STANDARD LESSON PLAN FORMAT

I.​ ​Describe the Class

20 students, 1st grade, one learning disabled, one second language learner

II.​ ​Subject/Skill:

Addition skill: addition with only one digit.

III.​ ​Objective(s)

Action: Students will use sticks and math symbols to answer single digit equations.

Condition: Able to follow the mathematical procedure of addition and moving over numbers

(sticks) for a total sum.

Criteria: Able to answer at least 60% of the questions.

IV.​ ​Procedures
1.) The students are to learn basic addition with the use of household items or plain

materials such as sticks. Using the items on hand to count and or make math symbols such as

the plus and equal sign.

Term definitions: plus sign = (+) a sign meant to signify the addition of two or more items,

Equal sign: (=) a sign meant to signify the sum of all it’s parts so far.

Addition: a combination of two ore more items to make a sum.

Concepts: the idea of adding and combining.

Approaches: Using household items to add and get a sum.

2.) The concept of numbers, The concept of combining,

3.) Using popsicle sticks on an ELMO projector to show the addition process. First go

through the numbers one through ten by laying down the popsicles one by one and also raising

one finger at a time as the number increases. Use a set of five popsicles and also use both

hands to demonstrate addition. Starting with a simple 1+1 and then using different numbers and

getting higher and higher. Count first with the popsicles or fingers (for example if three + one

then raise three fingers on the left hand slowly, then one finger on the right slowly and combine

them by moving them together.) (Make sure the class keeps on pace but also make sure to go

slow enough for everyone to understand.)

4.) For this part I would ask them to give me two numbers from 1-4 and add them together

using both ELMO and the materials or my fingers. They will also have to do it on their own and

hold up their fingers and add them up. Go slowly and check to make sure they are holding up

the right number of fingers for each of the respective numbers. Then see their own solution and

how they add and clear up any misunderstandings. To make checking the answers of the whole

class easier I made it so that all their answers are less than five and have to be shown only

using one hand. This reinforces the idea of summing up the answer into one number.
5.) The students will now have to find an answer on their own. They will have to write down

the answers on a piece of paper. For those having difficulty with writing or numbers, they can

use their fingers to give the answer. Go throughout the room and check their answers and see if

anyone is having trouble with the assignment.

V.) If possible, everyone including the teacher should have five to ten of the same object of their

own preference. An ELMO projector, paper and writing utensils for the students.

VI.) Group Size: As a class at first then individual practices.

Learning context: in the classroom in a regular setting.

VII: Modifications

ELL: if there are any students with a language barrier then it is simple enough to do this lesson

even without verbal learning. But I recommend having a sheet that lists the common terms and

numbers that will be associated with the problem such as addition, one through 10, and also the

sum.

For those that are learning disabled, I am assuming this means the mentally handicapped. This

is more of a go at your own pace kind of lesson. For the first part of doing it as a group you can

ask them problems for themselves that they can solve at their own pace.

VIII.​ ​Assessment
6.) Check all of the student’s level of understanding throughout the whole class. Students

should follow the proper procedure in addition and make sure that they understand the basic

concept. Ask if anyone has questions regarding the math operation. Clear up any

misunderstandings. The students should have been able to get at the least 60% of the answers

right regarding their individual practice.

7.) Assign homework with problems using single digit numbers being added to a sum that is

double digits. This will test if they can go beyond what the lesson has taught them and also if

they understood the concept of addition well enough.