KPTP Lesson plan format

GENERAL DESCRIPTION
(includes time frame, grade level)

MEASURABLE OBJECTIVES
Integration with reading, writing and other
content areas noted.

ALIGNMENT TO STATE
STANDARDS

Tim Willis
In this first grade math lesson the commutative property of addition will
be taught through the use of models. Students will see that changing the
order of the number will not change the sum. This math lesson will take
40 minutes.
- The student will apply the commutative property of addition through
the process of solving problems, and through the us of a model.
- The student will locate and match turn around facts through the
process of a folder activity.
1.OA.B.3- Understand and apply properties of operations and the
relationship between addition

Benchmarks and indicators from reading,

writing as well as SS and other content areas
are listed.

Have each student get 10 green cubes and 10 purple cubes. Ask them to
make the number sentence 4 + 2 and explain their answer. Next have the
student make the number sentence 2+4 and explain their answer. Ask the
Directly related to the objectives and the postassessment. Cannot be discussion. Should question are they the same and why are they the same? While the
students are doing this take anecdotal notes.
be able to attain individual results.
PRE-ASSESSMENT

MATERIALS/ ADVANCED
PREPARATION
(Includes management of class and sources)

ESTABLISHING PRIOR
KNOWLEDGE/ ANTICIPATORY
SET/ INTRODUCTION
(Includes letting students know the purpose of
the lesson what the students will be learning;
getting them excited about the lesson)

PROCEDURE/ INSTRUCTIONAL
STRATEGIES AND ACTIVITIES
Include how you would differentiate to meet
the needs of all students. Be explicit. This
part of your plan needs enough detail so that a
substitute could deliver the lesson just exactly
like you envision it to go with you teaching it!

Must include differentiation!

White boards
Dry easer makers and easers
Connecting cubes Purple and Green
Links Red and Blue
Pipe Cleaners
Addition Fact Card

Prior Knowledge: The students need to be able to add two digit numbers
with in the number 10.
Anticipatory Set: Tell the students we will be working with connecting
cubes and links to see how number sentences can be the same.
Introduction: Start the lesson with enthusiasm. Have the student write
down the problem 5+2 and solve it. Next have them solve the problem
2+5 and solve it. Ask them do you notice anything that is the same or
different. Tell them the reason the answer are the same is because of a
math property. Tell them that they will learn what this property is in the
lesson.
1. Give directions for the students to go get the materials they will
need. Have them go in groups of four to get the materials.
2. Pick two students to come up and help you. Have one hold 3
green connecting cubes and one hold 4 purple connecting cubes.
- Ask the question how many green and how many purple cubes are
there?
- How many are altogether?
3. Have the students write down the number sentence 3+4= 7 on
their white boards to show the groups of cubes.
4. Ask for two more volunteers. Have the two students come up
and hold the cubes. One with 4 purple cubes and on with 3 green

cubes.
- Ask the question how many purple and how many green cubes are
there?
- How many are altogether?
5. Have the students write down the number sentence 4+3= 7 on
their white boards to show the groups of cubes.
- Ask the question what do you notice about the number sentence?
-Are the answers the same? Discuss with the class what they think.
6. Write the term commutative property on the board. Say,
Mathematicians call this the commutative property. When
adding, it does not make a difference which number comes first,
3+4 or 4+3. The answer is still the same, 7.
7. Pick two students to come up and help you again. Have one hold
5 red links and one hold 1 blue link.
- Ask the question how many red and how many blue links are there?
- How many are altogether?
8. Have the students write down the number sentence 5+1=6 on
their white boards to show the groups of links.
9. Ask for two more volunteers. Have the two students come up
and hold the links. One with 1 blue link and on with 5 red links.
- Ask the question how many blue and how many red links are there?
- How many are altogether?
10. Have the students write down the number sentence 1+5=6 on
their white boards to show the groups of links.
- Ask the question what do you notice about the number sentence?
-Are the answers the same? Discuss with the class what they think.
11. Say,Wecallthisthecommutativeproperty.Whencombining
setsoradding,doesitmakeadifferencewhichnumbercomes
first,5+1or1+5?(No,itisthesameanswer.)
12. Have students come up with their own addition fact using the
commutative property of addition. Such as, 7+2=9 and 2+7=9.
Have them share their facts with two other students.
13. For those students still struggling with the concept give them
more examples of addition facts using the commutative property.
Give them the term of turn around facts. If you turn around the
fact you already have then the answer will be the same.
14. For more help having a learning center setup. In this center have
students make a necklace with 1 yellow pipe cleaner and 2
orange pipe cleaner. Have them make another one with 2 orange
piper cleaners and 1 yellow pipe cleaner. Show them that 1+2=3
and 2+1=3.
15. Have students do the folder activity Turn Around Fact Mash Up.
They can do it either by them self or with a partner.

CLOSURE

Get the folder activity Turn Around Fact Mash Up out. Have the class
split up into two teams. Time the two teams and see which team
Can occur in multiple places within the lesson. finishes the activity first. The team which wins the game will get a prize.
Student review of key learning.

ASSESSMENT
Needs to measure objectives. Be specific.
Must have individual results.

Haveeachstudentselectanadditionfactcard.Tellstudentstorepresent
thatnumbersentenceusingcubes.Askstudentstoexplainthemethod
used.Havestudentswriteafactusingthecommutativepropertyona
pieceofpaperandrepresentitusingcubes.Askthemthesetwo
question.Aretheanswersthesame?Whyaretheanswersthesame?
Aftertheyhavedonethismakeanecdotaloneachstudent.

References/Sources:
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CMA_LP_S04_BE_L01_I04_01.pdf