Lego Math (Grade: 1st)

Learning Targets/Purpose/Previous Learning

a. Instructional/Lesson Plan Purpose:
a. The purpose of this lesson is for students to understand how to add
numbers together correctly and how addition works. Students will
understand that there are two parts in a traditional addition sentence that
equal a whole part. When the students understand how two parts make a
whole, the students will be able to solve more difficult mathematical
problems.
b. State Learning Standards:
Common Core
i. K.CC.A.3. Write numbers from 0 to 20. Represent a number of
objects with a written numeral 0-20 (with 0 representing a count of
no objects).
ii. 1.OA.D.8. Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers.
iii. K.CC.B.4. Understand the relationship between numbers and
quantities; connect counting to cardinality.
ELP State Standards
iv. ELP.1.7.G1. Adapt language choices to purpose, task, and
audience when speaking and writing. Show a developing
awareness of the difference between appropriate language for the
playground and language for the classroom.
c. Content Objectives:
a. SWBAT: write numbers correctly.K.CC.A.3
b. SWBAT: add numbers under 10.1.OA.D.8
c. SWBAT: write an addition sentence. 1.OA.D.8 and K.CC.B.4.
d. Language Objectives:
SWBAT: verbally articulate when they are subitizing. ELP.1.7G1.
e. Previous Learning Experiences:
a. Prior to this lesson, students have learned to add small single digit
numbers together. However, they are not proficient at the task yet.
Students are also working on learning to count to 10 in both English and
Spanish.
f. Planning for Student Needs:
a. Students will be allowed to using counters as well as their number charts
to help aid them during the activity. The charts that are provided for the
students have the numerical number, and then also the number word in
English and in Spanish next to the number. This is designed to
accommodate students receiving ELL services.

b. I will be using a document camera during the lesson to help students with
visual impairment. These students will also be placed at the front of the
room.
c. Students with hearing impairment will be placed under a speaker in the
classroom. The teacher will wear a microphone at all times during the
lesson.
d. Students that are gifted will receive the same type of worksheet with the
same pictures but the numbers will be larger and will require a higher level
of thinking.
e. Students may also choose to put up a cubical folder during their activity to
help them concentrate.
i. During the lesson, each student will have coin that is blue on one
side and white. All coins will start on white. If the students is
struggling, they will flip their coin over to blue. When I see a blue
coin I will go to that student and help them. If there are lots of blue
coins, I will direct the whole classes attention back to the front of
the classroom and re-teach as necessary.
Assessment Strategies
Formative: I will check that the students are writing their numbers correctly. I will
ask students answers to the first two questions. I will ask students to check their
answers with a partner before they show their work to me. This helps them hold
themselves accountable. This will help me measure how the class as a whole is doing
with the concept and how individuals are doing.
Summative: Students will use what they have learned from previous lessons and
what they learned during the modeling portion to complete the rest of the task. Students
will write their answers on the answer line. This will show me if they are understanding
the concept of the part, part, whole addition sentence. I will collect the worksheet and
grade them based on accuracy.
Content /Language Objectives
SWBAT: write numbers
correctly.K.CC.A.3

Assessment Strategies
Formative: I will walk around and monitor
students as they complete their work. I will
be checking to see if they are writing their
numbers correctly using the proper
technique. I will stop and redirect children
that are not making the numbers using the
proper technique and reteach as necessary.
Students will be assessed by individual
effort and participation.
Summative: At the end of the lesson, I will
make note of anyone still struggling with
writing their numbers correctly using a chart
of their names. I will then meet with those

SWBAT: add numbers under

10.1.OA.D.8

SWBAT: write an addition

sentence.1.OA.D.8

SWBAT: verbally articulate when they

are subitizing ELP.1.7G1.

students later for extra practice on number

writing. Students will be assessed based on
performance.
Formative: I will ask the class to say the
answer of the practice addition problem as a
whole group. If I hear different answers
being said, I will reteach as necessary and
give those students extra help. Students will
be assessed through participation in class
discussion.
Summative: I will collect their worksheets at
the end of the lesson and grade them.
Students will be assessed through accuracy
and will be graded on a right or wrong basis.
Formative: I will ask the students as a class
what the first part, second part, and the
whole part of a given addition number
sentence is. Students will be assessed
through class participation.
Summative: I will collect their worksheets at
the end of the lesson and grade them.
Students will be assessed through accuracy
and will be graded on a right or wrong basis.
Formative: I will ask the class to create their
own objective in the form of an I Can
sentence. I will ask the students to point out
how we are subitizing in our lesson.
Students will be assessed through
participation.
Summative: First, I will have the students
tell their partner what they are doing on their
assignment and explain their thinking. Then,
I will walk around and ask each student
individually to explain to me what they are
doing (I will make not of this in a checklist).
Students who are of lower proficiency may
just point and say, I circled the Legos or a
middle level student may say, I circled 2
and 3. I would expect a mainstream student
to say, I circled the 2 red and the 3 blue to
show two different groups, 2+3=5. After the
lesson, I will collect the students paper and
see if they are circling the different parts of

the whole. This shows if they are subitizing

or not. If they are subitizing, then they
understand the terminology. I will be using a
checklist to grade this. Students will also
complete a student voice exit slip that lets
the teacher know how comfortable they are
with subitizing.
Student Voice:
K-12 students will:

1. Explain student
learning targets and
what is required to
meet them (including
why they are
important to learn).

Student-based evidence to
be collected (things
produced by students:
journals, work samples,
projects, papers, etc.)
I will ask the students to identify
the objectives in their own
words. They will do this by
producing an I Can sentence.

2. Monitor their own

learning progress
toward the learning
targets using the
tools provided
(checklists, rubrics,
etc.).

Students will explain how two

parts make a whole. They will
do this through their number
sentences and a part-partwhole map.

3. Explain how to access

resources and
additional support
when needed (and
how/why those
resources will help
them).

Students will point towards the

different mathematical
resources in the classroom (ie:
counters and charts). Students
will then explain how those
resources are helpful. Students
will complete an exit slip on
how confident they feel doing

Description of how
students will reflect on
their learning
Students will verbally give
me examples of reasons
that it is important to be
able to complete these
objectives and how we
use the skills learned in
everyday life. (ie: we use
subitizing and addition
when we count the lunch
chart.)
Students will explain
verbally why it is
important to recognize
why two parts equal a
whole. I will write their
answers on the board. By
having the answers on the
board, all students can
see what their peers said.
(This also helps the
student with hearing
impairment because they
can then see what their
peers said rather than
having to hear them).
Students will reflect on
how well they think they
can complete the task as
well as how confident they
feel in using the different
resources to aid their
learning.

the task, and how confident

they feel using the resources. I
will collect the exit slips and
reteach as necessary.
Grouping of Students for Instruction
Students will be completing the activity at their desks. The first part of the lesson
will be done as a whole class. The second part of the lesson will be the students
completing their work individually. When the students are done with their activity,
they will check their work with a partner before turning it into the teacher.
Section 2: Instruction and Engaging Students in Learning
Learning/Teaching Experiences
1. Introduction: I will say: Students, dont you love it when you are having your
after school snack and your mom says Would you like some more cookies?
Dont we love it when we get more? When we get more of something, we are
adding. Today we are going to be working on addition number sentences, this
means we are going to be working on adding more and more cookies to our
plate.
By relating addition to getting more of something that they love, the
students will be engaged and excited about the lesson. It also helps the
students relate what they will be learning about to something that is
relevant to them.
Questions:
Why is it important that we know how to add?
How do we use addition in everyday life?
Why is it important that we write our numbers correctly?
How is subitizing helpful?
Can you think of other ways we use math in everyday life?
Students will answer these questions in a class discussion format before, during,
and after the lesson.

a)

2. Learning Activities:
Instructional procedures:
a. Before the lesson begins, I will use the Envision manual that
corresponds to the lesson that I will be teaching. I will use the
manual to help me figure out what I want to say and what parts
of the lesson I need to direct the students focus to the most.
b. At the beginning of the lesson, I will introduce the lesson by
saying: Students, dont you love it when you are having your
after school snack and your mom says Would you like some
more cookies? I know you love getting more cookies! When we

c.

d.

e.

f.

g.
h.

i.

get more of something, we are adding. Today we are going to

be working on addition number sentences, this means we are
going to be working on adding more and more cookies to our
plate (this is my personal connection to students; I know they
love cookies).
I will then have a student pass out the papers that they will be
using to practice the skills learned during the lesson. I will tell
them to put their name on their paper. I will them tell them to
check their partners paper to see if they have their name. I will
tell them that we will be using a blue and red crayon during this
activity and ask them to please get those tools out. I will ask
them to place both hands on their head to show me they are
ready.
I will place my own paper under the document camera and ask
them to follow along as I read. By placing the paper under the
document camera, the students can easily follow along with me.
The students who are ELL in the class will be able to see where
I point as I read and find the area on their own paper. The
document camera also allows for students with seeing
disabilities to easily see what I am explaining throughout the
lesson.
(Academic connection): I will then introduce the paper by
saying: today we are going to work on adding together 2
numbers. We worked on this yesterday, but today we are going
to add Legos together! Did you know that Legos where invented
in the 1930s in Denmark? Legos are older than my grandma!
(cultural connection http://aboutus.lego.com/en-us/legogroup/the_lego_history)
I will read the learning bridge at the top of the page. I will then
pause to ask the students questions. I will ask:
i. What is the first part? In other words, how many Lego
pieces are in the first square?
Students will raise their hands to answer the questions. If the
students answer incorrectly, I will ask them leading questions.
I will then ask them to use the red crayon to circle the number of
Lego pieces that are in the first part of the number sentence.
Students will circle the first part. Then I will ask:
i. What is the second part?
Students will then respond to the question. We will then count
out as a class in English and then in Spanish the individual
pieces of the second part. Even during the guided example,
students are being active in the learning by responding to
classroom directed questions and following along with the
teacher.

j. I will then ask them to use the blue crayon to circle the second
part. I will then ask them if they can now easily see that there
are two different parts.
k. I will continue reading the learning bridge. I will ask them what
the word sum means and clarify if there is confusion. I will then
ask them to add the red part and the blue part to get the sum or
the whole part. The class will say the answer together and then
we will write it.
l. I will ask them to make sure that they are writing their numbers
correctly. I will remind them if they forget what the number looks
like to use the math visuals in the classroom as an example.
m. I will then do the first question with them the same way that I
completed the learning bridge. After modeling two examples for
them, I will ask them to complete the rest of the activity on their
own.
n. I will then walk around and monitor the students, helping them
as needed. During the lesson, each student will have coin that is
blue on one side and white. All coins will start on white. If the
students is struggling, they will flip their coin over to blue. When
I see a blue coin I will go to that student and help them. If there
are lots of blue coins, I will direct the whole classes attention
back to the front of the classroom and re-teach as necessary.
o. (pedagogical connection): I will tell them that when they are
done: "I know that you like to check your answers with a partner
before turning your work in to make suer you have all the right
answers. When you are done with your work, pick 2 partners to
compare answers with before turning it into me.
p. After they complete the lesson activity, I will give them the
choice of working on their Fact Power Cards or their
Subitizing Cards.
b)

c)

Multiple means of access

a. I will describe the learning activity out loud while displaying my
own paper under the document camera. Students can listen to
my instruction while following along on their own paper. I will
also be available for questions during the activity.
b. I will write the answers to their student voice questions on their
board and make sure that all ideas are heard.
c. Students number charts are written in both Spanish and
English.
d. We will count together during the lesson in both Spanish and
English.
Multiple means of engagement
a. Students will be able to check their answers with a partner. This
interaction will help them to have freedom.

d)

e)

f)

g)

h)

i)

b. Students will be able to use counters if they need an extra

manipulative to work with.
c. Students will be color coding the parts. The coloring helps them
to see it as a fun activity.
d. Students will be able to play math games after they complete
their lesson work.
Multiple means of expression
a. Students can show their learning through verbal expression.
b. Students can show their learning through written work (correct
numbers).
c. Students can share their learning by helping others understand.
d. Students can share their learning through a visual response
(circling and coloring correct groups). By having them be able to
circle and color to show their answer, the students who are ELL
do not have to be able to write an answer.
Methods of differentiation
a. I will use the document camera so that everyone can see and
follow along.
b. I will pause and re-teach as necessary.
c. I will help those who are struggling and have other students who
are finished help those who need it.
d. I will provide manipulatives to be used during instruction.
e. I will count both in English and Spanish to accommodate our
students with ELL services.
f. The number charts are written in both English and Spanish.
Language learning objectives:
a. I will integrate this during the beginning of the lesson and at the
end of the lesson. Students will describe and show how to
subitize throughout the lesson. We will discuss why and how
subitizing can be helpful in our lives to accomplish tasks.
(Example: counting the lunch chart).
Culturally responsive pedagogy:
a. We will have a group discussion about how math is unique
because it can be a different way of communicating. For
instance, 2+2 will always equal 4 regardless of the culture or
language.
b. Counting will be done in both Spanish and English. This will help
our students with ELL services but will also expose our English
speaking students to a different language from another culture.
Remedial activities:
a. Students will complete exit slip when they are finished.
b. I will have those who have a good grasp on the concept help
others finish.
Extension activities:
a. Students who finish early will do math games: either Fact
Power or Subitizing cards.

3. Closure: Explain how you are going to bring closure to the lesson.
Students will share what they have learned from the lesson verbally, both
individually and as a class. I will ask them how we use addition in
everyday life. We will make a list of all the things that they can think of.
4. Independent Practice: Describe how students will extend their experiences with
the content and demonstrate understanding beyond the scope of the lesson
outside the class.
a. Students will have a very similar homework activity that they are to
complete at home and have their parent/guardian sign. This way the
students will share their work with their parent/guardian and receive help
from them if needed. (If certain circumstances pertain (family
complications and issues), the student will not be required to obtain a
signature).
5. Instructional Materials, Resources, and Technology
Math Handout
Document camera
White board
6. Acknowledgements: Envision Teacher Manual: First Grade Math
Integration with Other Content Areas: Writing is integrated into this lesson because
students are practicing using the correct pencil grip and writing their numbers with the
proper technique. Language is also incorporated into this lesson because the students
are working on counting 1 to 10 in Spanish.

EXIT SLIP
When doing the exit slip, the teacher will read the questions out loud in the microphone
to ensure that all students understand the questions.
Name:___________________________________________

Date:__________________

Please circle one.

How confident are you about completing todays learning tasks?

How confident are you about using the resources?

Do you feel comfortable subitizing?