Boston College Pre-Practicum Lesson Plan Template

Name: Faith Drescher Date: 10/24/23

School: The Chestnut Hill School Grade: 1

Starting and Ending Time: 10:45am to 11:45am

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core Standards: With regard to how this lesson
fits into the “big picture” of the students’ long-term learning, which MA framework does the lesson most
clearly address? Select 2 to 3 focal standards that will be key to your instruction and assessment.

1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions
about the total number of data points, how many in each category, and how many more or less are in
one category than in another

1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of addition
to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using objects, drawings, and equations (number sentences) with a symbol for the unknown number to
represent the problem

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the
student(s) learn and (2) how will they demonstrate that knowledge?

By the end of the lesson, students will be able to connect the quantities in a story problem to an
equation, then reason abstractly and quantitatively. They will demonstrate their knowledge by
determining whether 5 comparison statements about data are true or false and answer, answer 4
Compare Story problems, and explain their thinking using drawings, numbers, or words verbally or in
their workbooks.

Assessment: What specific, tangible evidence will show that each student has met this objective?

In the lesson cool-down, they will write an equation to match the given real-life problem and put a box
around the answer to the question, building on their work in the two lesson activities. Students can use
drawings, numbers, or words to explain their thinking.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and
lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge?
Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as cited by Thaashida L.
Hutton in Three Tiers of Vocabulary and Education.

By the end of the lesson, students will have the opportunity to articulate what they notice and wonder
which allows them an opportunity to attend to precision in the mathematical language they use to
describe what they see. At first, they might use less formal or imprecise language. However, then they
may restate their observation with more precise language in order to communicate more clearly. Aligned
with WIDA ELD Standard 3 ELD-MA.1.Inform.Expressive, students will demonstrate mathematical
precision by using the word “fewer” instead of “less” when solving the real-life data comparison
activities. For example, instead of a student saying “There are less students who chose crayons” they
should say “There are fewer students who use crayons.”

Assessment: What specific, tangible evidence will show that each student has met this objective?

I will have students explain their thinking in the warm-up activity (e.g., crayons had the fewest votes) and
will allow the students to correct their mathematical statements if they used the word “less.” The
students will be responding to 10 other written questions that only employ accurate mathematical
language and will be asked to explain their thinking for 6 of the problems.

Content: What are the specific details of the lesson’s content knowledge?

The work of this lesson connects to previous lessons in which students solved Compare, Difference
Unknown story problems in a way that makes sense to them. The context is data to encourage students
to consider more abstract context. Students write a question to match the problem and put a box around
the answer to the question, building on their work in previous sections. Students consider addition and
subtraction equations that relate to a given problem. When students connect the quantities in the story
problem to an equation, they reason abstractly and quantitatively.

1. Notice and Wonder Warm-up

2. True False Statements Activity
a. 2 explain thinking questions
3. Abstract Favorite Art Supply Activity
a. 4 explain thinking questions
4. All class-synthesis, cool-down

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to
effectively teach the lesson and meet the lesson objectives.

Opening (10 minutes): How will you introduce the instructional objective to the students, “activate”
learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content?

Introduction:
1. Display slide show slide 2
2. Calling 1 table at a time, tell the students to sit in two rows on the rug facing the smart board.
3. “Today’s learning goal is ‘Let’s compare data.’”

Notice and Wonder (Warm-Up):

4. Display slide show slide 3
5. FIRST ask the whole class: “I want you silently in your head for 30 seconds think: what do you
NOTICE about this image?”
a. After 30 seconds: Quietly pair off students to turn and talk about what they notice.
Listen to student conversations
i. Possible responses:
1. There are 8 votes for markers
2. Crayons had the fewest votes
3. There are more votes for paint than crayons
 6. NOW ask the whole class: “Thumb on chest if you have something to share about what you
notice.”
a. Record 3 responses on white board
b. “Did anyone else notice that?” [surfs-up hand motion]
7. SECOND ask the whole class: “I want you silently in your head for 30 seconds think: what do
you WONDER about this image?”
a. After 30 seconds: Quietly pair off students to turn and talk about what they wonder.
Listen to student conversations
i. Possible responses:
1. What is the title of the graph?
2. How many more people voted for markers than crayons?
3. How many students took the survey?
8. NOW ask the whole class: “Thumb on chest if you have something to share about what you
wonder.”
a. Record 3 responses on white board
b. “Did anyone else notice that?” [surfs-up hand motion]
9. LASTLY ask the entire class: “What could the title of this diagram be?”

During Lesson (35 minutes): How will you direct, guide, and/or facilitate the learning process to support
the students in working toward meeting the instructional objectives?
**It is important to revise student responses in which students use the word “less” instead of “fewer.””**
● For example, “There are less students who chose crayons” → “There are fewer students who use
crayons.”
Activity 1 (20 min)
1. Display slide show slide 4
2. Read outloud: “A group of students was asked, “What is your favorite art supply?” Their
responses are shown in this chart.”
3. 8 minutes: “Priya and Han made some statements about their data. Your job is to decide
whether you agree or disagree. Once you decide your response, circle it on your paper.” “For
#3, #4, and #5 I want you to show your thinking either with a drawing, number equation, or
words. If you need assistance reading the problem, ask one of the three educators in the room.
First complete problems #1-5 from P. 144-146 on your own and then when you are done sit in
front of the smart board until you find a partner to tell them how you figured out your
responses.”
4. Tell students to return to their table seats and open their workbooks to p. 144
 a. Find 2 students that have different methods of representing problem #3
i. If students identify how many voted for each category, but label the true
statements false, or false statements true ask
1. “How can you tell how many students voted for X?”
2. “How could you use connecting cubes to compare the categories?”
5. Tell everyone to sit back on the rug into the same two rows.
a. Student 1:
i. Ask to share response to #3
ii. “What equation can I write to match their work?”
1. 5+3 = 8 OR 8-5 = 3
2. Write on white board
iii. “Which part of this equation represents the answer to the problem?”
1. Draw an answer box around the 3
iv. “How does the equation relate to the statement in #3: Three more students
voted for markers than crayons?”
1. 5 = # of votes for crayons
2. 8 = # votes for markers
3. 3 = the difference between crayons and markers. If you start with the #
for markers and take away how many voted for crayons, you see that it
is 3 fewer votes