Lehigh Teacher Education Programs

Daily Lesson Plan

1. Lesson Information

Lesson: Addition and Subtraction using numbers 1 through 20 using Manipulatives (Virtual and Physical/Concrete)
Grade Level: First Grade
Subject: Mathematics
Date: June 16, 2020

2. Learners

English Learners (ELs)

Learners with IEPs and/or 504s
Level 1-2 Level 3-4 Level 5

Ethan: IEP for ADHD . He has trouble staying in his chair throughout the day Kara: Level 4 EL
and can impulsively call out. Ethan is given individualized supports to help N/A student. Has a fully N/A
him, such as using different fidget options and flexible seating to keep him developed BISC and
focused on work throughout lessons that require him to be in his seat and has been improving in
positive reinforcements when raising his hand. CALP skills. She
struggles to transition
Melissa: IEP for EBD: She can become easily overwhelmed which can cause between talking in
behaviors such as tantrums and anxiety. She is given supports such as different Spanish at home and
coping strategies that help her to regulate emotions and she is also given speaking in English at
planned breaks. school.
3. Objective(s), Aligned Standards, and Prior Knowledge

Content Objective(s) (include adapted objectives,

Language Objectives Pennsylvania State Standard
if any, for students with disabilities)

Guided Practice:​ Given a worksheet, straws, and
dice, the first grade student will represent the
numbers in a problem using straws to solve the
problem with at least 75% accuracy (3/4 problems
correct) according to a teacher answer key.
Given 8 addition and subtraction problems, the Standard - CC.2.2.1.A.1
student will identify the numbers in the problem Represent and solve problems involving addition
and represent them using an online manipulative and subtraction within 20.
with 75% accuracy (6/8 correct.) according to a
teacher answer key.

Independent practice​: Given 8 addition and
subtraction problems the student will represent the
numbers in the problem using an online manipulative
to solve the problem with at least 75% accuracy (6/8
correct.) according to a teacher answer key.
Given a verbal reading of a problem with the
terms “addition, subtraction, plus, or minus.” the
first grade student will identify whether to add to
or subtract from the number with 100% accuracy.

Review and Preview:

Given 1 subtraction problem,
the student will represent the numbers in the problem to
solve the problem correctly.

Prior Knowledge or Skills:

● Counting
● Size of numbers on a number line
● How to visually represent numbers with objects
● Basic concepts of addition and subtraction numbers 1-10
● How to use a dice
● Sharing and collaboration with a partner
● How to use manipulative website

4. Materials
● 10 cookie magnets for cookie story
 ● 6 expo markers (or of another item for the demonstration)
● 15 crayons (or of another item for the demonstration)
● 8 playing cards (or of another item for the demonstration)
● 16 magnets (or of another item for the demonstration)
● Translations of “addition, plus, subtraction, minus” in ELL student’s L1
● 25 printed Adding and Subtracting Straws & Dice Game Worksheet (Appendix A)
● Box of straws
● 1 dice
● Chromebooks- one for each student
● 1 white board
● 1 white board marker and 1 white board eraser
● 25 chocolate chip cookies and 25 sugar cookies
● 1 classkick and 1 manipulative website Classkick: ​https://app.classkick.com/#/login/LCKPBU​ Manipulatives:
https://toytheater.com/category/teacher-tools/virtual-manipulatives/

5. Description of Learning Activities

Potential Area of Difficulty

Differentiation
Lesson Implementation with Content and Error
(Describe by individual student)
Correction Procedures

Description of Introductory Activity: (5 minutes) Accommodations for Student with N/A

ADHD:

The teacher will start the class out by reviewing expectations and what the -The student with ADHD will be placed
students will be doing during the lesson. in closer proximity to the teacher during
the lesson.
The teacher will then ask the students, Who likes cookies? Raise your hand
quietly if you do! The teacher will walk around to each student to give a -In working towards an IEP goal of
chocolate chip cookie or sugar cookie to enjoy as a snack. (the students do not raising hand quietly to speak (control
have allergies) impulsivity), the teacher will specifically
praise this action.
The teacher will continue with a story stating that over the weekend I made 10
cookies. (The teacher will place 10 cookie magnets on the white board for visual -The teacher will speak slowly, clearly,
representation). and provide explicit expectations.
The teacher will give directions to the students to draw 10 cookies or circles on a -Ethan will be given fidget options to help
blank document in their chromebooks. him stay focused during instruction.

The teacher will tell the students to make sure to save this for later in class.

The teacher will continue with the story by saying I was hoping to eat all of them
by myself but I had to share with my brother. I gave him 5 cookies. Accommodations for Student with
EBD:
The teacher will move 5 cookie magnets to the side on the white board for visual
representation. The teacher will end the story by asking How many cookies did I -The student will receive breaks when
end up having for myself? The teacher will inform the students we solve this at needed.
the end of class.
-The teacher will praise positive
behaviors that the student engages in.

-The teacher will speak slowly, clearly,

and provide explicit expectations.

-Melissa will be in close proximity to the

teacher.

Accommodations for ELL Level 4

Student:

-The teacher will use visual

representation to assist Kara. Kara will be
able to use google translate on her
chromebook.

Modifications:

N/A

Modeling/Demonstration: (10 - 15 minutes) Accommodations for Student with

ADHD:
Remind students that today you will be showing them the skills they need to add
and subtract with real-world objects and that by the end of today’s lesson, they -The student with ADHD will be placed N/A
will be able to solve the cookie story and know how many cookies I had on my in closer proximity to the teacher during
plate at the end of the story! whole group instruction.

Begin by writing an easier math addition problem on the board like “4 + 2.” Tell -In working towards an IEP goal of
the students that when we are solving these addition and subtraction problems, raising hand quietly to speak (control
we can use objects in the world around us to represent the numbers and allow us impulsivity), the teacher will specifically
to visually see what the problem looks like. Pretend to look around you and grab praise this action throughout the whole
6 of anything (ex: expo markers). Now count out one, two, three, four of the item group activity.
for the students. Then say, I will add 2 more of this item because that is what this
plus sign tells me to do. Count out one, two more of the item. So, if you were -Ethan will be given fidget options to help
using expo markers as your item, you would then say, “So four expo markers him stay focused during instruction.
plus two expo markers equals one, two, three, four, five, six - it equals six expo
markers. Thus, four plus two equals six - and as you say this write in six on the Accommodations for Student with
board to solve the equation. EBD:

Repeat this same process again with a harder equation such as “7 + 8.” Use a -The student will receive built-in mini
different item (ex: crayons) when you repeat the process to help students breaks during the whole group
generalize this addition to any item they see in the world around them, instruction.
demonstrating that addition is everywhere and any object can be utilized to
represent numbers. -The teacher will place an emphasis on
praising positive behaviors that the
Now tell students “Now let’s try this with subtraction and see how we can use student engages in, as opposed to
objects in the world around us to represent subtraction of numbers in the same punishing improper behaviors.
way we did to add the numbers.” Write an easier math subtraction problem on
the board such as “8-3.” Tell students that just like with addition, we can use
objects in the world around us to represent numbers and allow us to visually see Accommodations for ELL Level 4
subtraction problems. Pretend to look around you and grab 8 of any object (ex: Student:
playing cards). Count out eight of the item out loud for the students, saying one
number at a time. Then talk to yourself to help students see your thought process -The teacher will intentionally integrate
as you solve the equation and say “This is a minus sign. In the addition problem, the student’s L1 into the lesson by saying
when there was a plus sign, I added more of the object. So now that I see a minus mathematical vocabulary words such as
sign in the equation, I will take away some of the object so that there are less. So “addition, subtraction, plus, and minus” in
for this equation I will be taking away three of the item.” Next, model and count both the student’s L1 and English. This
out loud as you remove three of the item. So if you were using playing cards as will help the student access and transfer
your item, you would say “So eight minus three playing cards equals one, two, their background knowledge in their L1
three, four, five - it equals five playing cards. Thus, eight minus three equals five and feel their L1 is valued in the
- and as you say this, write 5 on the board to solve the equation. classroom.

Repeat this same process again with a harder equation such as “16- 9.” Use a Modifications:
different item (ex: magnets) when you repeat the process to help students
generalize this subtraction to any item they see in the world around them, N/A
demonstrating that subtraction is everywhere and any object can be utilized to
represent numbers.

Now tell students that you will be working together as a class to try to represent
and solve some addition and subtraction equations.

Guided Practice and Feedback: (20 minutes) Accommodations for Student with N/A
ADHD:
Provide each student with a teacher-created worksheet ​(Appendix A)​. Instruct
students to fill in the worksheet as you work on the problems together as a class. -The student with ADHD will be placed
in closer proximity to the teacher during
Tell students that we will be representing addition and subtraction problems as a whole group instruction.
class using straws. Tell them that the difference from earlier is we will be rolling
the dice to create the numbers in each mathematics problem! -In working towards an IEP goal of
raising hand to speak (control
Draw the same boxes that are on the worksheet on the board so students can all impulsivity), the teacher will specifically
follow along on their own individual worksheets. praise this action throughout the guided
practice..
Ask for someone to raise their hand quietly to volunteer to roll the dice to
determine what number will be in the first box of our equation. Once they do so, Accommodations for Student with
tell the class the number it landed on and have them all write it in the first box of EBD:
the worksheet. Do the same on the board to ensure all students can follow along.
Now show the students the straws and say “We need to represent this number -The student will receive built-in mini
using straws. Can I have a volunteer to count out the right number of straws with breaks during the whole group
the class’ help?” Have the volunteer place each straw on the front table as the instruction.
class counts them together. Then have another volunteer come roll the dice to
determine the number for the second box of the equation. Have the class write -The teacher will place an emphasis on
this number in the second box and do the same on the board. The first equation praising positive behaviors that the
on the worksheet is a plus sign. Ask the class whether the plus sign means that student engages in, as opposed to
they will be placing more straws or taking away straws. Once someone answers punishing improper behaviors.
correctly, say “Yes, we will be adding more straws because plus signs mean you
add more objects.” Now have another volunteer come up and place the added -The choral/ unison responding built-in to
straws on the table while the class counts out loud. Then have the class jointly the guided practice will serve as a great
count all the straws on the table to determine the total number of straws. Then accommodation.
ask “So __ plus ___ equals what? Write the answer on your own worksheet after
the equal sign and lift your paper in the air when you are finished.” (This is so Accommodations for ELL Level 4
the teacher can ensure everyone has grasped the concept.) Then the teacher will Student:
write the sum on the board to solve the equation.
-The written worksheet serves as a great
This same process will be done for the next three problems. built-in scaffold to help the student
organize and visualize the mathematics
For the first subtraction problem, after writing the number in the first box, the equations.
teacher will say “This is not a plus sign, it looks different. What is this sign?”
Once the class responds, the teacher will ask “What does a plus sign tell us to -The teacher will continue to intentionally
do? Will we be placing more of the object or removing some?” integrate the student’s L1 into the lesson
by saying mathematical vocabulary words
such as “addition, subtraction, plus, and
minus” in both the student’s L1 and
English. This will help the student access
and transfer their background knowledge
in their L1 and feel their L1 is valued in
the classroom

Modifications:

N/A

Independent Practice/Exploring: (10 minutes) Accommodations: While the students are

familiar with both class kick
In this section of the lesson the teacher will direct students to get their Ethan (ADHD): Ethan will be given the and the manipulatives
chromebooks and return to their seats. Then the teacher will explain the option to choose a flexible seating option website they may run into
directions of the assignment. The teacher will explain that in this portion of the to use while he completes this activity. some difficulty using them
lesson the students will be trading in their dice and straws to use some This will help him remain focused on the together in this activity.
manipulatives on their chromebooks. The teacher will then instruct students to activity Specifically when
log on to classkick and open the lesson that says ​Adding and Subtracting with screenshotting their work and
Manipulatives. ​The teacher will then explain step by step what the students will Melissa (EBD): The teacher will build in putting it into the classkick. It
be doing in the assignment. a break during this activity. After Melissa may be helpful for the
completes 4 of the problems, she will take teacher to give more detailed
The teacher will start by saying that students are going to continue to work on a few minutes to herself before instructions on how to do this
their adding and subtracting skills in the activity. They will see on each slide of completing the remaining questions. and give a worksheet or
their classkick there is either an addition or subtraction problem. The teacher will written instruction with
explain that the student's task is not only to answer the problem, but to represent Kara (Level 4 EL): When explaining the pictures to help students get
it using the online manipulatives. (Students will be familiar with the instructions of this assignment the teacher the hang of it. It also may be
manipulative site as they have used it in previous lessons.) The teacher will will use both the English and Kara’s first useful to pair students, those
project the classkick on the screen at this point and show students the teacher language for academic words such as who are well versed on the
example on the second slide. The teacher will draw attention to the different adding, subtracting and solving. computer and those who may
steps she did to complete this problem. The teacher will explain that she dragged have more difficulty so that
the manipulative of her choice onto the page to represent the first number, and Also, Kara will be given a Classkick that they can help each other out
then dragged the manipulatives of the second number, and then dragged the will have key words translated into her when completing this
manipulatives to show the answer to the question. The teacher then will explain first language on the instruction page in assignment. The teacher
that once students complete these steps they will screenshot then screen with the order to help her draw connections should be ready to combat
manipulatives and import it into classkick and write the answer on the slide and between the two and understand her any frustration or struggles
then move onto the next question assignment. the children have during this
assignment and get them on
The teacher will explain that students may choose to use any of the counters that the right track.
are the manipulative site. (options: bear counters, shape counters, or color Modifications:
counters) The teacher will also say that the instructions are written on the first
slide if they need help. The teacher will instruct students to ask 2 peers any N/A
questions before coming to the teacher for help. Then the teacher will instruct the
students to start. The teacher will tell students that if they finish early then they
can do some problems using the dice and straws from earlier or they can pick a
book and read silently.

The teacher will use this assignment as a formative assessment. After class is
complete they will go back and look at the work of each student through
classkick and give feedback to students. The teacher will review the questions
and see if any reteaching needs to happen in the next day before moving on form
this content

Classkick: ​https://app.classkick.com/#/login/LCKPBU

Manipulatives: ​https://toytheater.com/category/teacher-tools/virtual-manipulatives/

Review and Preview: (5 minutes) Accommodations for Student with Students may worry about
 ADHD: how to solve word problems.
The teacher will bring the students back together and ask if they remember the The teacher will reassure the
cookie problem from the beginning of class. Now you have the skills you need to -The student with ADHD will be placed students that plenty of
solve it! As an exit ticket, How many cookies did I have left? Use the document in closer proximity to the teacher during modeling, guiding, and
on your chromebook to solve how many cookies I have left from 10 and if I the lesson. independent work will be
shared 5 with my brother. The teacher will tell the students to place their hands completed to clear up any
on their head when finished and put your chromebooks in the corner of the desk -In working towards an IEP goal of questions. The teacher will be
for the teacher to collect them and review the answer. raising hand quietly to speak (control positive with the students so
impulsivity), the teacher will specifically they are confident.
Before the chromebooks are collected, the teacher will write a word problem on praise this action.
the board and read it. The teacher will state next class we will still be adding or
subtracting however using our problem solving skills to read the problem and -The teacher will speak slowly, clearly,
solve the problem. Word problem - There are 7 Golden Retrievers and 10 and provide explicit expectations.
German Shepherd dogs. How many dogs are there in the store?
-Ethan will be given fidget options to help
him stay focused during instruction.

Accommodations for Student with

EBD:

-The teacher will praise positive

behaviors that the student engages in.

-The teacher will speak slowly, clearly,

and provide explicit expectations.

-Melissa will be in close proximity to the

teacher.

Accommodations for ELL Level 4

Student:

-The student will be able to use google

translate on her chromebook.

Modifications:
 N/A

6. Formative & Summative Assessments

Assessments After implementing the

Content/Language Objective(s) lesson, indicate whether
Formative Summative Differentiation objectives were met

Guided Practice: Guided practice This objective will be Students will be provided N/A
Given a worksheet, straws, and dice, the first worksheet: assessed on the summative with the option to utilize a
grade student will represent the numbers in a The objective will be assessment (Chapter Test), virtual worksheet to fill in
problem using straws to solve the problem assessed through through a series of their answers and follow
with 75% accuracy (¾ problems correct) completion of the open-ended questions on along during guided
according to a teacher answer key. worksheet. During the the end of the unit test. practice.
whole-group guided
practice, the teacher will Students will also have
be able to scan student some flexible seating
worksheets when they options.
lift up their answer to
identify students who are
having trouble with the
concept. This will allow
the teacher to work with
these particular students
individually or in a small
group during
independent practice
time. Students will also
turn in their completed
worksheets.

Independent Practice: Independent practice This objective will be Students will be allowed N/A
Given 8 addition and subtraction problems the assignment:​ this assessed on the summative to choose which online
student will represent the numbers in the objective will be assessment (Chapter Test), manipulative they would
problem using an online manipulative to solve assessed through the through a series of like to use to complete the
 the problem with 75% accuracy (6/8 correct.) Classkick. The teacher
according to a teacher answer key. will be able to go back the end of the unit test.
and look at students’
work allowing them to
see where students are
at. The teacher can also
evaluate if any
reteaching needs to
occur.
open-ended questions on assignment. Students will
have the option to wear
headphones when
completing the
assignment, in the case
they need more quiet. If
students are
uncomfortable at their
desk they will be given
the option to spread out
around the classroom.

Review and Preview: Review and Preview: This objective will be Students will have the N/A
Given 1 subtraction problem, Exit Ticket assessed on the summative choice to complete the
the student will represent the numbers in the assessment (Chapter Test), exit ticket on the
problem to solve the problem correctly. through a series of chromebook or on paper.
open-ended questions on
the end of the unit test.

7. Behavior Support/Classroom Management Plan

● Be Responsible in completing their work

Classwide ● Be There, Be Ready in being prepared with all materials and staying in area and in the classroom
● Follow Directions the first time that they are given
rules/expectations
● Be Respectful by being polite to one another and to the teacher
● Remain Safe at all times

APA Reference - Retrieved from Centennial School Lehigh University, Daily Point Sheet for students

Based on the lesson, plans to manage classroom behavior

Expectations for ● Students will sit quietly while teacher is talking
current lesson ● Students will raise their hand quitely if they have a question or want to participate
● Students will respect the class materials and use appropriately safely
● Students will remain safe by sitting safely and keeping hands and feet to themselves
 ● Students will work on the class work the entire lesson to the best of their ability
● Students will be respectful to each other and to teachers
● Students will be reminded to only use materials when directed to do so

For students who have those functional behavioral assessments in their IEPs

● Behavior chart in effect

Individualized
● Quiet corrections
behavior supports
● State the behavior you would like to see i.e “quiet raised hand”
● Positive Phrasing
● Allow student to take a walk or to take a break
● Remind the student of their coping strategies that can be utilized during the lesson

8. Reflections

[Reflect on your lesson design and implementation here. Give specific attention to whether objectives were met. If reteaching is necessary, please specify
how the next session will be different.]

N/A

9. Sources

[List your sources here.]

References:

Centennial School Lehigh University, Class Expectations

 Classkick: ​https://app.classkick.com/#/login/LCKPBU

Manipulatives: ​https://toytheater.com/category/teacher-tools/virtual-manipulatives/

10. Appendix A: Adding and Subtracting Straws & Dice Game Worksheet