Model of Teaching: Direct Instruction

Student Teacher Name: Megan Randazzo Date of Lesson: May 10, 2021

Grade Level(s): First Grade Subject Area(s): Mathematics Duration: 40 minutes

Content Standard(s): 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.

Learning Objective: SWBAT construct addition or subtraction word problems by drawing at least 3 pictures and
correctly writing a number sentence to match each picture.

Materials: Laptop, SmartBoard, paper, pencil, coloring tools

Student Readiness Levels and Prior Learning:

● Students are able to add and subtract numbers up to 20
● Students are able to write number sentences (equations)
● Students have been introduced to fact families
● Students have mastered number bonds for numbers up to 20

Student Interests and Assets:

● Students are extremely creative and love to draw and use their imaginations
● Students love animals; 3 of them have hamsters
● Students love video games, especially Minecraft, Roblox, and Fortnite
● We just finished reading My Father’s Dragon in class and the students fell in love with the book, so we have
started the second book in the series (one of the slides in the slideshow alludes to part of this book)

LESSON PLAN SYNTAX

Teacher/Student Script Student Engagement

Note the following:
Script what you will say, ask, and do. ● Differentiation & Grouping
Include anticipated student responses and actions. ○ Students who finish
early are challenged
to add a number bond
and fact family to their
pictures
● Explicit Language
Instruction
○ Define ‘number
sentence’ (equation)
● Instructional
Strategies/Materials:
○ Cue students with
questions to prompt
them
○ Modeling
○ Scaffolding
○ Number line printed
on each students’
name plate on their
desk

© 2018 Adapted by Jennifer Miyake-Trapp

 ● Technology Integration:
○ Use of the
SmartBoard to show
slideshow
● Connections to Theory
○ Behaviorism (desired
behavior/skill
explicitly stated to the
students)
○ Social Learning
Theory (learning
through observation
and modeling)

Anticipatory Set Project the slideshow onto the SmartBoard. The first slide shows Students raise their hands to
a picture of 3 hamsters in a cage, 1 hamster on top of the cage, share their observations about
and 3 hamsters next to the cage. The hamsters are a mix of the picture projected on the
colors. SmartBoard.

Teacher: “What do you notice about this picture?”

Student: “ I notice that some hamsters are tan, some are white,
and some are darker colors.”

Teacher: “Excellent. What else do we notice in this picture?”

Student: “3 hamsters are inside the cage and 4 hamsters are

outside of the cage.”

Teacher: “I noticed that, too! Does anyone else notice something

different about this picture?”

Student: “I see 2 hamsters eating and the rest are not eating.”

Teacher: “That’s a good observation. There are so many different

stories that can be told with this one picture. We could say that
there were 7 hamsters inside the cage, but then 4 escaped! Or
we could say that there are 2 hamsters that are hungry and 5
hamsters that aren’t.”

Perceived Teacher: “After today’s lesson, you will be able to draw a picture Students listen to the teacher
Objective and and write a number sentence to match a word problem.” share the objective.
Rationale

Input and Teacher: “Let’s take a look at a different picture.” Students listen to the teacher’s
Modeling instruction. Students raise their
The teacher moves to the next slide in the slideshow. An image hands to share observations
appears in which there are different characters from the video about the picture projected
games Minecraft, Roblox, and Fortnite. Some of the characters onto the SmartBoard.
are sitting down and some are standing up. Some are wearing
white shirts while others are wearing black shirts.

Teacher: “When I look at this picture, I notice a lot of different

things! I can see that there are characters from 3 different video
games. I also notice that some of the characters are wearing
black shirts, while others are wearing white shirts. What else do

© 2018 Adapted by Jennifer Miyake-Trapp

 you notice about these characters?”

Student: “Steve and Kyle are sitting down! I bet they got tired
from running around!”

Teacher: “I’m glad you noticed that! I can write a number

sentence to match that story. There were 8 characters running
around in the video game, but 2 of them got tired and had to sit
down. Only 6 characters were left running around.”

As the teacher talks aloud, she models writing the number

sentence 8-2=6 on the whiteboard.

Teacher: “Remember that a number sentence is two numbers

being added to equal a new bigger number, or a number being
subtracted from a larger number.”

Checking for Teacher: “I drew a picture on the board, and then I made Students raise their hand if
Understanding observations about the picture. Once I thought of the perfect they need to clarify anything
story for my picture, I wrote a number sentence to match the about what they are expected
story. Are there any questions about what I did?” to do.

No students raise their hands.

Guided Practice “Excellent. Now I am going to show you a new picture, and I will Students listen to the teacher’s
need your help to think of a story and a number sentence that instruction. Students share
matches the story.” observations with a partner.
Students engage in answering
The teacher moves to the next slide in the slideshow. The picture the teacher’s questions.
reveals a picture of 7 alligators lined up from head to tail in a
river. There are 4 other alligators in the river, not in the line.

Teacher: “Oooh! This picture reminds me of My Father’s Dragon!

What do you notice about this picture? Share one observation
with your turn and talk partner.”

Teacher: “Who would like to share their observations with the

class?”

Student: “I see 7 alligators lined up in a row. I think the other

alligators are also going to line up with them! Just like in the
book.”

Teacher: “I think you’re right! Now that we know the story that is
happening in this picture, what do we need to do next?”

Student: “We need to write a number sentence to match the

story.”

Teacher: “Well done! Can someone help me write a number

sentence to match the story that Alex told us? He said that 7
alligators were lined up and then the rest of the alligators joined
them in line.”

Student: “7 alligators plus 4 more alligators equals 11 alligators

altogether.”

© 2018 Adapted by Jennifer Miyake-Trapp

 Teacher: “Room 2, give a thumbs up if you agree with your
friend.”

Students give the teacher thumbs up.

Teacher: “You said that perfectly. So my last step is that I need to

write the number sentence on the picture.”

Model writing 7+4=11 on the whiteboard.

Independent Teacher: “Now it is going to be your turn to try. You will draw at Students raise their hands to
Practice least 3 pictures and then write a number sentence to match each engage in answering the
picture. Maybe your pictures will show an addition sentence, teachers’ questions. Students
where you will add the number of items altogether. Or, maybe independently draw pictures
they will be a subtraction sentence, where there were a lot of that tell a story. After drawing
items, but some went away. That will be up to you!” the pictures, they write a
number sentence to match
Teacher: “Can someone repeat the instructions one last time each picture. If students finish
before we get started.” early, they will do the extension
activity: adding number bonds
Student: “We are going to draw 3 pictures and think of stories and fact families to their work.
that match our pictures. When we are done drawing, we will write
a number sentence to match the pictures.”

The teacher moves the slideshow to the next slide, which shows
the extension options: number bond and fact family.

Teacher: “Thank you! If you finish early, I challenge you to go

above and beyond by drawing a number bond to match your
number sentence AND write the entire fact family on the back of
your picture. When you get your paper, you may begin. You will
have 15 minutes.”

The teacher passes out paper to each student. She then

circulates the classroom to see how students are doing with the
assignment and help any students who may be struggling to write
their number sentences.

Teacher: “You have 3 minutes remaining.”

Teacher: “Final minute!”

Closure Teacher: “Time is up. With your ‘turn and talk’ partners, you will Students share their pictures
share your pictures and tell them what is happening in the ‘story.’ with turn and talk partners.
Have your partner try to guess your number sentence and then Each partner will take a turn
tell them if they got it right! You have 3 minutes to share.” guessing the number sentence
that matches their partner’s
Students share their pictures and stories with their partners while picture.
the teacher walks around and listens to see if students are able
to guess the number sentence that matches their partners’
picture.

Teacher: “Everyone did an excellent job today. Please turn your

papers into the classwork bin and then line up for P.E.”

© 2018 Adapted by Jennifer Miyake-Trapp

Assessment Formative Assessment - Throughout the lesson, the teacher can assess students’ understanding
and ability to meet the objective. Formative assessment occurs when: students volunteer during
the guided practice portion of the lesson, when the teacher circulates the room and checks for
students’ understanding during independent practice, and during the closure when the teacher
listens to see if students are saying the correct number sentence for their partners’ word problem.

Summative Assessment - The teacher collects each student's paper and checks to see if they
met the objective by drawing at least 3 pictures and matching the stories with correct addition or
subtraction sentences. For any students whose pictures or number sentences are incomplete or
incorrect, the teacher will conference with them in a one-on-one setting to gain clarification on the
students’ needs moving forward.

© 2018 Adapted by Jennifer Miyake-Trapp