University of Utah, Department of Special Education: MCE Lesson Plan
Content Area: Math Grade level: 1 Name: Kalyn Dewey Date: 3/3/2020
Core Standard(s):
Standard 1.MP.4
Model with mathematics. Identify the mathematical elements of a situation and create a mathematical model that shows
the relationships among them. Identify important quantities in a contextual situation, use mathematical models to show the
relationships of those quantities, analyze the relationships, and draw conclusions. Models may be verbal, contextual,
visual, symbolic, or physical.
Language Objective(s):
Students will use key vocabulary while telling their addition stories: first, then, together, plus, and equals. They will state
the equation for the story, appropriately.
IEP Goal(s):
Actual: Student will be able to add and subtract fluently with 80% accuracy.
Revised (SMART): Student will be able to add and subtract fluently with 80% accuracy on three out of three trials.
Instructional Objective(s): Students will deepen their understanding of the concept of addition through oral storytelling with
the use of number bonds.
Behavioral Objective(s): Raise hand and wait to be called on, follow directions the first time given, keep hands, feet and
objects to yourself, keep conversations on task, work hard and get better.
Key Vocabulary & Key Concepts: Add, equals, first, then, plus
Multicultural Strategies Used (including WHY): asking questions, cooperative learning, group discussions. As we work
through the problem, I want each of the students to be able to contribute what they want to in it. I want them to
ultimately teach me how to use the number bonds with what they have learned and what they understand. As a group,
we can learn together and learn from each of the students to help each other.
Nonlinguistic Representations Present (including WHY): ‘graphic’ model (number bonds): I used this to show the students
how the main number can be broken down. This also helps them understand that by adding two numbers together you
can get a bigger number.
Student Groupings (whole class, partner, small group, etc): whole group/small group
Instructional Materials Needed: White board markers, number bond sheets in sheet protectors, erasers, possible
manipulatives, if desired.
Overview of Lesson (including building background knowledge, opportunities for interaction, practice and application, etc)
Ask students what they remember about number bonds. As students answer check their answers and make sure they understand it correctly.
Have them count to ten. Once that is done, hand out the markers, erasers and boards. Have a student give me a number (1-10). Have another
student pick another number (1-10). Put them in the two circles and then count together to add them. Write the final number on the board. Have
the students say # + # = #. (First we add the # and the other # together. Then we write the answer in the top circle.) Continue teaching until
students are able to perform on their own or in partners. For students who are going quicker, have them show multiple ways to find the solution.
What other numbers could we use? Review the number bond at the end.
Adaptations/Modifications/Accommodations:
Use manipulatives, if needed. Allow partner work, let students who are achieving higher show multiple ways of doing the
same thing.
Reinforcement Procedures (how will the students know when they are correct in their thinking? What will I say/do?):
Verbal praise, rocks in jar, stamps at end of groups, star on paper
Assessment
a. Before lesson: Review what a number bond is. Count to ten.
b. During lesson: Watch students as we work together on number bonds. See how they are doing and adapt as
necessary.
Post Evaluation (complete after you teach the lesson and write what you would change/keep/throw out):
Follow-up Activities:
More number bonds, work on counting to 20, 20 in number bonds, how to write numbers correctly.
