Running head: ENSURING DEEP KNOWLEDGE

1st Grade Math Lesson Plan

Michelle McCormick
OTL 502-Learning Theories and Models of Instruction
Colorado State University-CSU Global
Nella B. Anderson, PhD
July 24, 2016

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Lesson Plan
Math Lesson
1st Grade
*The 12 Touchstones of Good Teaching will be color-coded.
Red-Touchstone 1: Use standards to guide every learning opportunity.
Blue-Touchstone 2: I ensure students set personal learning objectives for each lesson.
Green-Touchstone 3: I peel back the curtain and make my performance expectations clear.
Yellow-Touchstone 4: I measure understanding against high expectations.
Pink-Touchstone 5: I engage student interests with every lesson.
Purple-Touchstone 6: I interact meaningfully with every student.
Brown-Touchstone 7: I use feedback to encourage effort.
Grey-Touchstone 8: I create an oasis of safety and respect in my classroom.
Lime Green-Touchstone 9: I make the most of every minute.
Teal-Touchstone 10: I help students develop deep knowledge.
Maroon-Touchstone 11: I coach students to mastery.

Stage 1 Desired Results

Content Standard(s):
MA10-GR.1-S.4-GLE.1-EO.d Partition circles and rectangles into two and four equal shares
MA10-GR.1-S.4-GLE.1-EO.d.i Describe shares using the words halves, fourths and quarters and use
the phrases half of, fourth of, quarter of
MA10-GR.1-S.4-GLE.1-EO.d.ii Describe the whole as two of, or four of the equal shares
Unpacked Standard(s):
Essential Questions:
Students need to be able to understand

Are all objects in the world made up of

that a whole is the entire shape.
shapes?
Students need to be able to understand

How do we use shapes and attributes in the

what the word equal means in terms of
real world?
dividing shapes.

Why is it important to be fair when sharing

Students need to be able to understand
something that you have divided?
that half is one of two equal parts.
Students need to be able to understand
that fourth is one of four equal parts.
Students need to be able to understand
that shapes can be divided into equal parts
called fractions.
Students need to be able to recognize
different shapes and be able to divide
them into equal parts.
Students need to be able to describe a
shape using attributes.
Students need to be able to recognize real
world objects as shapes and determine if
those objects can be divided equally based
on their attributes.
Real World Relevancy:
Students need to know how to share an object or piece of something equally. For example, if there
are 4 friends and they have a pizza, they need to be able to divide the pizza into equal parts.

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Students need to know fractions in order to understand cooking measurements when they get
older.
Students need to know fractions in order to understand tool measurements and be able to read
them.
By learning fractions, students are able to apply what they learned when they tell time. For
example, the clock is divided into 4 parts; quarter after, half past, quarter till, and oclock.
Applying their knowledge of fractions can help them learn to tell time.

Students will set their own personal goals by.

Students will create their own personal learning goal by using the rubric of the pre-assessment and
decide what skills we will need to focus on. Then, have the students fill out the goal setting form.
We were able to set a personal learning goal for my student based on the results of his preassessment as well as using the rubric. I had him write his own goal, so it is a little hard to read as he
just finished kindergarten. Setting goals is so important as it promotes motivation and willingness to
learn and achieve. He is excited, as he has never learned about fractions. Having him set a goal is a
great way for him to take ownership and refer back it to as he makes progress. He actually made
two goals for this lesson. His first goal is I want to split shapes into equal parts. His second goal is
I want to tell what parts of a whole. So, he wants to be able to split shapes into equal parts as well
as tell the fraction as a part of a whole.
Progress on students' personalized goals will be monitored by/Interact with students
We will meet once a month to discuss personalized goals. We will have created a goal for reading,
writing, and math. However, for this specific lesson, we will discuss their goal after they have taken
the post-assessment. During the lesson, I will continually remind students to work towards meeting
their goal. I will walk around and monitor their progress. I will coach them and provide support
where I see needed. As they are working, if I see a mistake happening in their work, I will try to
determine where they are going wrong and provide immediate feedback.
Interaction with students:
o I will greet my students at the door as they enter and leave.
o I will ask them about their day and listen to their weekend or evening story. I like to start my
mornings with a morning meeting, where the kids get a chance (about 5 minutes) to share
something with a neighbor and then I pick 5 students to share out to the whole group if they
want. This gives them a chance to interact with other students and build relationships.
o I will ask questions about their interests.
o Students can work cooperatively on the activity.
o Provide student-learning choices.
o Encourage students to make a personal connection to the learning.
o Encourage my students in the activity to work hard and try their best and provide support
where needed.
o Provide a nurturing and respectful environment that will enhance their learning.
Rules and Procedures
Rules
o Raise your hand to speak
o Follow directions the first time by being a good listener
o Show respect for your classmates and teacher

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o Always try your best!

Procedures
o When students come in-They get checked in, which means they hang backpacks up, turn
homework folder into basket, put lunch and water bottle on the counter, unstack chair, and
get started on rocket math (I already put their rocket math on their desk the night before).
o Using the bathroom-I use signs in my classroom to avoid disruptions, so if they need to use
the bathroom they hold up a number 1 with their fingers. If it is a good time, I will let them
go and they put the sanitizer on their desk to let me know they are out of the room. When
they come back they take a little squirt and put it back. One girl and one boy allowed at
once. Unless, it is an emergency, which happens in first grade.
o Sharpening pencils-Students are not allowed to sharpen pencils. They have a block at their
seats with three spots for pencils. They can trade those pencils out only when all 3 are
broke. On the counter there are two buckets; one says ready to write and the other says
sharpen please. They put theirs in the sharpen please and take 3 new ones.
o Getting a drink-They hold up a number 2 with their fingers and if it is a good time, I will
let them grab a drink.
o Voice Level-I have a voice level chart that I use for group work or individual work so they
know what level they should be at.
o Seat Work-They stay in their seat unless I have given permission for them to get up.
o Turning papers in-I have a bucket where each student has a folder with their name on it,
they place their work in their folder. This is much easier for me when I go to grade them; I
grab their whole folder, grade their work and then stick the whole group into their
mailboxes.
o Group/Partner Work-Everyone has to participate and work together. They have to be
respectful and get along. They have to stay in their seats.
o Questions-If they have a question while they are working, they raise their hand, and I will
come to their spot and help them.
o Transitioning from desk to floor-They put everything away, push their chair in, and come
sit on their spot on the floor (crisscross-apple sauce) before I get to zero. They need to be
ready to learn by that time.
o Lining up-They have a line order that they get into each time. I do have a door holder, line
leader, and a caboose that turns the lights off. Each week I assign new students those jobs.
o Walking in the hallway-They walk with hands behind their backs, bubbles in their checks,
and eyes forward. They are not to touch the walls or turn around and talk to their
neighbor behind them or in front of them.
o Partner Talk-When we are on the floor and I ask a question that I want them to discuss
with their partner, they will turn to their elbow partner and answer it. Each person has to
share; when both have shared they touch two fingers to their partner and hold it in the sky
to tell me they have both shared.
o Leaving the classroom-At the end of the day, they pack and stack, which means they get
their homework folder (which I just passed out), mailbox stuff, and their backpack, lunch,
and water all ready to go home. They stack their chair and make sure their area is clean.
Then, they bring their stuff and come sit on the floor for announcements, closing, and just
to end our day. I do a superhero boy and girl of the day for friends who showed kindness,
hard work, etc.

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Stage 2 Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment, including analysis of the pre-assessment results.
I administered the assessment to a student who is in first grade on Wednesday June 15, 2016. The
results provided important insight into the background knowledge the student already has in
regards to fractions as well as areas of need.
Graphing the results of the pre-assessment data was somewhat challenging as I wasnt sure how to
organize it. But I think I came up with an effective graph that is very helpful and presents useful
information. First, I looked at the rubric and the pre-assessment. I decided to put the standards or
skills on the vertical axis and the rubric values on the horizontal axis. The rubric value correlates to
the rubric used to grade the pre-assessment.
0=Needs Improvement
3=Proficient
1=Unsatisfactory
4=Advanced
2=Partially Proficient
Based on the findings of my graph, I was able to conclude some valuable information. It is evident
that my student is much lower in partitioning shapes and writing fractions as he scored
unsatisfactory in both areas. He scored partially proficient in being able to describe the shapes using
halves and fourths. However, I would like to see him achieve proficient in both areas after the lesson
has been taught. He was able to recognize the shapes using their names; however, being able to
divide them into equal parts and then describing those parts as a fraction is where the focus of my
instruction will be.

First Grade Math Lesson Pre-Assessment Data

Student's Score

4
Advanced

3
Proficient

2
Partially
Proficient
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1
Unsatisfactory

0
Needs
Improvement 6

I can divide any

shape into equal
parts 100% of the
time.

I can divide circles

and rectangles into
equal parts 80% of
the time.

I can divide circles

and rectangles
into equal parts
60% of the time.

I can divide
circles and
rectangles into
equal parts
40% of the
time.

I can divide circles

and rectangles into
equal parts 20% of
the time.

I can identify and

describe parts of
a whole using
fractions with
thirds, halves, and
fourths 100% of
the time.

I can identify and

describe parts of a
whole using
fractions with halves
and fourths 80% of
the time.

I can identify and

describe parts of
a whole using
fractions with
halves and
fourths 60% of
the time.

I can identify
and describe
parts of a
whole using
fractions with
halves and
fourths 40% of
the time.

I can identify and

describe parts of a
whole using
fractions with
halves and fourths
20% of the time.

I can write or
color to show a
fraction of the
shaded part 100%
of the time.

I can write or color

to show a faction of
the shaded part 80%
of the time.

I can write or
color to show a
fraction of the
shaded part 60%
of the time.

I can write or
color to show a
fraction of the
shaded part
40% of the
time.

I can write or color

to show a fraction
of the shaded part
20% of the time.

Objectives:
Students will be able to divide shapes into equal parts.
Students will be able to identify fractions as part of a whole.
Students will be able to write the correct fraction using a numerator and denominator.
Students will be able to identify the top number as the shaded amount and the bottom number as the
total number of parts.
Rubric:
I created a rubric based on the learning targets and goals set in the standards. I created this rubric
with the end in mind of what I want students to be able to do by the end of this lesson/unit. I created
this rubric to be somewhat first grade friendly, so they will be able to use it to create their own
learning goals.

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Self or Peer Assessments

Students are given a self assessment that I
created based on the items on the rubric-it is
just more first grade friendly. They complete
the self-assessment based on the results of the
rubric from the pre-assessment at the
beginning of the unit/lesson.

Formative Assessments, Summative Assessments,

etc.
Thumbs Up/Thumbs Down/Thumbs Middle
Around the World
Checklist-Observation
Exit Tickets
Self-Assessment-pre-assessment
Dry Erase Boards
3-2-1 (3 facts they learned, 2 things they found
interesting, 1 question)
Summative-post assessment

Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments

Learning Activities:
Pre-assessment/Self-Assessment (20 minutes to complete both-previous day) (Coherence,
Connection, Context)
Opening (5 minutes)-Tell students the objectives of the lesson and ask the essential questions.
(Curiosity, Connection, Coherence)
Ask them why they think we need to learn this. (10 minutes) Provide real world relevancy
examples mentioned above. Think/Pair/Share with their partners on ways we might need
fractions in the real world. (Curiosity, Connection, Coherence)
Mini-Lesson (10 minutes)-How to divide shapes into equal parts. (Coherence, Concentration)
Practice (5 minutes)-Students will then be given shapes they need to draw the lines to divide into
equal parts. (Coaching, Concentration)
Engage (3 minutes)-Students will watch a YouTube video called down on the farm that teaches
about fractions. (Curiosity, Coherence)
Mini-Lesson (15 minutes)-What is a fraction? How can we make the shapes we just divided into
fractions? What does a fraction look like? What does the top number mean? What does the
bottom number mean? Teach the students that a fraction is part of a whole. So, the top number is
the shaded part and the bottom is the total number of parts. (Coherence, Concentration, Context)
Practice (5 minutes)-Have students create fractions using the shapes they just divided. (Coaching,
Concentration)
M and M Activity (15 minutes)-This activity is where they will get a bag of M&Ms that they will
have to divide into colors and then create fractions based on those colors. (Curiosity,
Concentration, Coaching, Context)
Closing (5 minutes)-Refer back to the essential questions and objectives and ask if we met those
objectives today. Discuss the importance of learning about fractions and refresh them on the real
world applications. (Context, Connection)
Post-assessment/self-assessment (20 minutes to complete both-following day)-(Coherence,

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Connection, Context)
Conference about goals and whether they met their goal or if they are still working towards it. (5
minutes each student) (Coaching, Context)

Ways to re-engage students:

I use a variety of attention getters. For
example, I say Holy Moly, my students
say guacamole. They know to stop what
they are doing and look at me for further
instruction. We learn several of these
attention getters throughout the year, so I
change it up to keep them paying attention.
Ask questions about the learning/refer back
to essential questions and objectives. Have
them remind you what they are learning
and why.
Movement-I am a big believer in brain
breaks. So, usually we do "gonoodle,"
which is a free website that has exercise and
dancing for them to re-focus or re-engage.
Several studies have been conducted
involving primary school students, where
regular physical activity breaks were given
during the school day, and there was a
proven impact on their academic
performance, as well as their academic
focus and behavior in the classroom
(Weslake & Christian, 2015, p. 2).
Give them short mini lessons and then let
them go explore and be active in the
learning. Repeat this process throughout
concepts so they are not sitting for a long
lesson and then finally getting to practice
the skill. They learn a part of it and then go
practice it and then come back and learn
another part.

Opportunity for choices:

We have a math intervention time Tuesday,
Wednesday, and Thursday. During this time
some kids leave and go with other teachers
to get the support they need to help them
with concepts we are learning in math. A
team of teachers meet before every math
unit to decide upon who goes into which
group. The group that is left with me does
daily 3 math. This means that there are 3
stations. They are expected to do each of
those 3 stations before the end of the week;
they cannot do a station twice in one week.
That is the only choice they do not have.
Each station is different each week. I have 3
buckets for materials labeled, #1, #2, and #3.
Bucket #1 is IPADs. They can choose any
math game that they want to play for the
day. I have already gone over rules and
expectations for using them. Bucket #2 is
full of individual seatwork type of activities.
I call it "math by yourself." They can
choose which one they want to do complete
for the day. If they finish, they can get
another activity out of that same bucket.
Bucket #3 is full of cooperative type of
activities. I call it math with someone.
They get to play these games with partners.
Again, they can choose which game they
would like to play for the day. There are
usually about 3-5 choices in bucket #2 and
bucket #3. All of the activities and IPAD
games have been strategically selected to
reinforce and practice skills we are
currently learning or have learned as a
review.

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Process Information Every 15 Minutes

Break the learning up into chunks-I have a few mini lessons prior to students practicing. This
helps them dig deeper into one skill at a time rather than tackling multiple skills at once.
Be mindful of learning styles- students learn differently, so I will provide opportunities for them
to listen to the learning (YouTube video) for auditory learners, movement (brain breaks/formative
assessment using around the world game) for kinesthetic learners, and provide numerous
pictures/displays of fractions for visual learners.
Ask questions to students every 15 minutes to ensure they are referring back to the learning
targets or objectives.
Students will have various opportunities to reflect on their learning with formative assessments
such as thumbs up/down/middle, 3-2-1, etc.
Think/Pair/Share-Give students time to process with their classmates and talk about what they
are learning and make connections.
Stage 4 Feedback Strategies, including Timeliness
Walk around and observe students as they are working providing support when needed.
Provide immediate feedback through my observations as well as commentary on their assignment
or assessment
Remind them of their learning target/goal they are trying to reach while observing them and
giving them feedback
Encourage the students and get them excited to learn-non-controlling feedback
Make feedback growth oriented-I want to try to focus on how much they have grown or how hard
they are working, not providing feedback statements with how smart they are
After the activity is completed, I will have the students turn it in and I will evaluate it. However, I
am not going to put a score on their paper; instead I am going to write comments that they can
use to improve their work in the future.
Up to this point, they have completed a self-assessment and pre-assessment that was evaluative.
Following the lesson, they will complete the post-assessment as well as another self-assessment to
see their growth. The assessment will be graded using a rubric. I hope to write comments on the
rubric instead of a score, as it seems to be more beneficial.
Students Check Progress Towards Mastery:
Usually we meet one-on-one with each student once a month to discuss whether we met our goals
or not and to set new ones for math, reading, and writing.
The goals are posted for students to see throughout the month, so they always come up to the wall
and check their goal to see how close they are to meeting them. It is awesome that they start to do
this independently as they are taking ownership of their learning.
During the lesson, we will revisit the objectives of the lesson to make sure we are meeting them.
Also, during the lesson, when providing support and feedback to students, I will remind them of
their goal. I know ____________ was our goal that we set. I can see you are working really hard
to meet that goal.
Use the fraction rubric daily to check on progress towards mastering those skills. This method can
be used in a variety of subject areas where rubrics are developed to match the skills and
standards.
Checklist-I created checklists for every math unit that I use to ensure students get to mastery with
every standard and skill. They have to receive three checkmarks on the checklist in order to tell
me they hit mastery. If not, they will be pulled into a small instruction group to further that skill. I

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do not keep this checklist a secret from the kids; I definitely show them their own name and how
may checks they have. This helps them check their own progress and take ownership.
Self-Assessment-We will do a self-assessment following the post-assessment to see how much
progress they have made. Also, throughout the lesson, we will do formative assessments such as
thumbs up/down/middle based on their understanding of the skill and concept. This helps the
students as well as myself check their progress towards mastering each standard.

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References
Weslake, A. & Christian, B. (2015). Brain breaks: Help or hindrance? Teach
Collection of Christian Education: 1(1), 2. Retrieved from
http://research.avondale.edu.au/cgi/viewcontent.cgi?
article=1003&context=teachcollection