Mini Lesson Template for EDUC 3200 Complete this Lesson Plan Template to

accompany the MovieMaker project. Submit Lesson Plan with Video

Classroom
Context

Central
Focus

Instruction

Dates and duration

Whole/small group or
individual
IEP /ELL/other
Number of students
Lesson plan title
Grade level
Content Standard

Thursday March 12, 2015

Small group

Central focus
Learning Objectives
Common Errors and
misconceptions

The central focus is addition facts.

The students will add numbers 0-10 fluently.
Students cannot remember the addition facts off the
top of their head. It takes them a really long time to
answer the question, and sometimes they just simply
dont know the facts to answer the question.

Launch
Description of
engaging activity
Instruction
Strategies to
understand
content

Learning
activity/task

Evidence of
learning

20-30 minutes

Other
4
Addition Facts
1st
MCC.1.OA.6 Add and subtract within 20, demonstrating
fluency for addition and subtraction within 10. Use
strategies such as counting on; making ten (e.g., 8 + 6
= 8 + 2 + 4 = 10 + 4 = 14); decomposing a number
leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9);
using the relationship between addition and
subtraction (e.g., knowing that 8 + 4 = 12, one knows
12 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).

I will have a dice. I will roll it twice to get two different

numbers. I will then ask the students what is the
answer to this addition fact.
I will have a number line and explain to them how I am
starting at one number and adding another number to
end at a higher number. I am using the number line as
a visual and will tell them for independent practice,
they will not be able to use the number line.
The students will have a worksheet to write down their
problems on after they roll the dice. The worksheet will
also have a place for the students to draw a picture of
the addition fact.
I will know if they understand their addition facts better
after my closure when they tell me their addition facts
they came up with. Since the other students will be

Academic
Language
Demands

giving me a thumbs up or thumbs down if they agree

or disagree I will also know if the other students are
learning their facts.
Structured practice and application
I will model rolling the dice and coming up with an
Strategies for
addition fact. They will tell me the addition fact and tell
guided
me how to draw a picture of this addition fact. They will
practice
write the example problem from guided practice on
their worksheet.
For independent practice, the students will come up
Strategies to
with 3 addition problems rolling the dice. They will
Independent
draw the pictures that go along with the addition facts.
practice
After they finish this, I will tell them to turn the paper
over and roll the dice to come up with 2 new addition
facts. This time they will do the addition fact without a
picture.
Closure
For closing, each student will give me an example from
their problems. They will tell me their fact and give me
the answer. The other students in the group will give
me a thumbs up if it is correct, or a thumbs down if it is
incorrect. This helps me see who is learning their
addition facts.
Differentiation
/Planned support
During the closure, students will give me a thumbs up
Evidence of
or thumbs down when they hear an addition fact. If it is
access to
correct, they will give me a thumbs up. If it is incorrect,
learning
they will give me a thumbs down. This will help me see
which students need extra practice, and which
students are improving.
For gaps in learning, I will tell the students that need to
Support
count the dots on the dice to do so. This will help the
strategies to
students that need extra support still come up with an
close gaps
answer.
Materials
Dice, Bowl for dice to roll in, small dry erase board,
number line
Language Demand
The students will be demonstrating/performing their
addition fact skills. This group will need extra help and
support.
Language Function
The language function students need to do throughout
this lesson is to demonstrate fluency of addition facts
0-10.
Vocabulary Use/
The vocabulary words needed for this lesson are:
Syntax
addition.
Oral questions ( List
If 4 + 4= 8, can you show me how to get to 8 on a

H/L level questions)

Assessment

Type of assessment
Description of
assessment
Modifications to the
assessment so all
students could
demonstrate their
learning
Evaluation criteria /
(evidence of student
learning)

number line?
Can you add 3 + 3 without a number line?
What kind of problem is 5+ 5?
At the end, I will give students two extra problems they
cant come up with on their own with dice, because
dice only goes up to 6. I will ask them to do addition
problems with 8 and 9.
I will give the same test as I gave for a pretest.
The students will have 13 addition facts to answer in 2
and a half minutes.
I will tell the students that if they need to draw a
number line or to draw out the addition problem to
better understand the problem, they could. I will
encourage them to do it without these resources.
I will see if they improved by giving them the same
test that I gave for a pretest.