ED616 Practicum Lesson Design Template

Candidate Name: Stephanie Powell Host Teacher Name: Mrs. McNeer

School: Anderson Elementary Grade Level: 1 # of Students: 20
Date & Time of Lesson: Length of Lesson: (day or days) 25
October 30 , 2018 8:30 a.m. minutes
Topic of Lesson: Addition and Content Area:
subtraction with dice Math
Materials: Include all materials including types of technology used: Addition
and subtraction worksheet, dice, pencils, Ipads

Alaska Content Standard: (One standard for the lesson)

Represent and solve problems involving addition and subtraction.

1.OA.1. Use addition and subtraction strategies to solve word problems (using numbers
up to 20), involving situations of adding to, taking from, putting together, taking apart
and comparing, with unknowns in all positions, using a number line (e.g., by using
objects, drawings and equations). Record and explain using equation symbols and a
symbol for the unknown number to represent the problem.

Transfer Goal(s) - Unpacked Standard (Transferability)

Students will develop an understanding of basic addition and subtraction facts.
.

STAGE ONE: Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : (1 or 2 Essential Questions to be Considered:
are sufficient) (As related to Enduring
Students will understand that…. these are Understandings…) (1 or 2 are sufficient)
the BIG ones!

Students will understand how to add two How can we use everyday objects to
numbers together. form and solve math problems?

Students will understand how to

subtract two numbers.
STAGE ONE: STAGE TWO:
Objectives/Learning Targets (Acquisition) Assessments/Acceptable Evidence
Of Learning
Knowledge and Skills: What
knowledge and skills related to content
and/or content language should
students know and be able to do by the
end of the lesson?

K: The students will be able to

recognize the numbers they need to
add by counting the dots on each die
S: The students will write the number
in the appropriate space

K: Students will know how solve

addition and subtraction problems. Students will complete 10 addition
S: The student’s count and solve basic /subtraction questions on a worksheet
addition and subtraction facts.

STAGE THREE: Learning for Understanding: Instructional Activities, Products,

and Strategies
Pre-Requisites: What is the prior knowledge/learning students have to have before
starting this lesson? The students have number knowledge and counting ability.

Overview/Introduction/Main Hook (Make a connection with students’ backgrounds

and/or prior learning using an authentic situation to start them thinking about the
objectives and the essential question the lesson addresses.)
Hold up a pair of dice and ask students if they know what they are?
Ask students if they can make a math problem using a pair of dice?
Process: Teacher Does/Student Does… Product(s): Specific
1. Teacher begins with the main hook Assessment/Evidenc Strategies for
above. e of Learning. supporting
2. Demonstrate a few problems on the diverse learner
overhead to show students what they skills and abilities
will be doing. (Student’s will take turns throughout the
rolling the lesson
3. Tell students they will be doing both
addition and subtraction problems. Teacher will be
4. Tell students that they working in facilitating a
small groups and with a partner to small group
complete the activity. While they are
not working with the teacher they will Some students
be working on math on the Ipads. will be using a
5. Call students one at a time to get their normal set of
Ipads and the call the first group of 6 dice, some will be
and briefly review the activity they will using dice with
be completing. numbers instead
6. Work with students and then call of dots
another group of 6 until all students
have finished. Successful Students will be
completion of working in small
worksheet groups/partners
to complete the
activity.

1. Closure:
How were we able to make math problems using everyday objects?
Considerations prior to the lesson:
 What is the objective of the lesson? For students to write and solve
basic addition and subtraction facts using dice to get the problem.
 How will you know if the students have met the objective? If they
are able to get the correct answers on their sheet.
 What provisions are you making for faster and slower learners?
Plenty of time to complete activities, doing the work in pairs and
small groups, having some students use dice with numbers on
them instead of dots.
 How do you integrate local knowledge and cultural content?
 How do you use (or not use) technology wisely? The students will
be using math apps on the IPad while the teacher works with a
small group of students
 How does this lesson fit into the overall curriculum? The students
have been using counting dots to practice numeracy. They students
have practiced basic addition and subtraction facts before. This
activity is additional practice.
 Have you changed the lesson plan at all? Yes, I have changed the
plan a few times after discussing different options with the host
teacher. Mostly based on what available supplies we had and the
fact that this group of students works better if they can work in
small groups. I changed the lesson to start out as a whole group
demonstration of the task and then had students work in pairs
within a small group.
Questions for reflection after the lesson:
 How did the lesson go? Both myself and the host teacher thought
the lesson went really well. The students in this class really
appreciate hands on activities so they enjoyed doing this task. The
teacher felt the activity aligned well with her current currlcilum
and she told me that she plans on using this activity again as the
students enjoyed it and it was great practice for them.
 Did the students meet the objective? Yes. How do you know? Most
of the students followed the directions and got the correct answer
for each problem.
 Were there any unexpected events? No how effectively did you
respond? n/a
 Comment on one student who did particularly well and one who
did not meet your expectations. why did this happen? Most of the
students did really well on this activity. A few of the students had
trouble remembering that for a subtraction problem they need to
put the bigger number first. I think with more practice with doing
mixed addition and subtraction problems they will get better.
 What can you do to follow up with the student who did not do
well? Additional practice with mixed addition and subtraction
problems.
 Are there any changes you would make in this lesson if you could
do it again? I don’t think I would make any changes other than if I
had more dice available I would let each student work on their own
and the class would do it at the same time. I do think the students
worked well in pairs and I heard the students doing well with
discussing their answer with their partner.