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Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level:	1st Grade
Date:
Unit/Subject:	Unit 2 / Math
Instructional Plan Title:	Adding and Subtracting .
Lesson Summary and Focus:
Classroom and Student Factors/Grouping:
National/State Learning Standards:	CCSS.Math.Content.1.NBT.A.-Count backwards from any number less than 120 to the number 120. Read and write numbers in this range, and represent a number of things with written numbers. -CCSS.Math.Content.1.OA.C.5Link addition and subtraction to counting (e.g., by counting on 2 to add 2.) - CCSS.Math.Content.1.OA.C.6demonstrate fluency with addition and subtraction within ten by adding and subtracting within twenty.
Specific Learning Target(s)/Objectives:	Pupils will be able to use a count line to count numbers from 1 to 20 both forward and backward. Pupils will be able to use single-digit numbers to add or subtract one.
Academic Language
Resources, Materials, Equipment, and Technology:

Section 2: Instructional Planning

Anticipatory Set	Time Needed
Multiple Means of Representation Explain how you will differentiate materials for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Engagement For example: I will use a matching card activitywhere students will need to find a partner with a card that has an answer that matches their number sentence. I will model one example of solving a number sentence on the white board before having students search for the matching card. I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: English language learners (ELL): Students with special needs: Students with gifted abilities: Early finishers (those students who finish early and may need additional resources/support):	Time Needed
Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.	Time Needed