UMU Lesson Plan Template

2017-2018

Name: Jacklyn Voll Date: 2/25/18

Grade Level: 1st grade Class Period:
Subject: Math Lesson # & Title: Word problems – Disney Theme
Function of the Lesson (check all that apply):
 Introduce New Skill or Content

x Practice

x Review
 Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes:
Marlboro Elementary is located in a rural town in Marlington school districts. With 86.9% of students being
Caucasian the school is not diverse. Around 30.6% of students are classified as having an economic disadvantage.

I have 20 students in the class, 15 boys and 5 girls. This is an inclusion classroom, with 2 students on IEPs.
Within this class, I have 2 African American students and 18 Caucasian students. All the students are on free and
reduced lunch indicating that they are all socioeconomically disadvantaged.
 One female student has a learning disability and is on an IEP. She has reading goals about grade level texts
and particularly struggles with informational texts and non-fiction reading. She has difficulty focusing for
more than 10 minutes at a time and will need breaks if instruction lasts longer than this time period.
 One male student has been recently diagnosed with dyslexia. He has trouble reading accurately,
comprehending texts, spelling and writing.

Environment:
 Classroom is set up to support stations around the room. There is a group of four desks in the back of the
room. There are also five tables, which seat four students, are placed in the middle of the room.
 There is a reading area in the corners with pillows and chairs, and in another corner is where students can
sit in comfy chairs to work on their Chrome Books
 There will also be a “cool down desk” in the back of the room facing a window, for students to go to
when they get frustrated instead of acting out, and a space to recollect their thoughts. This will be useful
for the student with a learning disability because if she needs a break she can go to the desk without
disrupting others.
 The female with a learning disability along with the male student who has dyslexia will be seated close to
the teacher’s desk. This way if they need help the teacher will be close by.
 In addition, I will place the two students on IEP’s in a group of strong readers that work well with others
and are willing to help. The strong readers can help both of them if they get stuck or off track. By
receiving help from their peers, it may help them better understand a text better.

Cultural Responsiveness, Equity & Inclusion Commentary:

 While planning the lesson, I will need to consider students prior learning in math classes.
 In addition, since I am teaching word problems I have to be aware of the examples I choose. Since there
are two students’ on IEP’s that may have a difficult time reading and understanding the problems I have
to make sure the examples are easy enough to understand but hard enough to challenge all the students.
 While planning I will need to consider what materials the students may need and their cost, taking into
consideration the students with a lower economic status.
 Since my thematic theme is Disney I have to take into consideration the number of boys I have in the
classroom. Instead of using all Disney princesses I will use characters from Disney Pixar movies as well.
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  In addition, I will have to take into account that not every student may not have seen or even know what
Disney movies are. I will give a brief overview of some Disney movies and what Disney consist of before
I start the lesson.
 I will also use characters and objects that are from different cultures and races. Every student has a
different background and there are two African American students in the class meaning I shouldn’t just
pick examples from all white Disney Princess movies.
 Lastly, since I am continuing a lesson in word problems I will have to consider if any student was absent
when I first introduced the topic. I am planning this lesson with a basis of already teaching them what a
world problem is and having them do a full two days of examples as a class. Now they will be solving
problems individually, so I will have to make sure the absent students know what a word problem is, how
to set it up, and what key words to look for in a sentence.

Content Standards:
Standards - 1.OA.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.
Rationale – This standard is being taught because it is important for kids to understand word problems, as well as
addition and subtraction. In the previous grade they should have learned about adding and subtracting using their
fingers and simple drawing now they should be learning how to read word problems and using drawings and
objects to aid them. In addition, they will need to know the skill of addition and subtraction within 20 because the
following year they will have to add and subtract within 100. Learning addition and subtraction word problems is
important because in real life that is how people verbally represent math problems. This is appropriate for my
students because they may start receiving an allowance and if they want a toy their parents ask, “you have
received $5 the past two weeks do you have enough to but the $10-dollar toy?” they should be able to answer the
question. Overall, this standard introduces them to word problems which they will be hearing all their life, which
means it is important for them to learn.

Learning Objectives:
1. When given a bag of objects and five problems written on an activity sheet (one at each station) the
students will be able to solve the problems using addition and subtraction with 100% accuracy.
2. When given a worksheet of word problems students will be able to solve the problems using addition or
subtraction and compare numbers in a two part problem with 80% accuracy.
Academic Language:
Addition, subtraction, put together, take away, have left, word problem, +, -, =
Assessment Plan: Formative Assessment:
1. First, I will write a short addition word problem on the board that we had previously solved two days
before on our word problem note sheet. I will then ask the class if this problem is addition or subtraction
and they will answer together as a class. During this time, I will pay attention to who is saying something
and who isn’t. I will then ask for a volunteer to tell me how they know it is an addition or subtraction
problem. I will mentally make note of all who raise their hands, and the ones who don’t I will make sure
to go to when we do our next review activity. If nobody volunteers I will review what words signify
addition problems (which include addition, adding, and put together) and subtraction (subtraction,
subtract, take away).
- They will then have to set up the equation the way they were taught the previous days (5+6=?). If a
majority are correct I will move on and make sure to go over to the students who didn’t set up the
answer correctly during the next review activity. However, if most got it wrong I will go step by step
through the problem and pointing out where to find the numbers they need to add or subtract.

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 - I will repeat this assessment with one more addition problem and two subtraction problems, which all
use different terms to signify if it is addition or subtraction.
2. Continuing on, I will also put up a longer word problem that has to do with the thematic theme to give
them a preview of what the following activity will look like. They will turn and talk with their group and
say if it is addition or subtraction. After they figure it out they will have to set up the equation by drawing
stars on their white board to signify the two numbers they are adding or subtracting and a question mark
as the answer. As I walk around I will make sure they have the write math symbol (+ or -) and correct
number of stars (*** + ** =?). If a majority do not I will create the equation on the board going step by
step. However, if most seem to get it I will them have them solve the equation, and as learned in previous
days they have to write, ? = their answer. I will ask them to give me a thumb up or down if they
understand. If most give a thumb up I will move on to the next activity, however if most give a thumb
down I will do one more example. If only a couple students have a thumb down I will do a short review
with them at the back table before giving them the activity.
3. Lastly, after the hand-on station activity I will have them do a fist to five on how well they know how to
set up and solve word problems. If a majority have a 4 or 5 I will give them their final worksheet.
However, if a majority are three and below I will have them go to another station.

Assessment Plan: Summative Assessment:

1. The students “Magical Objects Answer Sheet” (half sheet) will be collected after they go to each station.
This answer sheet will show if students can correctly read a word problem and use objects to add and
subtract correctly. The answer sheet should be completed with 100% accuracy because they have been
reviewing word problems and they can use their team members if they need help. I will use this to assess
who needs a little extra review before the following lesson. I will not be giving them back their half
sheets, but I will state the answers for each section after all sheets are collected.
2. In addition, at the end of the lesson the students “Disney Mania” worksheet will be collected. The
worksheet will determine if they can solve word problems on their own, and if it is a two-step problem if
they can compare the answers. This should be done with 80% accuracy and I will use the data to see what
the class is understanding as a whole. I will grade this and give it back to the students to show them how
well they are individually understanding word problems.
Procedures: Lesson Introduction: (8 minutes)
1. I will first grab the student’s attention by asking them if they have ever seen a Disney movie. I will also
say, “for those of you who don’t know some Disney movies include…. (list of popular Disney movies).
2. Then I will have them turn to their groups and state their favorite Disney movie and tell them it’s okay if
they don’t know one.
3. I will then proceed to tell them we will be using Disney characters to continue our practice on word
problems.
4. Next, I will ask them if they remember how to do word problems, which they would have been doing the
following classes.
5. Hopefully they would say yes, and I would reiterate that word problems are important because that is how
people ask math problems in the real world. Then I would tell them I have surprise for them to get them
excited about solving math problems.
6. Prior to coming to class, I would have made them all paper headbands that have Mickey mouse ears
attached to them. I would pass them out and tell them to, “put your Mickey Math ears on so we can enter
the magical world of word problems” right before starting the lesson body.
Procedures: Lesson Body:
Class Review – 15 minutes
1. Inform students that this will be a review-based day using drawings, objects and worksheets. In addition,
they will be working as a class, in groups, an at the end of the lesson individually.

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 2. I will start by having them all get out a sheet of notebook paper. Then I will write a short word problem
up on the board that we had solved in our notes in a previous class. I will ask the class as a whole if it is
addition or subtraction. Then, I will ask for a volunteer to tell me how they knew it was addition or
subtraction. At this point I will take note on who is not answering so I can make sure to check on them
during the next review activity.
3. If a lot of students don’t know I will review the words that signify if you add or subtract. As the last step I
will ask them to set up the equation for the problem but tell them not to solve it because they are just
practicing setting up the equation at this point.
4. If I see a majority are correct I will move on and make sure to go over to the students who didn’t set up
the answer correctly during the next review activity. However, if most got it wrong I will go step by step
through the problem and pointing out where to find the numbers they need to add or subtract
5. I will continue this process three more times (2 addition and 2 subtraction) (Example problems on
attached sheet)
6. Since the first exercise with take about ten minutes there will have to be a change of plan for the female
on an IEP. After that review I will have them get out of their seats to get a marker and white board for the
next activity.
7. I will then explain I am putting another word problem up on the board and they will have to use star
symbols to represent the numbers in the equation. I will put up the question, “If Mickey sees five shooting
stars and Minnie sees seven shooting stars how many stars did they see together?”
8. I would ask them to turn and talk and state whether its addition or subtraction, then have them set up the
equation on their own. I would walk around to see if they were drawing five stars then a plus symbol and
another seven stars then ending it with an equal sign and question mark.
9. If I see most students with the correct equation I will have them solve it, if not I will point out where we
get the numbers for the equation from. I will then walk around to make sure they are getting the right
answer.
10. Even if they are getting the correct answer I will still ask them to give me thumbs up or thumbs down if
they are getting it to make sure they are comfortable with the material in their opinion. If a majority have
thumbs down I will do another example, if only a couple do I will take them to the back table and do a
mini review before sending them to do the hands-on group activity.
Group Practice – 30 minutes
1. I will then have the students put away their whiteboards away and grab the “Magical Objects Answer
Sheet” while I place four bags of objects at each of the five stations the students will be going to. I will
also place addition, subtraction, and equals sign paper symbols along with a problem sheet with one-word
problem on it, each station is different.
2. They will be working in the groups they are sitting with (4 people) and moving around the room to each
station. I will set a timer and they will have eight minutes to complete each station. Each group will not
make it to one of the stations.
3. Before they get started I will make sure to thoroughly explain the directions and grab a bag to use as an
example. I will then ask the kids if they understand and if they nod I will let them start and if they shake
their head or don’t answer I will do another short example.
4. I will emphasize they have to use the objects and symbols to represent the equation then write their
answer down. Also, I will tell them I’ll be walking around to make sure they are following directions.
5. I’ll make sure they know that this is an individual activity however, if they get stuck they can ask their
group for a little help.
6. Once they complete four stations I would ask them to give me a fist to five on how comfortable they are
to go to the next activity which is individual. If a majority have a 4 or 5 I will give them their final
worksheet. However, if a majority are three and below I will have them go to their last station.

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Individual Practice – 25 minutes
1. Before I hand out their worksheets I will have them put their papers in my teacher’s basket on my desk. In
addition, I would have them pack up the objects they were working with and place them in a bin on the
back table while I play “Ways to be Wicked” from Disney Descendants 2 to help loosen up their minds.
2. After the song ends they should be in their seats and I will pass out their “Disney Mania” worksheets and
make sure they know it is an individual worksheet.
3. We will go over the example problem as a class to point out what to do for the comparing two parts
questions.
4. Then I will have them start the worksheet and tell them if they need any help to raise their hand and wait
for me to go over to them.
5. During this worksheet I will be walking around and checking on the students who were struggling earlier
in class. I will also have the two students on IEP’s sitting at the back table, so I can go back and read the
questions to them when I am not walking around checking on other students.
6. Lastly, I will have them turn in the paper to be graded before the lesson closure.

Procedures: Lesson Closure: (5 minutes)

1. I will start of the closure by saying, “We did a lot of reviewing today using many techniques and you all
did a great job!” I will tell them at this time they can take of there Mickey Math ears because they
completed their math lesson for the day.
2. I will restate that knowing and reviewing how to do word problems is important because in the real word
that is how math problems will be presented to them. I will then tell them the allowance example stated in
my rationale.
3. As they are about to leave I will tell them, “Tomorrow we will be doing more magical review for their
test they will be having the following week.”
4. When they walk out the door I will have them each tell me their favorite Disney character.

Differentiation, Individualized Instruction, and Assessment:

 The female student on an IEP will be seated close to the teacher’s desk just in case she needs extra help.
In addition, she will be seated with a strong reader who is willing to help her out if she doesn’t
comprehend what she is supposed to be doing. I have also split up the activity times more to take into
consideration she can’t focus if lessons are over 10 minutes this makes it less obvious to other students
that she would need a break. I will also give her extra time on the individual worksheet if she needs it.
Lastly, I have pulled her to the back table for the individual activity, so I could read the math questions
out loud to her.
 In addition, I have also placed the male student with dyslexia near the teacher’s desk as well just in case
he needs extra help. I have placed him at the same table as the female on an IEP because they can help
each other out as well as the two strong readers I have placed in their group. I will also give him extra
time on the worksheet at well if he can’t finish it in the given time period. Lastly, I will also pull him to
the back table for the individual worksheet, so I can read the questions out loud to him as well.

Instructional Materials and Support:

 White boards  20 bags of objects (4 of the same bags for each group) (attached)
 Markers  Section instructions (attached)
 Example problems from previous notes (attached) Disney math ears (attached)
 Pencils
 “Magical Objects Answer Sheet (attached)
 “Disney Mania” worksheet (attached)
 Addition, subtraction, and equal sign paper cut outs (attached)
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Research and Theory Commentary:
 Research based idea – Within my lesson I used the research-based idea of non-linguistic teaching. Instead
of using actual numbers or having the students right an equation I had them use objects that represented
objects from Disney movies. This hand on activity involving Disney and toys will help first graders
remember how to read and set up a word problem better.
 ASR strategy – In my lesson plan I used response slates which is an active student response strategy. This
strategy helps me know the students are paying attention as well as if they know what the question is
asking. Since first graders have a short attention span the erasing and writing on the white boards helps
them stay active and engaged.
 Gardner – I used Gardner’s multiple intelligence theory when I used multiple activities to review the
same material. His theory states that everybody learns differently and its important to teach to
everybody’s skill because first grade is one of the foundation years meaning if they don’t learn how to
solve word problems now they will struggle with them in the future. I used numbers, symbols, and objects
to represent the word problems. I also used visual (on the board), and tactile (bagged objects)
representations to try and teach to different learners.
 Vygotsky – I used Vygotsky’s theory when I had them turn and talk and when I had them work in
groups. He believed that students learn through social interaction which is what they are doing in groups.
Even though they worked individually in the groups, they are learning to ask their peers for help if they
need it instead of just staying quiet and not understanding what they are doing.
 Bandura – Bandura believed that children learn through observation. I used Bandura’s theory when I go
over examples on the board. It shows them what they should be doing and helps them see how exactly I
want them to complete their activity. This is helpful for first graders because sometimes they don’t read
directions well or understand them, so it is good to point out how to specifically do the activity.

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 Review examples form previous notes

1. Ben had five candy bars and Suzy had three candy bars. How many did
they have put together?

2. Darian had fifteen apples and ate two. How many apples did he have
left?

3. Rachel planted eight flowers and she added five more. How many
flowers does she have now?

4. Nathan had nine video games and his parents took away two. How many
video games did Nathan have left?

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 Mickey Mouse Magic Ears

Fold and staple to make headband. Ears would be black to represent mickey mouse

Addition, subtraction, and equal sign paper cut outs

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Magical Objects Math Problems – each one would be placed at different table

Group 1: If Wreck it Ralph wrecked ten buildings and Fix it Felix fixed four
buildings. How many buildings still need fixed?

Group 2: If Arielle found seven forks and Sebastian found three forks. How
many forks do they have put together?

Group 3: If the Beast has eighteen roses and gives Belle ten. How many roses
does the Beast have left?

Group 4: If Olaf caught twelve snowflakes on his tongue and five melted.
How many snowflakes are left on Olaf’s tongue?

Group 5: If Nemo has five stripes and his fin and his dad had seven strips on his fin. How
many stripes do they have put together?

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 Magical Object Bags

Group 1: Each bag for group one would have 30 little hammer figurines to
represent Fix it Felix.

Group 2: Each bag would have 25 little plastic forks to represent the Little
Mermaid.

Group 3: Each bag would have 60 little plastic roses in it to represent Beauty
and the Beast.

Group 4: Each bag would have 40 paper snowflakes in it to represent Frozen.

Group 5: Each bag would have 30 small, plastic clown fish in it to represent
Finding Nemo.

Magic Object answer sheet

Name_____________________________ Date___________________
Instructions: Write your answer on the line next to the correct group number

Group 1 _____________

Group 2 _____________

Group 3 _____________

Group 4 _____________

Group 5 _____________

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 Disney Mania
Name____________________________________ Date_________________

Instructions: Answer the following word problems using addition or subtraction. Make
sure you set up your equation then answer the question. Make sure to answer every part
of the question. This is to be done on your own.

1. Sully made seven kids laugh and Mike made six kids laugh. How many
kids did they make laugh put together?
Equation_____________________________
Answer______________________________
Who made more kids laugh Sully or Mike?
Answer______________________________

2. Riley had twenty memories, but Sadness lost two of them. How many
memories did Riley have left?
Equation_____________________________
Answer______________________________

3. Lightening McQueen had four new tires and Mater had five new tires.
How many tires did they have put together.
Equation_____________________________
Answer______________________________
Who had more tire Lightning McQueen or Mater?
Answer______________________________

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4. The house in up had eighteen balloons but four of the balloons popped.
How many balloons were left?
Equation_____________________________
Answer______________________________

5. Mal has twelve magic apples and Evie has eight magic apples. How many
magic apples do they have put together?
Equation_____________________________
Answer______________________________
Who has more magic apples Mal or Evie?
Answer______________________________

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