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Capstone 08

This lesson plan template outlines a math lesson on addition for 4th grade students. The lesson focuses on having students solve addition problems with sums of 25 or less. Students will be informally assessed through observation and checking their work. The plan includes standards, objectives, materials, vocabulary, instructional steps, differentiation strategies, and a reflection.

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140 views2 pages

Capstone 08

This lesson plan template outlines a math lesson on addition for 4th grade students. The lesson focuses on having students solve addition problems with sums of 25 or less. Students will be informally assessed through observation and checking their work. The plan includes standards, objectives, materials, vocabulary, instructional steps, differentiation strategies, and a reflection.

Uploaded by

api-405196113
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© © All Rights Reserved
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Lesson Plan Template

SPED 435/ED 427

Topic: Math

Standards:
3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship between
addition and subtraction.
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.

Objective: SWBAT solve addition problems with sums of 25 or less.

Student-Friendly Objective: We will add up to 25.

Assessment Plan: Students will be informally assessed through observation,


questioning techniques, and written work. I expect students to solve addition problems
with sums of 25 or less without the use of a calculator. Students will share answers with
each other. Assessment will not count towards a grade but will serve to check
understanding.

Materials Needed: Whiteboard, marker, eraser, workbook, manual, manipulatives.

Key Vocabulary:
Add: increase a number.
Sum: the total.

Anticipatory Set:
• Read Arithmechicks Add Up: A Math Story by Ann Marie Stephens & discuss.

Instructional Inputs:
• Discuss behavioral expectations: Safe, Responsible, Respectful.
• Begin reading the script from the teacher’s manual:
• “Find Part 4 on your worksheet. It tells you to add 1 to each number. What are
you going to add to each number?” (Signal.) 1.
• “Work the problems in Part 4 on your own. Write the answer in the box. Let’s
check your work. I’ll read each problem and you say the answer.”

Modeling:
• On a whiteboard, write any problem students seem to struggle with. Model how
to solve using counting on, mental math, or manipulative strategies.
Guided practice:
• Follow the script in the teacher’s manual to guide students through each
problem in section 4 of their workbooks.
• Ask students to give you a thumbs up if they feel good about these addition
problems, to give you a side-ways thumb if they kind of understand, and a
thumbs down if they’re confused.

Closure:
• Reiterate strategy of counting on from a number to add.
• Reiterate strategy of using manipulatives to add.

Independent practice/application:
• Have students complete the rest of section 4 independently if they feel ready.

Differentiation
• Model counting on with my fingers.
• Model using counters to add.
• Students who finish early may play mathematic games or solve mathematic
puzzles. Students may also choose to read a library or class book.

Transition:
• Ding the chime 3 times.
• Ask students for materials back.
• Review their behavior chart with them.
• Return their folders.

Reflection:
• We accomplished a lot of math today. The students were mostly focused and
worked hard. I appreciated having a curriculum to guide instruction, especially in
Math. It allows students to build on concepts in an organized way. Some of the
students became distracted when using dominoes as counters. I found that the
dominoes are engaging but also tempting to play with. I also learned that
modeling a concept for a few minutes at the beginning of a lesson can minimize
a lot of confusion later on, so I would spend a little more time reviewing and
modeling addition strategies before having students work on their own.

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