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We will be asking students questions about solving problems that tap into their previous knowledge. This, along with learning new ways to solve word problems, is our best way of asking students to think critically.

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We will be looking to ask students questions about their previous knowledge. This is the best opportunity for students to think critically. Since this is the opening lesson, we would like the students to be able to help us with these doubles problems by using memory. We would like to see students help us come up with effective ways to find the doubles.

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We will be looking for students to solve equations as groups on the board. We will be solving problems as asking our students to help us on the way. Since this is math our best critical thinking questions will be about trying to find the best way to solve the problems using the knowledge we have learned.

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Students will be cooperatively learning. We look for students to be helping each other learn through group work and being paired together.

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Students will be working cooperatively in groups. They will solve word problems by working together to solve using different methods and representations.

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Students will be cooperatively learning. We look for students to be helping each other learn through group work and being paired together.

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Objectives

Children will use the associative and communicative properties to add three numbers together at an 80% accuracy.

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Objectives

Students will be working on recognizing word problems and going about solving them. They will also be showing how they solved them and where they got the equation from at an 80% accuracy.

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Objectives

Students will recognize the doubles relationship and use it as a strategy  for remembering addition facts with two like addends at an 80% accuracy.

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B. Pre-Assessment Analysis (need of students)

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B. Pre-Assessment Analysis (need of students)

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Brock: After, giving the assessment I noticed that many students struggled to understand the prompts and language in each question. The words used in the questions such as doubles, sum , and identify were not understood to the fullest extent. By reading the questions, I was able to hint at what these words can be interpreted as. I will need to focus on going over these terms in my lessons, so that each student is more familiar with them when it come to testing again. I want to avoid the students focusing on the terms and more on working on the correct answer. I also had students struggling to keep up with students who could comprehend the question. So, in order to have better time management for the next test, I will have each student on track to understand the questions, so that all students will be at a better pace.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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Brock: Student data resulted in a class average of a 41%. The students received a 50/120 as a class.
Jada: The class average was a 58%.  The students received 69/120 as a class.

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I. Contextual Factors impacting each lesson

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I. Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)
-Lesson 1: Many students struggle with retaining information and because of this they are behind in math and reading. We think that this may come into play when it is time to review problems in this first lesson. This lesson will require many students to recall information from the previous unit.
-Lesson 2: We feel that this lesson could become a struggle due to the fact that so many of our students receive some sort of assistance when it comes to reading. Many of our students attend Title reading class. Math can be difficult by itself, I can see the possibility of a problem arising from reading the world problem incorrectly
-Lesson 3: We think a contextual problem in this lesson relates to homework. Many of our students live with one parent, who may not always be home, or live with a a grandparent. This is not the most ideal home set up for our students to get homework done. In this lesson, we believe that some outside of class practice may be necessary in order to “drill in” and retain the associative and commutative proprieties. We will be looking for other ways to allow students more time to practice seeing the pattern in class.

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H. Potential biases affecting instruction or assessment and plans for countering biases

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H. Potential biases affecting instruction or assessment and plans for countering biases

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Brock: One potential bias we discussed could be that I have a student that has been retained. I believe that I may expect more from them, since it is their second year in the class. I believe that I need to focus on giving them a fair and equal lesson because they need this second chance. It is quite possible this is major reason that were retained.
Jada: One potential bias I might have is towards students with behavior issues. Three students often act out and distract others, and I tend to think they will perform poorly compared to other students. I will need to focus on their skills instead of their behavior, because these students have proven that they often understand the material well and are acting out due to boredom or frustration.

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G. Probable obstacles for students' for objectives and why?

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G. Probable obstacles for students' for objectives and why?

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Many of our students go to Title Math because they are not where they should be in first grade. They struggle with basic addition and subtraction, so working beyond that to have every student meet our objective will be a challenge.

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(What will they learn next related to this?)

After mastering this lesson, they will be working to use addition and subtraction within 100 to solve one and two step word problems. This unit builds a strong foundation for future learning.

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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Students will need to have mastered or review solving addition and subtraction word problems, as well as adding and subtraction within 10, by using objects and drawings to represent the problem.

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E. Previous Learning Goal (Where were the students?)

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E. Previous Learning Goal (Where were the students?)

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Math: Solving addition and subtraction word problems within 10 by using drawings or objects to represent the problem. Started using doubles to add up to 12.

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A. Needs of Students based off of the contextual factors

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A. Needs of Students based off of the contextual factors

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Jada:  Many students are raised by single parents who are often working, so they are with older siblings after school. These students need opportunities to finish homework in-class. One student has a speech IEP and often needs help articulating her thoughts. Six of my students go to Title Math and benefit from small group instruction. Two boys have dietary restrictions and need options for breakfast and lunch (they drink soy milk, for example). Almost all of my class has a hard time focusing or being quiet, so they need hands-on learning to keep moving and release some energy while learning.

Brock: My biggest factor is that I have 7 IEPs and 5 of them are speech IEPs. So a quarter of my class truffles with speech. I will need to keep this in mind. I also have multiple student who live with one parent and or grandparents. These students are often not sure which home they are going home to at night. This plays a role in assigning homework and especially homework that needs to be completed in order to learn something new. I do have a student who was retained. I also have multiple students who leave class for Title Math and Title reading, where it is also smaller group instruction.

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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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Math
1.RA.A.1
Use addition and subtraction within 20 to solve problems.
1.RA.B.1 Use properties as strategies to add and subtract.
1.RA.A.2 Solve problems that call for addition of three whole numbers whose sum is within 20.
1.RA.C.2 Demonstrate fluency with addition and subtraction within 10.

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(What are they learning now?)

Goals for each lesson
Lesson 1: Students will recognize doubles relationship and use it for a strategy for remembering addition facts with two like addends.
Lesson 2: Students will solve one question word problems.
Lesson 3: Students will use associative and communities properties to add three numbers.
Objective: The first grade student will solve addition and subtraction problems within 20 with an 83% accuracy (DOK 2).

Math Standard: 1.RA.A.1 Use addition and subtraction within 20 to solve problems.