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Lesson Plan Form Doc Math Kinder
Lesson Plan Form Doc Math Kinder
Revised 08/05/14
Candidate:
Subject:
Grade level(s):
Date:
Stefania Cilloniz
Math
Kindergarten
05/05/2015
Standard: 1.2 Solving addition and subtraction word problems, and add and subtract within 10,e.g. by
using objects or drawings to represents the problem.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will understand addition as putting together and adding to, and understanding subtraction as
taking apart or taking from.
II. LEARNING OUTCOME (Objective):
Given composing numbers to 10, students will understand addition and subtraction by composing in more
than one way.
DOK/Cognitive Rigor Level: 2 and 3
Language Demands :
Differentiate activities for students by carefully selecting the number of flowers Maggie had in her garden.
Alter work mat as needed.
Provide number cards (if needed) to build the number sentences rather than having students write the
number sentences.
ELL Learners:
Create or obtain visual cue flashcards 0-20 that show the quantity and numeric representation in the
ELLs native language.
III. CURRICULUM CONNECTION :
Students subtract a quantity (less than 5) into pairs in more than one way. (e.g. by using objects or
drawings). After the lesson students can move to double digits numbers.
IV. INSTRUCTION
A. ENGAGEMENT
Anticipatory Set: Engage students by having a volunteer come up to the document camera or overhead
projector, and show one way to represent the number 6. Tell the other students to be thinking about other
ways they can show the number 6 as well.
Have the student explain her representation.
Ask another student to come up and show a different way to represent the numeral 6 and explain his
thinking.
Student friendly objective:
By the end of our lesson you should use objects to add and subtract numbers 0-10, in more than one
way.
Purpose: Students should be able to identify quantities and adding and subtracting numbers, which are
a part of our everyday life.
a. T model The teacher demonstrates different number sentences on the document camera.
b. Student response: Allow time for students to Think-Pair-Share and record the number sentence(s).
Allow time for a few students to share their number sentences. If necessary, review each to see if it is
appropriate. If not, ask for student input as to why.
Step #3:
a. T input Again, request a number sentence (equation) to represent the new sets. Record them on
the board and discuss. Ok students lets see what numbers sentence you can come up with using these
counters. Ask students to use the counters to create an equation showing the number of red and yellow
flowers on their white board.
a. T model Teacher shows the counters on the camera and creates a number sentence. Say, Maggie
grew 6 flowers in her garden. Some flowers were red and some were yellow. How many of each color did
Maggie have?
b. Student response: Ask a student to record his number sentence on the white board. Ask if everyone
made the same number sentence.
Step #4:
a. T input Ok students how could be that there would be more than one number sentence for a
number? Allow time for students to discuss. Then ask students to use their counters to find as many
different number sentences (equations) as they can for the story. Allow time for students to work with
the counters to create different number sentences (equations). Ask how we will know when we have
found all the number sentences for this story
b. Student response: Have students take turns writing the different number sentences on the board.
Have students share what strategies they used to find all the different number sentences.
Step #5
a. T input Now that we learn how to make a number sentence by adding two number together, lets