When you line up
the numbers you are trying add vertically, you might be tempted to add the first digit first. And I’ll admit,
visually that makes sense! But I’ll go back to this phrase, just because you can, doesn’t always mean you should!
If you add the first digit first it may not change your answer when we are adding small numbers like these, but
later this will cause problems. Here, I’ll show you.”
 I’ll do a problem on the board where I add a two two-digit numbers and it changes the answer when you add the
tens digit first, and explain the importance of place value.
 Then I use 9 little colored squares to represent ones and 2 rows of ten ones taped together that I would make
and have students stand up and hold them to represent number being added together. This will visually show
them what is happening in the addition problem and why it is so important to add the ones place first. As we go
through the problems, students will take turns coming up to hold the squares or rows and the students who are
sitting on the floor will be following along with the problems on their white boards. I will be modeling this on
the large white board.
 Once we get through all the practice problems, I will show them how to they are going to fill out a worksheet I
plan to give to them. I will model a problem for them drawing a dotted line through the two digit numbers and
tell them to do this on their worksheets. They are to try adding the problem first and then they are to count the
blocks represented on the worksheet to check their answers. I will remind students to use the phrase “Just
because I can..” to check their understanding as they work through the worksheet.
 Students will be given the worksheet and released to their seats to complete it.
 For early finishers, they are to practice their math facts flashcards. If they get done with this, they can get on the
math app on their iPads. (CAEP K-6 3.d)

IV. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
 I will be walking around as students are completing their worksheets and providing support and reteaching if
necessary.
VIII. Review learning outcomes / Closure
 I will go over one more problem once everyone completes the worksheet that challenges them a little bit more.
We will do it together, asking for students to support and correct my misunderstandings.

PLAN FOR ASSESSMENT

(CAEP K-6 3.a)
 Formative: I will be watching students faces and participation during whole-group instruction. If someone is
particularly quiet or has a confused look on their face, I will be sure to visit them when I release them to
independent work.
 Formative: I will be grading students’ worksheets and I will be looking for any misconceptions or if mistakes
were merely miscalculations.
 Formative: When I am meeting with students during their independent work I will have them explain to me
their problem solving using the phrase, “just because I can…”
 Summative: on another date and after more practice, I would administer a traditional math test to assess their
understanding of the objective.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
 Indiana Wesleyan University
Elementary Education Lesson Plan
Math – Lauryn Scheske

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. What kinds of misconceptions did students have? Did I expect them?
8. How quickly did most students work through the worksheet?
9. Did students still try to add the tens digit first?

Resources below:
 Indiana Wesleyan University
Elementary Education Lesson Plan
Math – Lauryn Scheske