Name: Tawnie Speaker

School Site: John Bidwell Elementary

Lesson Title/Subject: Making 8

Grade:

1st

Content Standard(s): CCSS Math Content 1.0 A.A.1 (Use addition and subtraction within 20 to solve
word problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.)
English Language Arts Anchor Standards and/or Math Practice Standards: ELA Speaking and
Listening anchor standard 1.1 (Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger groups.)
ELD Standard(s): I.C.12 Selecting and applying vocabulary
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome:
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective:

By the end of the lesson, (A) students will be able to (B/B1)

identify parts of/ numbers that make 8 (C) by answering questions
on a graphic organizer (D) with at least 11 out of 13 questions
correct.

Social Skill Objective:

How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.?
Brick Words:

Describe Assessment Tool and Criteria

How will you CFU?
Students will be asked to restate the objective
in their own terms
What and how will you assess during collaboration?
During partner work, I will check to see if
children are on task and are getting the same
answers together.
What and how will you assess during independent
learning?
Every other question will be completed with
guided instruction and the others will be
independent. I will allow the students to
complete the questions and check with others
to see if they got similar answers. (thumbs up
if you got ___)
What and how will you assess the social skill during
collaboration?

How will you CFU?

What and how will you assess during collaboration?

Which language demand(s) will you need to teach in order to achieve

the content objective? (Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during independent

learning?
How will you CFU?
What and how will you assess during collaboration?
What and how will you assess during independent
learning?

Cohesiveness/Continuity
Students use one-to-one correspondence with counters to learn that two different numbers can be added
together to make a new number. Counters have been changed to blue and green to correspond to worksheet
colors so they are continuous and relational. This also to lowers student confusion.
Materials
Blue and green circle counters
Math lesson 1-3 worksheet
White boards
pencils
Differentiation
Modification of the ________________ based on _____________ because
classroom element

student trait

Lesson Implementation
Focus Lesson

Hook
o Students get to play and become familiar with a new manipulative (Blue and Green square
counters)

Objectives are stated in student friendly language

o Today we are going to be using counters (blue and green paper squares) to find ways we can
make 8 using two numbers.
Clear explanation of purpose and relevance
o The purpose of this activity is to show students how to make a sum of 8 using learning tools
such as the square counters they will be given.

Building Background
o Links explicitly made between past learning and new concepts
a. Students can make one-to-one correspondence
o Concepts explicitly linked to students background experiences
a. Students have played with objects and have been told how to count up from zero.
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to
see)
a. Join, add, in all and sum

Modeling of the new learning (think aloud and/or demonstration)

What strategy will you use to model? Will you use think aloud, demonstration, pictures, or any other
technique of the visual nature? Please write which strategy you will be using:
o I will be using a think aloud as well as a demonstration of the lesson.

Guided Instruction

With every other problem, I will show the children that they will only need eight counters and
then have them be sure that one part of the eight is in green and the other part is in blue.

Explicit Teaching of Social Skill and Activity

Turn and talk strategy: Turn your body and talk to the person next to you and tell them what
answer you got and how you did the problem.

Collaboration

Students will be allowed to help each other during guided instruction to ensure that everyone is
on the same problem and are participating appropriately.

Student Reflection
Students will be asked if they are getting similar answers and can use hand signals to indicate
their understanding.

Social
Students are responsible for themselves and their classmates to be sure that they are on task and are
following instruction. They will have the opportunity to correct their behavior and be sure that their peers
are acting appropriately as well.

Independent Learning

Students will complete every other problem on their own.

Student Reflection
Students will take some time to think about how to apply what they are learning during the
guided portion to the problems they are asked to do independently.

Content
Students will apply what they learned on a worksheet that has questions in a graphic organizer.
Process
Students will observe and follow guided instruction then they will be allowed to take this information and
go to the next problem and do it on their own. Once they have completed the independent problem, they
can put down their pencils and wait for me to begin the next guided problem until the end of the lesson.
MAKE SURE TO INCLUDE THE FOLLOWING EMBEDDED IN THE LESSON:

Clear expectation of behaviors for different tasks

Use of higher order thinking skills

Teacher Reflection
(This reflection does not require fully formed paragraphs or copious amounts of evidence. These are
questions that you should address after each lesson but you may use short hand, bullet points, etc. to
respond.)
1. What specific examples of student learning show that students met or made progress toward the
objectives?

2. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
contributed to and built on successful student learning?

3. What specific examples of student learning show that students struggled to meet or make progress
toward the objectives?

4. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
interfered with student learning? Describe any missed opportunities.

5. Considering student learning, if you were to teach this lesson again, what would you do differently?

6. Using the evidence of student learning described and observed, what will be your next steps in future
instruction with the class, small groups, and/or individual students?

Congratulations! You have now completed the PIARA cycle!