Paraprofessional Plan:

Subject/Lesson Title: _Series Saying plus 1 ______ Grade: __Kindergarten___

Timing:
During station time on Mondays and Wednesdays from 10:00am-10:20am this
instruction is to be given at the kidney table in the back of the room with B. For this
lesson you will need an iPad and you will use the notepad app, a print out of the
assessment I have made at the end, and stickers from my desk.

Standards:
CCSS.MATH.CONTENT.1.OA.C.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).

Where the Focus Learner should be at the end of this unit:

When given 30 seconds to complete 12 addition facts (plus 1 and plus 2 series
saying) B will be able to write the correct answer with 100% accuracy on 2
occasions.

Primary Learning Target:

When given 12 problems, B will be able to solve single-digit addition problems of
2+1, 3+1 and 4+1 with 100% accuracy on 2 separate occasions.

Student Friendly Learning Target:

Today we will….
 We will be able say is math facts for plus one by ourselves.
What: Plus one Facts
Why: To be great mathematicians
How: I will be able to do plus one facts.
(Have this target written out on board. Have student repeat the how section)

Measurable Objective(s) for this lesson:

When given 12 problems, B will be able to solve single-digit addition problems of
2+1, 3+1 and 4+1 with 100% accuracy on 2 separate occasions.

Vocabulary:
o Facts: Things we are able to answer speedy quick.
o Give student the definition of facts, and show them some facts.
Assessment before instruction:
Ask him to tell you the answer to plus 1 facts. If he is able to answer any of them, do
not focus on the answer, but instead fluency.

Assessment during lesson: Post the plus one facts for this lesson written in a
horizontal format and see if he can answer them without assistance. (2+1, 3+1 and
4+1)

End Assessment:
Post all the facts for plus one in a horizontal format and he will be able to answer
them all in under 30 seconds without help. (I have attached this assessment at the
end of this lesson. You will set a timer for 30 seconds and have him complete as
many facts as he can until the timer beeps. Then you will grade this with him on how
many he got correct.)

How to teach this lesson

See lesson plan attached. With alterations of only writing addition problems
horizontal.
 Citation: Stein, M., Kinder, D., Rolf, K., Silbert, J., & Carnine, D. (2018). Direct
instruction mathematics. NY, NY: Cenveo.
Classroom Management:
- Student will respond on signal when you point to each addition problem.
- If he does respond on signal during the lesson give him a sticker at the end of
the lesson.

Instructional & Assessment Modifications/Accommodations (list and/or

attach):
- Write on the iPad the problems because the student is motivated by using the
iPad for math.
Instructional Materials and Resources
- iPad (notepad app), stickers, End assessment
Next Steps:
- If he meets the lesson objective, he will move on to the next skill in the skill
sequence as out lined by Stein (2018); single digit addition with plus one
series saying 5+1, 6+1 and 7+1.

Rationale:
This lesson plan is based on the skill sequence and best practices for teaching math
facts based on Stein (2018).
 2+1, 3+1, 4+1

2+1=3
3+1=4
4+1=5

2+1=3
3+1=4
4+1=5

2+1=3
2+1=3 3+1=4
4+1=5

2+1=3 3+1=4
4+1=5

2+1=3
End Assessment
(Give student 30 seconds to complete)

2+1=

3+1=

4+1=

5+1=

6+1=

7+1=

8+1=

9+1=

Grade= _____/8