Date: November 9, 2020

Teacher: Ms. Henry

Grade level: 1st
Time: 45 minutes
Content Area: Mathematics

 
I. Content and Standards:

 PA Early Learning Standard: CCSS.MATH.CONTENT.1.OA.C.5

Relate counting to addition and subtraction (e.g., by counting on 2 to
add 2).

 PA Early Learning Standard: CCSS.MATH.CONTENT.1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10.

 PA Early Learning Standard: CCSS.MATH.CONTENT.1.OA.D.8

Determine the unknown whole number in an addition or subtraction
equation relating three whole numbers.

II. Prerequisites

 Students know number names and the count sequence.

 Students can count to tell the number of objects.
 Understand addition as putting together and adding to, and
understand subtraction as taking apart and taking from.
 Students can use mathematical processes when qualifying,
comparing, representing, and modeling numbers.

III. Instructional Objective: Students will be able to relate partners and

totals in order to find the unknown partner using a math mountain.

IV. Instructional Procedures

a) Before (Opening Routine): Review virtual learning expectations,

(Whole Body Listening) eyes are looking, mouth is quiet, body is still, ears
are listening, and brain focused. (Communication with students:
procedures for learning- expectations were communicated clearly to set
the tone for learning.) Then proceed to ensuring students have all their
materials ready, and are ready to begin the lesson. I will begin the lesson
by introducing the objective as it pertains to previous
lessons( Communication with students: students were informed of the
learning expectations so they would know what they would be learning
today.) and its significance by emphasizing the meaning of the words
addition, partners, equal, and total. Then choose a friend to restate the
objective to their friends for reinforcement and clarity. I will proceed by
doing a “Math Talk” that will consist of me presenting a same or different
picture. I will give students time to think, and then encourage them to
share their mathematical thinking. (Using questions and discussion
techniques: In encouraging students to participate in the math talk they
are thinking on a higher level and engaged into a discussion.) I will
emphasize there is no right or wrong answer and their opinion is valuable.
After students have shared their thoughts I will summarize/ reiterate
their responses and proceed to the guided instruction.(Communicating
with students: restate students response and record it on slide.)

b) During (Guided instruction/ Formative task): I will introduce the

math mountain to students and its components. Then place the total of 6
at the top of the mountain and a 4 at the bottom left side of the mountain
as one of the partner. Then demonstrate how to find the other partner
using the counting on method. Next we will do a problem together to
check for understanding. I will choose a student to choose numbers for the
total and a partner using numbers up to 10 and tell us how we can find the
unknown partner. We will work together to find the unknown partner
then will proceed to the independent practice. (Engage students in
learning- students are will justify their answers orally and written form ,
make contributions to learning by sharing their partners with a total of 10
using their materials.)

I will explain to students that they will be completing pg. 97 in their

Math Expressions Workbook, which consists of them finding the partner
in the math mountain. (Communicating with students: Students are aware
of what they will be doing to continue to practice this concept. ) Then
give them choices of what they can do when they are finished. I will have a
student review instructions with the class, and I will also post it on the
board with supporting pictures. (Communicating with students: written
and oral instructions.) While students are completing their independent
activity I will check in on everyone to provide the necessary support.

c) After (Reflective Closure): Students will draw a math mountain with a

total of 8 and a partner of 5 using a whiteboard, Jamboard, or paper.
(Using assessment in instruction: To check for understanding of the
concept, students will be provided with the opportunity to demonstrate
mastery.) I will take note of students’ response for future lessons and to
have students set goals. Closing thoughts- How do you feel about finding
the unknown partner using a math mountain? Thumbs up if you feel
confident, or thumbs down if you need more practice, Why? (Using
 assessment in instruction – Students are able to give meaningful feedback
about their understanding.)
.
V. Homework Assignments:
Complete pg. 51 in Math Expressions Workbook (volume 1)

Materials and Equipment: white erasable boards, erasable markers,

pencils, paper, Math Expressions Workbook (volume 1)

VI. Assessment/Evaluation:

Formal assessment: Exit ticket (quick problem)(Using assessment in

instruction: This assessment is used to check for understanding to set
goals for future lessons.)

Informal assessment: Ask questions during lesson/ Observations. (Using

assessment in instruction/Demonstrating flexibility and responsiveness:
This assessment is used to check for understanding and to make the
necessary adjustment to the instructions through other strategies. )

VII. Differentiation
Provide one-on-one explicit instruction. Demonstrating flexibility and
responsiveness – Students are monitored and lesson adjusted based upon
their understanding. Additional instructions are given based upon their
current understanding with enhanced instructional strategies/ resources.

Provide additional time to complete independent practice with additional

instructions and modeling. Demonstrating flexibility and responsiveness-
Provide more time as needed to ensure students who have not totally
grasp the concept are able to work on problems with support from teacher
or peers.

I. Technology
Lab top- Power-point Presentation, Name picker wheel, Google meet
 
VIII. Self-Assessment 
How was the lesson overall?
Are there aspects of the lesson you would have changed? Why?