Basic Math

Teacher Candidate Dates Implemented Cooperating Teacher

Caitlynn Frost 10-20-2023 April Counts

Integrated Curriculum Areas - Grade Level Unit Length (hours/days)

Goal I
(Standard Listed Below)
Art 1st 5 Days

English/Language Arts

Foreign Language Description of Focus Students (identify as Student A, Student B, etc....)

Health/Physical Education Student A: Learning Disability

History/Government Student B: Learning Disability

Mathematics Student C: Emotional Disturbed

Music Student D: Autism

Science Student E: ADD

Social Studies Student F: English Language Learners

(economics, geography, sociology) Student G: English Language Learners

Speech/Theatre Student H: English Language Learners

RELATED STATE AND NATIONAL LEARNING STANDARDS – Goal I

-1.OA.3: Apply properties of operations as strategies to add and subtract.

- 1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.

UNIT GOALS (learner outcomes) – Goal I

• Add with in 10 when solving word problems

 • Be able to pick out words that mean add in a word problem

OVERVIEW – CLASS/TOPIC/READINESS – Describe class scenario, reasoning for topic choice given, and
its relevance to current events or grade level content. Describe previous learning that has prepared students for
this unit. – Goals I & II

In the first-grade class, during the mid to end of October, the students are fully ready to sharpen their math skills.
They have already mastered the art of counting to 10 and have completed adding numbers up to 10. Currently,
they are in the process of driving into teen numbers. The students were introduced to utilizing a number line to
enhance their addition skills. With each passing day, they are growing more comfortable with using the number
line as a valuable tool and are also becoming adept at applying manipulatives to add and subtract.

As the class progresses, the students are now prepared for the fascinating journey of subtraction. They have
successfully grasped the concept of adding numbers and are filled with enthusiasm to explore subtraction. The
teacher will introduce subtraction using various strategies, including incorporating manipulatives and visual aids.
These strategies will aid the students in understanding the intricacies of subtraction and will enhance their learning
experience. The use of manipulatives and visual aids will provide the students with a solid foundation for
mastering the art of subtraction.

In the class there is an Autistic student performing at grade level in reading and math, but easily becomes
frustrated and tends to run away from school when experiencing frustration. The ESL students require additional
assistance with academic vocabulary. The ED student deals with anger management issues and meets with the
school counselor twice a week or more, as necessary. Additionally, they spend 60 minutes daily in the ED room for
self-regulation. The ED student has also encountered law enforcement due to involvement in fights. The ADD
student is not currently on medication but is undergoing a medical evaluation for possible medication. They often
get off task and require redirection. The LD students are one grade level behind in reading and math. The class
consists of 20 students, 12 boys and 8 girls, with 6 African American or black, three Hispanic or Latino, and 11
white students. The socio-economic status of the class is medium.

APK (Activation of Prior Knowledge) - Activation of Prior Knowledge/Unit Launch – How will you LAUNCH
this unit? Describe any activation strategies you will use to link prior learning to this unit and motivate students to learn its
content. – Goals I & II

Go to carpet and watch YouTube video that skip counts by 2, 5, 10, and counts backwards by 1 while
doing a workout.

Link: https://www.youtube.com/watch?v=q_yUC1NCFkE

Or in YouTube search: Workout & Count | Skip Count by 2's, 5's and 10's | Count Backwards | Jack
Hartmann

After video will go to seats and get out supply's to draw a rainbow (paper, red, orange, yellow etc.) after
rainbow is drawn start on the outside with 0 label 0-5 then 5-10 make 10 facts by following the colors on
the rainbow, while students do this pull kids aside to do pre assessment, if finished and still testing do
color by number worksheet
DAILY MATERIALS, RESOURCE LIST, AND BIBLIOGRAPHY - All borrowed sources must be cited in this area – Goal I

Day 1: https://www.youtube.com/watch?v=C229LUk380Q worksheet 20 count

https://mcphersoncollege-
my.sharepoint.com/:w:/g/personal/froscai_bulldog_mcpherson_edu/EZ8RuJ9A5UhFguwdJoI7OfwBwXo
aMC5fWlWEiP9QMI0mdQ?email=bakeril%40bulldog.mcpherson.edu&e=4b9gan , pencil
Day 2: The M&M's Addition Book by Barbara Barbieri McGrath, M&M's, Paper, Pencil, 20 Cup for candy, projector

Day 3: Copy of The Very Hungry Caterpillar by Eric Carle, Class set of the Number Line 1-20 worksheet, Class set of
the Addition to 20 Check-in, pencil worksheet
https://mcphersoncollegemy.sharepoint.com/:w:/r/personal/froscai_bulldog_mcpherson_edu/Docume
nts/caterpiller%20worrksheet.docx?d=w9f82b25e690c4295b757f23837d40232&csf=1&web=1&e=ZrEG
Ye
Day 4:
https://docs.google.com/presentation/d/19BuTWxNBCKr2GJr1V8eAQNIvedw7Rl0s/edit?usp=sharing&o
uid=101955631325350551778&rtpof=true&sd=true worksheet 1 20 set, worksheet 2- 20 set, pencil

Day 5: https://www.youtube.com/watch?v=uONIJ5TQ2DA worksheet 20 set, word math problem.docx pencil

DAILY LESSON PLAN CHART – Lesson title, learning objective, brief description of student and teacher activities: APK, ME
(Model Effectively), WE (Welcome Engagement), TWO (Thinking with Others), YOU (Your Own Understanding), CLOSURE, brief
description of formative assessment, adaptations for focus student(s) or differentiated instruction for various levels of learning.

Lesso ABCD Instruction Assessment

n Objective
Day students will APK: move to carpet and watch Students will complete a worksheet where
1: be able to video. they circle the words that indicate addition
identify and and underline the words that indicate
https://www.youtube.com/watc
define subtraction.
h?v=C229LUk380Q
words that
indicate ME: explain Addition is joining
addition or two or more groups together.
subtraction Subtraction is taking away from a
in word group. Talk about different words
problems, that mean add and subtract like,
with 75% or more, away, less, give, etc.
better
accuracy. We: students using small white
boards teacher use big white
board go over a couple adding
and subtracting problems as a
whole. While doing this make
sure to use words that mean add
 and subtract and how you know
that they mean add and subtract.
Write all the words on the board

TWO: talk to some close and

discuss what words mean add
and what words mean subtract,
and how you know.

YOU: make a list of all the words

that mean add and subtract on
paper. Words are on board to
copy for spelling.

ISS: complete color by word

worksheet

CLOSER: turn papers in then

clean up area. Then get into two
groups add more and take away
people from each group to have
students more around and rap up
their learning from math to be
able to move into the next
subject.

Day Students will APK: Ask your students what Observe that students can make an
2: make math equal means. Remind them that additional problem using M&Ms. Check that
mms problems when two numbers are equal, the equations match the number of M&Ms.
math with mms they are the same. Tell them that
and have when adding two numbers
80% together, the result is the sum.
accuracy or
ME: Read The M&M's Addition
better.
Book by Barbara Barbieri
McGrath.

WE: Review the numbers one to

20 with students by seating
students in circle. Pass a stuffed
animal around the circle and
instruct students to say the next
number in the counting sequence
when it is their turn.
 WE: Ask students to tell you
which math symbol means "to
add." Instruct them to form a
plus sign with their arms as they
repeat after you, "plus sign."
Instruct students to follow along
with their candy as you model
solving a few additional
problems.

TWO: in groups discuss what the

book was about and how it
connected to the lesson.

YOU: 1. Show a number

statement with the M&Ms. 2.
Write a number statement on the
paper. 3. Count the M&Ms to
solve the equation.

Closer: eat mms clean up area

and have them discuss what was
their biggest and smallest
numbers.

Day Students will APK: Discuss that since you are students will show comprehension of new
3: be able to adding, you will move forward on background knowledge and associated skills
hung count on to the number line. The total of the through an oral or written task
ry add within two numbers will be bigger than
cater 20 with % the parts.
pillar accuracy.
ME: start by talking about a book
then read. The story by saying,
"The Very Hungry Caterpillar tells
the story of a caterpillar who eats
more and more each day of the
week. We will read the story
today and add to find the total
number of things that the
caterpillar eats."

WE: count and add the total

number of things the caterpillar
ate.

TWO: Distribute the Addition to

20 Check-in worksheet. Put
 students with a partner to solve
the problems using their number
lines

You: pass out the 3-question

number line worksheet students
do it all on own.

CLOSER: Tell students to give you

a thumbs up if using a number
line helped them to solve the
problems. Choose a few
volunteers to share ways in
which using a number line to
count is helpful and clean up.

Day Students will APK; go over what words mean Students will solve word problems in
4 solve word add and subtract and a quick different ways,
problems review on different ways we have
https://docs.google.com/presentation/d/19
with 75% solved math problems.
BuTWxNBCKr2GJr1V8eAQNIvedw7Rl0s/edit
accuracy.
ME: on white paper, write out ?usp=sharing&ouid=101955631325350551
the following story problem. 778&rtpof=true&sd=true
Leave room for pictorial model
below.

Grace had 6 new pencils. Hunter

had 4 new pencils. How many
new pencils did Grace and Hunter
have?

WE: Read the problem

altogether. Draw the pictures and
create a number sentence to
solve the problem. When
complete, restate the question in
a sentence.

TWO & APK: in groups of two

solve word problem in 5 different
ways.

YOU: solve on own worksheet

called build a monster.

CLOSER: Clean up push chairs in

and meet me at the carpet, then
 discuss what was their favorite
way to solve problems.

Day Students will APK: draw pictures that you Students will solve a set of addition word
5 be able to could use to solve addition word problems using drawings and explain their
use problems. Then watch a fun thinking
drawings or video on adding.
visual https://www.youtube.com/watc
displays to h?v=uONIJ5TQ2DA
solve
ME: demonstrate how to solve a
additional
word problem with a drawling
work
(stars and hearts to make the
problems
sum). Also read questions aloud
within 10
with 80% WE: solve this problem as a class
accuracy. using pictures: Sam has 7 apples
and Luke has 2 oranges how
many fruit do they have in all.

TWO: talk to someone next to

you about how drawing can help
you solve a word problem.

YOU: solve worksheet by self. At

the zoo math word problems.
word math problem.docx

CLOSER: clean up area then

discuss what were their favorite
ways to solve word problems.

Adaptations
Day 1:

Student A: Learning Disability: Have a list of words that mean add and then a list of words that mean
subtract for child to use.

Student B: Learning Disability: Have a list of words that mean add and then a list of words that mean
subtract for child to use.

Student C: Emotional Disturbed: Multiple different fidgets and a desk in the back of the room if
struggling to keep body safe.

Student D: Autism: A safe play in room, noise canceling headphones, and a fidget.
Student E: ADD: Will sit at a table with three other classmates that are almost always on task, will also
have a fidget and a sensory mat available if needed, along with a rubber band on bottom of chair.

Student F: English Language Learners: Have a list of words that mean add and then a list of words that
mean subtract for child to use, in their home language and translated into English. Also, a number line
and number charts.

Student G: English Language Learners: Have a list of words that mean add and then a list of words that
mean subtract for child to use, in their home language and translated into English. Also, a number line
and number charts.

Student H: English Language Learners: Have a list of words that mean add and then a list of words that
mean subtract for child to use, in their home language and translated into English. Also, a number line
and number charts.

Day 2:

Student A: Learning Disability; A number line and number charts.

Student B: Learning Disability: A number line and number charts.

Student C: Emotional Disturbed: Multiple different fidgets and a desk in the back of the room if
struggling to keep body safe.

Student D: Autism: A safe play in room, noise canceling headphones, and a fidget.

Student E: ADD: Will sit at a table with three other classmates that are almost always on task, will also
have a fidget and a sensory mat available if needed, along with a rubber band on bottom of chair.

Student F: English Language Learners A number line and number charts.

Student G: English Language Learners A number line and number charts.

Student H: English Language Learners. A number line and number charts.

Enrichment: Students who understand the concept may use more than two colors in their number
sentences. Or encourage students to use more than 10 of one color.

Support: For students who need more support, have them move the M&M's as they are counting
them

Day 3:

Student A: Learning Disability: A number line and number charts.

Student B: Learning Disability: A number line and number charts.

Student C: Emotional Disturbed: Multiple different fidgets and a desk in the back of the room if
struggling to keep body safe.

Student D: Autism: A safe play in room, noise canceling headphones, and a fidget.
Student E: ADD: Will sit at a table with three other classmates that are almost always on task, will also
have a fidget and a sensory mat available if needed, along with a rubber band on bottom of chair.

Student F: English Language Learners: If students do not know number names in English, allow them to
count using their home language.

Student G: English Language Learners: If students do not know number names in English, allow them to
count using their home language. A number line and number charts.

Student H: English Language Learners: If students do not know number names in English, allow them to
count using their home language. A number line and number charts.

https://mcphersoncollege-
my.sharepoint.com/:w:/r/personal/froscai_bulldog_mcpherson_edu/Documents/caterpiller%20worrks
heet.docx?d=w9f82b25e690c4295b757f23837d40232&csf=1&web=1&e=ZrEGYe

Day 4:

Student A: Learning Disability: If need extra help can use a number line, or other manipulatives.

Student B: Learning Disability: If need extra help can use a number line, or other manipulatives.

Student C: Emotional Disturbed: Multiple different fidgets and a desk in the back of the room if
struggling to keep body safe.

Student D: Autism: A safe play in room, noise canceling headphones, and a fidget.

Student E: ADD: Will sit at a table with three other classmates that are almost always on task, will also
have a fidget and a sensory mat available if needed, along with a rubber band on bottom of chair.

Student F: English Language Learners: If need extra help can use number line, or other manipulatives.

Student G: English Language Learners: If need extra help can use number line, or other manipulatives.

Student H: English Language Learners: If need extra help can use number line, or other manipulatives.

Day 5:

Student A: Learning Disability: Use counter blocks to help solve.

Student B: Learning Disability: Use counter blocks to help solve.

Student C: Emotional Disturbed: Multiple different fidgets and a desk in the back of the room if
struggling to keep body safe.

Student D: Autism: A safe play in room, noise canceling headphones, and a fidget.

Student E: ADD: Will sit at a table with three other classmates that are almost always on task, will also
have a fidget and a sensory mat available if needed, along with a rubber band on bottom of chair.

Student F: English Language Learners: Use counter blocks to help solve.

Student G: English Language Learners: Use counter blocks to help solve.

 Student H: English Language Learners: Use counter blocks to help solve.

UNIT ASSESSMENT OF LEARNER PERFORMANCE

(Fully describe each assessment and attach copy)– Goal II

• Pre-assessment: Warm Up
• 1. Can you count from 1 to 20?
2. Can you count these objects?
3. Can you write the number 10 in words?

• Summative Assessment: Students will solve problems on a worksheet with multiple choose, fill in the
blank, and word answer out.

Name Count 1-20 Count objects Write the

How many? number ten in Notes
words

TECHNOLOGY A summary of teacher and student technology used throughout the lesson. - Goals I & II

Teacher technology: Smart board and a laptop to play YouTube videos, or if the school has a smart board connected to Wi-Fi and can play
directly from the board no laptop will be needed.

Student technology: nothing.

SUMMARY OF ADAPTATIONS FOR FOCUS STUDENTS List preparation for diverse learners. – Goals I & II
These are always available for use at any time that is needed, if not being used the right way it will be taken away. Give one reminder if needed
then lose it tell ready to use it the right way.

Student A: Learning Disability: will always have the following available to use when needed number line, manipulative, drawings, verbal
response, shortened assignments, highlight key words for them.

Student B: Learning Disability: will always have the following available to use when needed number line, manipulative, drawings, verbal
response, shortened assignments, highlight key words for them.

Student C: Emotional Disturbed: if getting overwhelmed have him deep breathing or, taking a break, he can use a calming tool like a stress ball
or other fidgets. Uses a visual schedule, behavior charts, and emotion thermometers, to help the student understand and manage their
emotions and behaviors.

Student D: Autism: will always have the following available to use when needed number line, manipulative, drawings, verbal response,
shortened assignments, fidgets. Also, she uses a visual schedule, visual task lists, and visual cues to help her understand and follow daily
routines and expectations.

Student E: ADD: will have available and use if at any time need too, manipulative to use as well as a number line, shortened assignments, being
able to draw for a response, fidgets. A daily check list to help stay on task.
Student F: English Language Learners: will always have the following available to use when needed number line, manipulative, drawings, verbal
response, shortened assignments.

Student G: English Language Learners: will always have the following available to use when needed number line, manipulative, drawings, verbal
response, shortened assignments.

Student H: English Language Learners: will always have the following available to use when needed number line, manipulative, drawings, verbal
response, shortened assignments.

Summative Assessment:

1. Circle the number that comes after 13. 19 12 14 15 12 10

2. Count the objects:
- 4 apples
- 7 bananas
- 2 oranges
How many fruits are there in total? _____________
3. Use the greater than, less than, or equal to symbol to compare the numbers:
- 8 ____ 6
- 5 ____ 5
- 10 ____ 12
4. Solve the addition problem using manipulative:
There are 3 red blocks and 2 blue blocks. How many blocks are there in total?
5. Solve the subtraction problem using a number line:
Start at 9 and subtract 5. What is the difference?