Teacher Candidate: Alysa Robinson Date: 10/24/12

Unit Title: Doubles Plus 1 Lesson Plan: 2

Subject: Math

Grade Level: 1st

Teacher Notes for Use During InstructionLesson Objective (s):

To identify and use doubles plus 1 facts to add. Comments:

Remember to turn on the computer and projector. Open

Smart Board activities.

Agenda for Board:

On the Smart Board, there will be 3 slides that display different number sentences represented with dominos. The 4th slide will display counter cubes that will allow the children to create a doubles plus 1 sequence.

Student/Class Profile

There are 19 students in Mrs. Matthew’s first grade classroom.

Materials: Smart Board Practice Worksheets Pencils

Procedure:

Include:cognitive engagement & formative assessment (s)

Include possible adjustments if warranted by formative assessment

Include grouping if any

Complete by: _9__:_50__

1. To begin, the children will be asked to sit on the carpet for the Smart Board portion of this lesson which will allow them to engage in the discussion.

2. On the Smart Board, there will be 3 slides with dominos that represent number sentences. The first slide will have 3+3=6 and 3+4=7. The second slide will have 4+4=8 and 4+5=9. The third slide will have 5+5=10 and 5+6=11.

3. I will ask the children to count each dot on the dominos to find the totals for the number sentences. This will allow them to use their cognitive thinking skills in order to solve the number sentences.

4. After each equation is solved, I will then ask them how the second number sentence is similar to and different from the first sentence.

5. I will then describe that one addend is the same and the other is 1 greater. So if one addend gets bigger by 1, then the sum gets bigger by 1 as well.

6. This will introduce the concept of doubles plus 1 and I will refer back to the 3 slides with the domino number sentences to show them examples of a doubles fact and a doubles plus 1 fact.

7. For the last slide, it will be blank with counter cubes that I will ask the children to create doubles fact equations and doubles plus 1 equations.

8. Afterwards, the students and I will complete a doubles plus 1 worksheet together since I will have the worksheet on the Smart Board while they do the worksheet at their desks. This will be the formative assessment to ensure the students are able to correctly use the doubles plus 1 strategy to add number sentences.

Closure: Begin by: _9__ :_50__After the students have completed their worksheet, I will conduct a brief discussion about doubles plus 1 facts in order to get an understanding of whether the students grasped the concept or not. I will ask questions such as what is a doubles plus 1 fact and what happens to the sum if an addend gets bigger by 1.

Homework /Announcements:

Begin by: ___ :___N/A

Reflection (Use APPR guiding questions and provide evidence):

Generally, the lesson plan went very well and the objective was reached for the most part. I felt that I should have continued to enforce the concept that a doubles plus 1 fact stems off of a doubles fact. Although the students knew how to define a doubles fact and a doubles plus 1 fact, they had difficulty creating a doubles plus 1 example so I had to stop teaching to focus on the certain children I called on who gave me incorrect double plus 1 equation to explain to what an accurate example would be. I tried to ensure that the students were able to gain this concept the best by having an introduction on the Smart Board and an ending conclusion that went over basic concepts of what a doubles fact is, what a doubles plus 1 fact is and examples of each. I also asked the students multiple times throughout the lesson to answer the equation and to identify whether it was a doubles fact or a doubles plus 1 fact. Overall, teaching a math lesson was a little intimidating since math has never been a strong subject for me. I realized in order to teach math lessons successfully I must grasp the concept first. Then I must explain the concept using examples and hands on activities while asking questions along to ensure certainty. I believe it’s important to get each student involved by taking the time to give further explanations and helping each student along the way. What I would have done differently is to give the students exact examples of what a doubles plus 1 fact is since they grasped the definition so well but couldn’t produce a correct equation.

Goals and/or Professional Development Needs/Interests: My previous goals were definitely reached in which I did ask more questions to a variety of students and I was more confident when explaining the objectives, however I should have talked slower and gave the students more time to write their answers down on their worksheets. Some of the students grasped the concept easily so the lesson became very fast pace, however I need to work on keeping the lesson at a slower pace to ensure every student is at the same level.

SmartBoard Activities: