Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

The student applies mathematical process standards to After instruction, the student will solve addition word
develop and use strategies for whole number addition and problems with digits up to 20.
subtraction computations in order to solve problems
Specific __ Measureable __Attainable___ Relevant____Time ____
Grade: 1 Subject: Math

Task Analysis: (C4) What lang. must be taught: Sum/total/addition Strategy to teach Language: (C4)

What skills must be taught: Personal dictionary

Addition of numbers up to 20

Assessment: (C5) Paper&pencil test/quiz

Strategies for Success: (C6) Element of Technology: (C6)

Math problem solving graphic Animation desk

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Manipulatives Projector

Manipulatives
Auditory – Listening to math problems
Kinesethic –
Math race

Higher Order Questions to ask: (C6)

1. How can you check your answer?

2. Can you draw a picture to prove that?

3.
How do you know which person has the most/least?

Hook: (C7) Math Scavenger Hunt Closure: (C7) Exit pass

 1. Teacher Input / Direct Instruction / Modeling: (C6)

Model the process of adding by solving several practice word problems on the projector.

2. Student Activities / Guided Practice: (C6)

Divide the class into pairs, and provide each group with a set of manipulatives, As I call out a word
problem, the students will use the manipulatives to create a representation of the problem.

3. Independent Practice: (C6)

worksheets/homework

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Provide more support for students with special needs.

Allow calculators

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE:
Rigor
After instruction, the student will solve word problems involving addition with digits up to
20.

OPENING:
Retrieval Math scavenger hunt: There will be numbers (1-20) hidden around the classroom. The teacher will
prompt two students find a number and post it on the board in a blank in a word problem. EX: Sally
has ____ cookies. Dan has ____ cookies. How many do they have in total? The teacher will go over
the problem, and the process will continue for a few rounds.

TEACHER INPUT:
Relevance Direct instruction

MODEL:
Routing Model the process of adding by solving several practice word problems on the
projector.

GUIDED PRACTICE:
Retaining / Rehearsing
Divide the class into pairs and provide each group with a set of manipulatives, As I call out a
word problem, the students will use the manipulatives to create a representation of the problem.

INDEPENDENT PRACTICE:

worksheets/homework

CHECK FOR UNDERSTANDING :

Recognizing HOTQ's. 1. How can you check your answer? 2. Can you draw a picture to prove that?
3. How do you know which person has the most/least?

ASSESSMENT:
Pencil&paper quiz/test

RESOURCES / MATERIALS:
Projector and manipulatives

CLOSURE:
Re-exposure
Exit pass: The students must solve a question that has been written on the board before
the class moves on.