Cluster: Add and subtract within 21

Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Degree of Alignment:
1 Limited
(1 user)

Learning Domain: Operations and Algebraic Thinking

Standard: Add and subtract within 21

Indicator: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Degree of Alignment:
Not Rated
(0 users)

on Apr 02, 09:25pm Evaluation

## CCSS.Math.Content.1.OAC..6: Limited (1)

The students are only working on addition with numbers up to 10. Word problems are included but no strategies are given as a resource for students to solve the problems.

on Apr 02, 09:25pm Evaluation

## Opportunities for Deeper Learning: Limited (1)

One of the stations the students visited in this lesson includes working on the given worksheet with peers but does not give further instruction into the language students should be using to collaborate and nothing is keeping them from sharing answers without understanding why they came to those answers. I would suggest including a different worksheet or utilize the manipulatives described in the materials section so student understand why 2 + 2 = 4.

on Apr 02, 09:25pm Evaluation

## Quality of Instructional and Practice Exercises: Limited (1)

The lesson plan includes some, but too few, exercises and the worksheet does not have an answer key provided. I would suggest including several more exercises in the stations for students to work on as well as directions to these and an answer key to the worksheet provided.

on Apr 02, 09:25pm Evaluation

## Quality of Technological Interactivity: Not Applicable (N/A)

No technology used in this lesson plan.

on Apr 02, 09:25pm Evaluation

## Quality of Assessments: Strong (2)

The worksheet presented is a good evaluator of how students are using addition properties. However, students are expected to complete the assessment in groups. I think students should complete the worksheet individually so the teacher can observe whether each student is proficient in addition skills.

on Apr 02, 09:25pm Evaluation

## Utility of Materials Designed to Support Teaching: Limited (1)

The teacher includes the materials “manipulators” but does not explain how, when, or why the students will be using these during the lesson. The students are never introduced to how to use these materials and directions are unclear.

on Apr 02, 09:25pm Evaluation

## Quality of Explanation of the Subject Matter: Limited (1)

The lesson plan does not include an explanation for what the students are doing in each station thoroughly. The introduction includes going over the lesson from the day before but this lesson is not discussed. Students are not introduced to the concept of addiction in any way but are expected to complete a worksheet over the lesson.