Lesson Plan for ISL Project

Name of Teacher: Ashley Ruggerio Name of Lesson: Unit 3 Problems with Unknown Numbers
Lesson Number: 2
Date: 11-15-22

Grade Level: First Grade Subject: Math Unit 3

1. State Standards (InTASC Instructional Practices; Content Knowledge)

CCSS.MATH.CONTENT.1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem.

2. Objectives/Goals (InTASC Instructional Practices)

The students will be able to (performance-based):

Students will be able to use drawings and pictures to solve story problems with unknown numbers.

The criterion for successful learning is:

Students can find pairs or partners for a total to solve the unknown number in the story problem.

3. Learning Target (InTASC Instructional Practices)

I can use drawings and pictures to help me find the unknown number in a story problem.

4. Learning Experiences (InTASC Learner and Learning; Instructional Practices)

DIFFERENTIATION of learning experiences must be included in various places within this section.

A. Activating / Building Prior Knowledge / Prerequisite Knowledge

Introducing an unknown partner story. Read the questions “I see 6 butterflies. 4 are yellow. The rest are white.
How many butterflies are white?” I will invite students to discuss their methods used to solve the equation with
their table partner. Some students will make a math mountain, while some will make a circle drawing or use their
fingers to solve. All methods work and students can use the method that best works for them.

B. Direct Instruction
Direct instruction is done throughout the lesson because the worksheet will be completed together as a group. I
will present the problems to the students and encourage them to find their own way to solve for the unknown
number. Then we will share together the different ways to solve it. Students will also be shown how to read the
questions to help us form the answer. This will be done first by me and then together as a class or with their table
partners.

C. Teacher Modeling
I will suggest that you can use a math mountain to solve the problem. I can help students identify the total and
the partner and explain that they are looking for the missing partner to get to the total. The question is “We see 9

Revised 6/29/20 (3)

 fish. 5 are big. The others are small. How many fish are small?” When students find the answer I will remind them
to give the math problem a label for their answer. “What answer did you get? 4. Is it 4 cars? No, it is 4 fish. Let’s
find the word fish in the story, underline it, and then write it on the line to label our answer.

D. Guided Practice / Formative Assessment

For the formative assessment portion of the lesson, students will complete the “check understanding” question at
the bottom of their worksheet on their own. The question is “Kelly has 5 cubes. He gives some to Maria and some
to Jake. How many cubes can he give each person?” Students can complete this on their whiteboards to solve all
possible answers and share with their table partner when finished. Their responses should show their
understanding of partners of 5.

E. Closure
To close the lesson we will review the students' answers on the boards. This will also review finding missing
numbers in the equation and using a story problem to help you solve for the unknown numbers. We will review
how different students found the unknown numbers and how we can use different methods that we know to help
us solve for our unknown number in a story problem.
5. Summative Assessment (InTASC Instructional Practices)

Summative assessment is done at the end of the lesson. If students complete the worksheet together with 0-2
mistakes made, students will receive a star on their worksheet. If students complete the worksheet together with 3-4
mistakes, students will receive a smiley face on their worksheet, and more teaching may be needed. If students do
not complete the worksheet together or complete the worksheet with 5 or more mistakes, more teaching will be
needed and students will receive a check mark on their worksheet.

6. Lesson Materials (InTASC Instructional Practices)

Unit 3 lesson 2 worksheet, pencils, whiteboards.

7. Brief Overview of Plan (optional)

1.
2.
3.
4.
5.
6.

(add as needed)

Revised 6/29/20 (3)