Direct Instruction Lesson Plan PDF

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Summary

Lesson Plan Created for task 1 at WGU....

Description

Direct Instruction Lesson Plan Template

General Information Lesson Title: Algebraic Thinking: Subtraction Equations Subject(s): Mathematics Grade/Level/Setting: First Grade. There are 27 students in my classroom (15 girls, 12 boys). 19 students have been identified as grade-level learners, 1 is an ESL student, 4 are performing below grade-level expectations, 2 are performing above grade level and 1 is a special needs student. Prerequisite Skills/Prior Knowledge: 1.

Students must have a solid understanding of whole numbers.

2.

Students must have a basic understanding of addition prior to this lesson.

3.

Students must understand the basic concept of “taking away.”

4.

Students should understand the relationship between counting and subtraction/addition.

5.

Students should be capable of working in small groups or individually.

Standards and Objectives State/National Academic Standard(s): Understand the meaning of the equal sign, and determine

if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

http://www.corestandards.org/Math/Content/1/OA/D/7/

Learning Objective(s):

● Conditions: ○ Without use of calculator or aid from teacher. ● Behaviors: ○ Solve problems involving subtraction ○ Understand and apply properties of operations and the relationship between addition and subtraction. ○ Subtract within 20. ○ Exhibit positive behavior and put forth best effort ● Criteria: ○ Students will score 80% or higher on the end-of-unit summative assessment.

Materials

Technology

Teacher:

If I work within a district that has access to a SMART board, I

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Large White Board or Smartboard

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Dry Erase Marker

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Dry Erase Wipe

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Pencil

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Eraser

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Poster Board

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Sheets of paper/printer/ink (for worksheets mentioned below)

Students: ●

Abacus

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Inch Worms

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Individual Dry Erase Board

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Dry Erase Marker

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Dry Erase Wipe

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Pencil

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Eraser

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Worksheets printed out by teacher

will utilize this tool during large group sessions as I am rolling out the subtraction concepts to the whole class.

If the district does not have SMART Boards in the classrooms, I will simply use a white board at the front of the class.

I will also have first graders utilize a math learning program called Aleks. This program is individualized to each student’s skill level and becomes more challenging as their skills advance. I would ask that students utilize this 15 minutes per day.

Language Demands Language Function(s): Students will explain how they found the sum of two numbers. Students will analyze problems independently. Discourse Vocabulary: Students will need a sound understand of the following terms: Addition, Subtraction, Sum, Minus, Plus, Equals, Equation

Discourse and/or Syntax: Discourse: Students will pair up and be instructed to solve math problems as a team, while talking through and writing down steps to solving the problem.

Planned Language Supports:

1. The teacher will provide visual representations for the terms: Addition, Subtraction, Sum and Equal. These will be placed in plain view of the students to use as a reference during math sessions. 2. Students will also be provided sample questions that show how to solve a subtraction problem with step by step visuals. 3. The teacher will provide large group instruction with the aid of a SMART Board or White Board. These visuals will be left on the board during the small breakout group activities to use as a reference.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

The teacher will gather students to the carpet, sitting next to their assigned partner. Students will face towards the front of the classroom where the teacher is presenting a large group lesson to introduce subtraction.

The teacher will share a visual on the SMART board with an apple and smiling worms. The apple will have 4 smiling worms. One worm leaves to go home. (41=3).

Student Actions

I anticipate students will quietly and respectfully sit in their carpet spot, next to their partner. Students will participate in the teacher-led conversation and large group activity. The fun visuals and simplistic initial lesson will help to keep their attention and excitement.

Students will work with their partner to solve the final problem mentioned in the activity description. Students may need support from the teacher but the teacher will give them the independence to work through the problem until the 1-2 minute timer has lapsed.

Another apple will have 5 worms. Two worms leave to visit a friend (5-2=3). After this time, students and the teacher will discuss their answers and questions. Teacher will then put a third visual up showing the equation 4-2=2. The teacher will ask students to face their partners to see if they can brainstorm the answer as well as where they believe the 2 worms are going (to make it engaging and age

appropriate). This will last for 1-2 minutes.

After this is complete, I will ask a few different groups to share their answers.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Students will sit at a table with their assigned partner.

Students will need one Abacus and two different assignment sheets. Each sheet will have 5 different subtraction problems listed.

Partner 1 will work through the first problem, explaining their thinking aloud and using the abacus to work the problem. Once they feel confident in their answer, partner 2 will take a turn.

Partner 2 will work through their problem in a similar way to Partner 1.

This will go back and forth until all 5 questions have been answered.

After this task is complete, students will come to the carpet and work through all 10 questions with the teacher on the white board. If students had any incorrect answers, the teacher will make a note to work with them independently.

Student Actions

Students will use their Abacus tool to work through their different subtraction problems. Students will process their problems aloud and ask for help from their partner if they get stuck.

Students will be engaged and eager to share on the carpet at the end of the exercise.

Guided Practice: Activity Description/Teacher

Teacher will provide each student with a different math problem. Students are to determine the best way to solve the problem (i.e. in their head, on paper, with their inchworms, abacus, etc.).

Students will come to the front of the class with their problem and teach their fellow classmates on how they approached and solved the problem at hand. The teacher will be present to guide the student should they get stuck

Student Actions

The student will speak loudly and clearly in front of the class. Each student will have one up to one minute to explain their approach to their math problem.

After the student is finished presenting, fellow students will have an opportunity to ask questions.

Independent Student Practice: Activity Description/Teacher

Student Actions

Students will sit quietly at their desk spot and work through the individual problems listed The teacher will ask students to sit at their on the board. desk spots with their bin of inchworms. White Board Activity

Teacher will put a more challenging math problem on the white board and walk around to see how each student is solving the problems. The teacher will ask students to raise their hands if they get stuck. The teacher will guide students in the right direction while also empowering them to use their own skills and knowledge.

The following problems will be the focus of this lesson:

Students will use their inchworms for a visual, physical way to process the math problems at hand.

Students will use the teacher as a resource as needed.

10 - 1 = 9

9-1=8

10 - 2 = 8

9-2=7

10 - 3 = 7

9-3=6

10 - 4 = 6

9-4=5

Culminating or Closing Procedure/Activity: Activity Description/Teacher

Student Actions

Teacher will ask each student to complete an exit ticket with 4 subtraction equations listed.

Students will complete the exit ticket to the best of their knowledge. Students will confer with the teacher after results are available and plan the best approach to mastery.

The teacher will utilize the results of this exit ticket as a guide for next steps. If students are proficient and have mastered the skill, those students will move forward. If a student has not mastered the content, the teacher will spend extra time during small group lessons or individual lessons to help the student/s become proficient. Problems on the exit ticket will be: 9 - __ = 5

12 - 2 = __

10 - 4 = __

5 - 4 = __

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented:

EL:

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G&T students will have access to more challenging questions (i.e. above 20).

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G&T students will also have access to a higher level of learning through Aleks, the online tool.

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G&T students will be challenged not to use tools (abacus, inchworms, etc.) to solve their problems.

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Visuals will be available when asking students to perform tasks.

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The teacher will meet with the student in advance to explain the lesson in a one on one setting. This way the student is more prepared and confident entering the lesson.

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The teacher will work with the ESL teacher in order to incorporate the new math language into their lessons as well.

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The teacher will offer certain directions to be translated into their native language should the language barrier be a rockblock.

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The Teacher will read questions to student/s as needed.

Students with Other Special Needs: ●

The teacher will meet with the student in advance to explain the lesson in a one on one setting. This way the student is more prepared and confident entering the lesson.

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The teacher will be intentional with students' classroom placement. Depending on the special needs of the student, the student may be more successful close to the teacher, away from loud noises, away from bright lights, etc. The teacher will review their IEP or 504 Plan to ensure she/he is meeting their physical needs.

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The teacher will include visuals alongside directions.

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The teacher will allow frequent breaks if the student prefers.

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The teacher will read questions to the student/s as needed.

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The student can utilize technology as needed.

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The teacher will adhere to the accommodations listed on the 504 Plan or IEP.

Assessment Formative As mentioned above, my formative assessment will come in the form of an exit ticket. This exit ticket will list 4 questions, written out in different formats. This will help the teacher to gauge the students retention and comprehension of the content.

Summative The teacher will issue a brief quiz as the summative assessment. The quiz will have 10 questions on it and will include both addition and subtraction. This quiz will cover only the content covered during this lesson. Students will be considered proficient in their knowledge if they answer 80% of the answers correctly. If they answer 65-79% correctly, they will have two sessions of review and retest. If they score below 65%, students will need to cover the content again in a compressed form.

B. Explain how the lesson plan from part A could be modified to be a cross-disciplinary lesson. ● Certainly math plays a large role in science. This math lesson could tie nicely into a science experiment related to measurements. The teacher will instruct students to measure the length of three different dowels. Measurements will be whole numbers. Students will use these measurements to create subtraction and addition problems. The math language will continue throughout the experiment in order to utilize both math and science in the lesson. As we know, repetition and reinforcement is an effective way for students to learn and master new terms and concepts. Students will need a whiteboard, dry erase marker, dowels and a ruler. 1. Explain how the modified lesson from part B aligns to all relevant standards. Include the associated alphanumeric code and full description for each standard in your explanation. ● I have listed the standards below for first grade measurements. As you can see, students should be able to measure objects of three different lengths at one time. Students should be able to compare the lengths of these objects. The experiment above meets these standards as students will be measuring items, comparing the lengths and using subtraction to find the difference. ● Additionally, this meets the math standards for first grade as well. For reference, the math standards state that students should “understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false” (Core Standards, Grade 1 " Measurement & Data 2021). This experiment relies on students understanding these symbols and the addition/subtraction process. ● State/National Academic Standard(s): Measure lengths indirectly and by iterating length units ○ CCSS.MATH.CONTENT.1.MD.A.1 ○ Order three objects by length; compare the lengths of two objects indirectly by using a third object. ○ CCSS.MATH.CONTENT.1.MD.A.2 ○ Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 2. Explain how your modifications to the plan’s instruction, skills, and content would increase the relevance of the lesson and impact student engagement and motivation in the lesson.

● The adjustments to the lesson would allow students to use skills they have already learned and empower them to be more confident in their work. Students would feel more engaged given that this is a hands-on, science experiment. Lastly, it is known that repetition as well as interaction are two ways to help solidify content. This experiment does both.

Work Cited Grade 1 " Measurement & Data. Grade 1 " Measurement & Data | Common Core State Standards Initiative. (n.d.). Retrieved October 12, 2021, from http://www.corestandards.org/Math/Content/1/MD/....