Student’s name: Sarah Howard

Grade level: First

Subject Area(s): Math and Reading Comprehension

A. Title: How Many Donuts?

B. Context of Activity:​ This lesson will be taught to

meet the VA First grade standard that will help them to
both practice reading comprehension and
adding/subtracting numbers up to twenty. It will be
taught after the class has learned reading
comprehension in their Spanish side of the dual
classroom and have already been introduced to adding and subtracting numbers
up to twenty. First, the teacher will do a read-aloud with the class reading, “​If You
Give a Dog a Donut.” ​Before and throughout the story the teacher will ask the
students to make predictions, identify characters, setting, and important events.
Then, the students will create a story road-map (similar to what they have done in
Spanish) of the book. The students will each get to decorate their own donuts that
will be used to practice adding and subtracting numbers up to twenty.

C. Learning Objectives – Know/Understand/Do:

I can… Know Do Assess

(objective)

Students will Students will Students will sit Student-created

understand that the identify and explain and listen to a story story road-map
sequencing of what happens in and construct a visual
stories can differ the beginning, story road-map that
and some stories middle, and end of represents what
take you back to the a story. was read.
beginning in the
end.

Students will add Students will Students will Students will be

and subtract using identify and explain decorate their own chosen to help the
numbers up to how to solve simple donuts to use as teacher recreate
twenty. word problems visual and solve the
using addition and representations to problems using
subtraction on solve the word ten-frames on the
ten-frames. problems as a board.
whole group.

Students will Teacher will come

develop their own around to each
addition and group and check
subtraction the problems that
problem within they created as an
assigned groups. exit ticket.

D. Assessing Learning:​ (see above chart)

- I can demonstrate comprehension by creating a story road-map.
- I can add and subtract using numbers up to twenty with ten frames.

E. Related Virginia Standards of Learning:

Math
1.6 The student will create and solve single-step story and picture problems using
addition and subtraction within 20.

English
1.2 The student will demonstrate growth in oral early literacy skills​.
b) Tell and retell stories and events in sequential order.

1.9 The student will read and demonstrate comprehension of a variety of

fictional texts.
c) Preview the selection.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions about
what is read.
f) Identify characters, setting, and important events.
h) Identify the theme.

F. Materials Needed:
-storybook: ​If You Give a Dog a Donut”
-story road-map handout
-donut handout
-markers/writing utensils
-empty tens frame x4

G. Procedures (60 minutes):

1. I will begin by having the students sit in their assigned seats on the carpet. The
book, ​If You Give a Dog a Donut, w​ ill be introduced to the students and I will
remind the students of what they have been practicing with their dual spanish
side reading comprehension--story road-maps.

2. Once the story is introduced, I will then ask the class to make predictions based
on prior knowledge of other books that they have read by Laura Numeroff. I will
emphasize, through group discussion, that in these books certain phrasing is
predictable and the endings go back to the beginning. Then, I will have the class
chorally-read their “I can” statement for literacy.
3. I will read the story to the class and pause on specific pages (pages with sticky
notes) to allow the students to make predictions/see if their predictions were
correct. (8-10 minutes)
- “What did you notice about…?”
- “What do you predict will happen next in the story? Why do you think so?”

4. After the story, I will conduct a think-aloud to partially complete and explain the
directions for their story road-maps. I will point out how this story is different
from some others that we have read because the end of the book circles back to
the beginning! The students will help me create a story road-map that goes in a
circle. (3-5 minutes)
- “I wonder what this book would look like if we were to draw it on a story
road-map?”
- “How is this story DIFFERENT from others that you have written maps for?”

5. I will leave the example up on the SmartBoard for the students to reference while
they work on their own. The students will be released from the carpet by table
color, then I will pass out paper and coloring materials to work on their maps.
Students will have the flexibility to draw pictures, write short phrases, or
complete sentences based on predetermined level (explicit English literacy
instruction doesn’t occur in first grade). (12-15 minutes)

6. Once the students finish, I will have them clear their desks to prepare for
transition and we will chorally read their math “I can” statement. I will introduce
and explain that we are going to practice addition and subtraction word problems
using donuts ​(​Problem Solving).​ I will pass out blank donut cutouts for the
students to decorate. (5-7 minutes)
- “Can anyone tell me a mathematical question you may have about the story? It’s
okay to make up a scenario with the characters too!”
- “First, we will need to decorate our own donuts to count on our ten frame.”
- “Then, we will use the ten frames to show our thinking with our word problems.”

7. I will model the activity with a think-aloud for the first problem (or two, if they
feel it’s necessary) and then I will choose volunteers to come up and show their
thinking with the donuts in the word problems onto the ten frames ​(​Reasoning
and Proof/Representation)​. Students who did not physically help will give a
thumbs up or a thumbs down if they agree/disagree with the answers. (8-10
minutes)
- Addition problem sentence frame: “The mouse has ____ donuts and asks for
___ more, how many will he have altogether/total?
- Subtraction problem sentence frame: “Ms. Howard’s class has ___ donuts and
the mouse asks for ___ donuts, how many do WE have left?”

Problem choices:
- Fifteen take away five (15 - 5)
- Twelve take away three (12 - 3)
- Nine add ten (9 + 10)
- Twelve add eight (12 + 8)
- Fourteen take away five (14 - 5)
- Ten take away nine (10 - 9)
- Eighteen take away nine (18 - 9)
- Eight add eight (8 + 8)
8. Finally, as an exit ticket/formative assessment, I will ask the students to work in
groups at their tables to come up with two word problems like the ones they saw.
They will develop an addition and a subtraction problem together. I will come
around to each group to check their work and assess their thinking
(​Communication/Connection)​. (15 minutes)
- “Can you show me your thinking on how you would solve the problem you
created?”

H. Differentiation:
- Students will be grouped in mixtures of math levels to allow for scaffolding and
student-led explanations with their peers. They will also sit in their assigned seats
on the carpet to limit distractions.
- Questions will be directed to specific students according to teachers' knowledge
of students.
- Sentence frames and visuals will be given for both the story road-map examples
and the math problems, so that the ELLs will be supported.
- I will have a “challenge” question for my early finishers, as well as a remedial
problem for my students who need more support (see below).

I. Challenge Problem and Remedial Problem:

- Challenge: Nineteen take away twelve (19 - 12) or ask “how many do I need to
add to twelve to get nineteen?” (12 + _ = 19)
- Remedial: Seven take away two (7 - 2) or five add five (5 + 5)

J. NCTM Process Standards (highlighted in lesson):

(​[Link]
ess/​)

● Problem Solving
● Reasoning & Proof
● Communication
● Connections
● Representation

K. Article Reference:

Although I did not explicitly use the method that was described in the text, I was
influenced by it when I planned the ​procedure​ portion of my lesson. The resource
discussed the model of the ​Three-Act Task Lesson, w​ here the teacher intentionally
planned her math instruction to be comprehensive and to encourage mathematical
modeling. In my lesson, I used aspects of the method by having students 1) determine
their own mathematical questions to stimulate their thinking on the topic, 2) having the
students model their answers with manipulatives and ten-frames, and 3) communicate
with one another to compare strategies and solutions.

Lomax, K., Alfonzo, K., Dietz, S., Kleyman, E., & Kazemi, E. (2017). Trying
Three-Act Tasks with Primary Students. ​Teaching Children Mathematics,​
24(​ 2), 112–119. doi: 10.5951/teacchilmath.24.2.0112

Reflection:
The lesson that I planned was for a first grade dual immersion classroom. The
students are pretty well-behaved overall, but sometimes struggle with being talkative for
my cooperating teacher. If I had to give an estimate for language background: I would
guess that about seventy percent grew up speaking primarily English, twenty percent
speak Spanish and English at home, and ten percent come from a primarily Spanish
speaking home. I have seen some literacy instruction and have had conversations with
the Spanish teacher, so that I could model my lesson in ways that would be familiar to
the students. My thought was that by paralleling my instruction with the Spanish
teacher, the students would make connections and respond well, even though they don’t
have much experience with explicit literacy instruction in English. I also worked with
my cooperating teacher to make sure that my lesson aligned with her curriculum
planning, so that the class would be learning familiar and relevant information.
If this lesson was carried out in my practicum I think that it would have been
successful. Not only is it relevant to what they are learning, but they would have been
engaged because they had opportunities to be creative in both their literacy work and
mathematics. I think that the pacing of my lesson would contribute to its success,
because it moves along efficiently keeping the class on task and engaged. On the other
hand, knowing the personalities of some students, I think that some extra support may
be needed for a few students. To help these students, I would make sure to be
intentional about their grouping and make sure to praise as many positive behaviors as I
could. Another challenging aspect could be with my ELLs, even though I would be
providing visuals and sentence frames. I can still think of a few students who may need
even more support from me. However, they are split up and on opposing teams--I would
be able to modify in-between lessons (since I would have taught it twice), so that it
would benefit those students more.