Inclusive Instructional Plan Department of Teaching & Learning

Student: School/Grade/Cooperating Teacher:

Title: Word Problems for addition using two ten frames.

Know Your Students; The students will understand the basics of ten frames as well as counting.
Assessment of Prior
Learning:

Purposeful Grouping The students will be paired into groups of two. Each group will be able to lean
Decisions: on each other when they need help and if neither child is able to figure the
word problems out together, they can ask the teacher for assistance.
Purpose/Overarching The purpose of this assignment is for the children to practice their addition
Goal: skills using two ten frames at one time.

Measurable (SMART) S-The students will use ten frames to do addition.

Objectives: M-The teacher will be able to measure the student’s success by how well they
show their understanding.
A-The work will be acceptable when it is completed.
R-The student will be rewarded when they realize that they understand the
assignment and how to use multiple ten frames.
T-The worksheet should take no more than 20 minutes.
Assessment Plan The teacher will gather and compile assessment data with photos, work
(linked to objectives): samples and scores.

Standards Addressed: Mathematics First Grade Standard 2: Algebra Functions

Operations & Algebraic Thinking: Represent and solve problems involving
addition and subtraction.
Operations & Algebraic Thinking: Understand and apply properties of
operations and the relationship between addition and subtraction.
Operations & Algebraic Thinking: Add and subtract within 20.
Operations & Algebraic Thinking: Work with addition and subtraction
equations.

Materials: White boards with dry erase markers and erasers. Worksheet with word
problems on it.

Overall Procedures: Students will work in pairs to complete a word problem worksheet (5
problems) using two ten frames to solve the problems.

Intro/Anticipatory set: The teacher will introduce the assignment by asking the students what they
remember about ten frames.
Sequenced Body of  The teacher will hand out white boards and dry erase markers and
Activity: erasers.
 The teacher will hand out worksheets to each child.
 The teacher will pair the students up by their strengths.
 The students will get 20 minutes to work on the worksheet.
 If they need assistance, they can ask the teacher for help.
 At the end of the 20 minutes, the teacher will go over the worksheet
 Inclusive Instructional Plan Department of Teaching & Learning

with the entire class and ask the students for their input.
 The teacher will ask the students to volunteer up front to show their
ten frames.

Conclusion/Wrap-up: The teacher will wrap up the activity by inviting the students to the front of
the class to show their ten frames. The teacher will encourage the children to
talk back and forth about the ten frames as well.
Differentiation:
Choice (activities, If children would rather use paper and pencil/pen they will have access to
materials, seating): that. If children would rather stand at their desk rather than sit, they will also
be able to do that. Children that need a wobble seat will have access to one.

General The teacher will read the instructions/questions to the students if the students
Accommodations: require it. The teacher will also have large print available for any students
who may require large print.

Individual If a child works better alone, they will be able to do so.

Modifications:

Individual Learning If there are English language learners in the classroom, the teacher will speak
Supports (English slower for them. If a child needs assistive technology the teacher will work
Language Learners, with the child and the technology.
Assistive
Technology):

Background The teacher will work with care with students who may have experienced
Considerations, trauma and struggle. The teacher will take into consideration the child’s
Trauma-Informed culture and any routines the children may follow for their culture.
Care Considerations:

Assessment/ The teacher will make documentation about the children’s skills in math. The
Evaluation: teacher will use learning data to see where the students are overall.

Extensions into next This will lead the students into subtraction using ten frames.
step:
Inclusive Instructional Plan Department of Teaching & Learning

Implementation The teacher will reflect on how this assignment went.

reflection:
Inclusive Instructional Plan Department of Teaching & Learning

Addition Word Problems

Use ten frames to show your work.

1. Zachary had 3 apples to begin with. He added 9 more apples to his pile. How many

apples does Zachary have now?

2. Delilah has 5 oranges. She wants 12 more oranges. How many oranges will she end up

with?

3. If Braxton walks 9 miles and Mila walks 7 miles, how many total miles did the two

children walk?

4. Joey has 8 dinosaurs. He gets 8 more for his birthday. What is the sum of dinosaurs that

Joey has?

5. Stephanie has 6 chickens at home. When she goes to Big R, she buys 6 baby chickens.

How many chickens does Stephanie have?