Math Lesson Plan:

Teacher_____Marjorie Rothman__
Grade Level___Kindergarten___________
I.

Content and Standards: Common Core Standard

Understand addition as putting together and adding
to and subtraction as taking apart and taking from
CC.K.OA.2 Solve addition and subtraction word
problems. (Houghton, Mifflin, Harcourt, 193A)

II.

Prerequisites: These prerequisites are well-suited

for students who are beginning to add: 1. Children
need to be able to count to at least 20.
2. Children need to be able to recognize the the
numerals 0,1,2,3,4,5,6,7,8,9.
3. Children need to be able to count a given number
of objects (to at least 20) correctly.
4. Children need to be able to match up the number
with those counted. *** represented by a number 3.
5. Using some counters or objects, children need to
be able to show what a number means. The number,
6, means six objects.
5. Children need to be able to orally identify a written
number. See a 12, and name it as twelve.
6. Children need to be able to write or type the
numbers 1-20.
Retrieved from:
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ss-skills-for-teaching-addition-and-subtraction2/#sthash.E8WalnDn.dpuf
III.

Essential Questions: How can you solve addition

word problems and complete the addition sentence?
(Houghton, Mifflin and Harcourt, 193A)

IV.

Instructional Objective: Students will be able to

solve addition word problems, calculating up to the
number 10, and students will be able to record their
equation.

V.

Instructional Procedures: BDA

BEFORE
Before the lesson, I begin by reviewing addition
problems where the students add counters and come
up with an answer that is after the equal sign.
Jane has two apples. Show two red counters on the
board. John has three apples. How many apples do
Jane and John have altogether?
Have the students stand next to the counters to act
out the problem. Then write the number sentence.
DURING
1. Tell the students the objective, which is that they
will be adding numbers where the answer is up to
10, and they will be writing their math sentence.

Complete numbers 4, 5 and 6 on worksheet page 195

a. Read the word problem, There were some butterflies

on a leaf. Five more butterflies flew over
b. Have a student put five butterflies on the board.
c. Continue to read, Then there were eight butterflies.
How many butterflies were on the leaf to begin with?
d. Have a student answer.
e. Ask about the strategy they used to answer the
question.
f. To check the problem, count up to find the answer with
the class. If the number is incorrect, ask again to find
the right answer.
g. Have students complete the problem on the worksheet
at their seats.
h. Write the answer on the interactive white board.
i. Repeat this procedure for Number 5 and 6
j. Read, There were some bugs on a leaf. 3 more bugs
crawled over
k. Have a student put 3 butterflies on the board.
l. Read, Then there were 9 bugs. How many bugs were
on the leaf to begin with?
m.
Have a student answer.
n. Ask about the strategy they used.
o. To check the problem, count up to find the answer with
the class. If the number is incorrect, ask again to find
the right answer.
p. Have students complete the problem on the worksheet
at their seats.
q. Write the answer on the interactive white board.
r. Read, There were some butterflies on a leaf. 8 more
butterflies flew over
s. Have a student put 8 butterflies on the board.
t. Then there were 10 butterflies. How many butterflies
were on the leaf to begin with?
u. Have a student answer.
v. Ask about the strategy they used.
w. To check the problem, count up to find the answer with
the class. If the number is incorrect, ask again to find
the right answer.

x. Write the answer on the interactive white board.

y. Have students complete the problem on the worksheet
at their seats.
Lesson part 2 - Page 196 Problem Solving
a. Explain to children that this is a way to show what we
add is to write an addition sentence, which is also
called an equation.
a. Explain that when we see an equal sign, the quantity on
each side is the same.
b. Explain that the equal sign can go on either side of the
problem as long as the quantity (numbers) are equal.
c. Ask children what numbers are being added.
d. Show the math worksheet page on the interactive white
board which shows, 2 + 5 = 7.
e. Have children suggest pictures to draw to show 5 + 2 =
7.
f. Draw happy faces on the board or use the counters to
show the equation.
g. Have a student explain the picture that 5 + 2 = 7.
h. Have students create a drawing at their seat showing
that 5 + 2 = 7.
AFTER Bring the lesson to closure by repeating the
days objective. Today we added numbers up to 10.
We used objects and drawing as a strategy to help us
add. Then we wrote number sentences to show what
we added.
Materials and Equipment: Interactive white board,
bugs and butterfly cut outs, worksheets, teacher
manual, magnetic counters, pencils, dry erase
markers
I

Assessment/Evaluation: Students are assessed by

their class participation. Their worksheets are also

assessed. The students will also be assessed in

upcoming formative and summative testing.
VI.

VII. Differentiation: Individualized Activities:

When students are seated at their desks, I go around
and help the students if they are having problems.
When asking students questions aloud, I guide
students along more who have more difficulty
answering the questions.

VII. Technology: The interactive white board is used to

show how to fill in the students worksheets.
VIII. Self-Assessment I will collect information for future
lessons by evaluating the students worksheets and
subsequent homework assignments. The students
will also be assessed by subsequent classroom
participation about similar topics. The students will
also be assessed through their upcoming testing,
which covers the material they have just learned.
There are upcoming formative and summative
assessments that will cover this material. If the
results show that the students learned from this
lesson, I will repeat the lesson procedures in the
future.
Reference:
Houghton, Mifflin, Harcourt. (2012.) Go Math Teacher
Addition. Orlando, Florida: Houghton, Harcourt and Mifflin.

Susan. (2009). Readiness Skills for Teaching Addition and

Subtraction. Longevity Publishing.
http://www.longevitypublishing.com/2009/03/readiness-skillsfor-teaching-addition-and-subtraction2/#sthash.E8WalnDn.dpufhttp://www.longevitypublishing.co
m/2009/03/readiness-skills-for-teaching-addition-andsubtraction-2/#sthash.E8WalnDn.dpuf