Indiana Wesleyan University

Elementary Education- Math Lesson Plan

Abigail Stallkamp
LESSON RATIONALE
This lesson introduces the counting on strategy. It is essential for students to have this lesson due
to addition being the basis of many mathematical concepts, and this is a way for students to add
easier. The counting on strategy not only will make it easier for students to add, but it also gives
a good base for counting on from another number, as that can be used in many other
mathematical concepts, such as subtraction and two digit multiplication.

READINESS
I. Goals/Objectives/Standard(s):
a. Goal(s):
i. Students will be able to use the counting on strategy to help them with
addition.
b. Objective(s):
i. After completing a review in whole group, the students will accurately
complete the addition activities using counters.
ii. After completing Station 1 with the teacher, the students will demonstrate
using the counting on strategy for addition.
c. Standard(s):
i. 1.CA.1: Demonstrate fluency with addition facts and the corresponding
subtraction facts within 20. Use strategies such as counting on; making
ten; decomposing a number leading to ten; using the relationship between
addition and subtraction; and creating equivalent but easier or known
sums. Understand the role of 0 in addition and subtraction.
II. Management Plan:
a. Time: 48-53 minutes
i. Anticipatory Set: 3 minutes
ii. Review and Station Explanation: 5-10 minutes
iii. Stations: 35 minutes (10 minutes at each station, 5 minutes of transition
time)
iv. Closure: 5 minutes
b. Space:
i. During the anticipatory set, the review, and explanation of the stations the
students will be in their seats at their tables. Then the students will be at
each station for ten minutes in their math groups. Lastly the students will
go back to their tables for the closure of the lesson.
c. Materials:
i. Base Ten Blocks (just ones)
ii. Math Locks and Keys
iii. “First to Fill!” Directions and Grid
d. Expectations and Procedures:
i. Students are expected to participate throughout the lesson. When the timer
goes off for 10 minutes in their stations they are expected to clean up and
move to their next station. The students are expected to participate in all
 three stations. Then they are expected to listen attentively when being
instructed by the teacher.
III. Anticipatory Set:
a. Good morning class! I know that you are all really good counters, so I was
hoping you would help me do some counting today. On your tables there are
some blocks. Each person please count out 6 blocks. Walk around the room and
make sure that each student gets 6 blocks counted correctly. Thank you! Now
everyone count 10 blocks. Walk around the room and make sure everyone has 10
blocks. Check to see which students are already using the counting on strategy by
just counting four more, and the ones that are counting all six over again.
IV. Purpose Statement:
a. Today we will be practicing our addition and learning how to use our hands as a
way to help us add.
PLAN FOR INSTRUCTION
V. Adaptation to Individual Differences and Diverse Learners:
a. In my lesson my directions for the activities are both verbally explained, written
out, and then they also have pictures next to the written directions. The pictures
will help to explain the directions for students who have a written or verbal
processing disorder. It will also help students who have a specific learning
disability in reading. I also made sure that my students are up an moving each 10
minutes. The movement will give their brains some dopamine, which in turn will
help our students focus. This is especially important for students who have
ADHD, as their brain requires more dopamine to focus. For students who have
ADHD a fidget may also be helpful throughout the parts of the lesson they are not
doing hands on activities so that they are able to receive more dopamine and focus
on the content better.
VI. Lesson Presentation:
a. Does anyone remember what the symbol for addition is? (There will already have
been lessons on addition, and the addition symbol will already be taught.) Allow
time for student response. Yes that’s right. The plus sign is the symbol for
addition! Draw a plus sign on the board. So when we add two numbers together,
the addition sign goes between the two numbers. So why don’t we do one addition
problem for practice. Let’s do 7 + 3. Write this on the board. So everyone count
out 7 counters and then 3 more, and let’s add them together. What is the sum, or
the new number made when we group these two numbers together? Allow time
for student response. That’s right! The answer is ten! Now today we are going to
work on addition in stations. There are going to be three stations. We will be in
our math groups (Tigers, Lions, and Bears). At Station One you will be with me,
where we will learn a way that will make addition easier. At Station Two you will
be practicing addition with the locks and keys. On each key there is an addition
problem, and there are answers on the locks. Use your counters to help you find
the answer to the addition problem. Then try to unlock the lock. As a group you
want to get all of the locks undone. At Station Three we will be playing the game,
“First to Fill!”. You will need to get a partner for this game. You will also need
two dice and one crayon per person. Then you will decide who is Partner A and
who is Partner B. Partner A will roll the dice and add the numbers they get
 together. Demonstrate on the doc cam or in the front of the classroom so everyone
can see. So I rolled a 2 and a 6. So I will add 2 and 6 with my counters.
Demonstrate. So how many do I have in all? Allow time for student response. I
will have 8 in all. Then I will look at my grid and find the number 8. Then I will
color it in and write the addition problem below it. After that it is Player B’s turn
and they will do the same thing. If the number isn’t on my board or it is already
filled in then it is automatically the other players turn. If all of the boxes in your
board get colored then you win! Tigers will be at my station. Lions will start at
Station 2 with the keys, and Bears will start at Station 3 with the “First to Fill!”
game. You will have 10 minutes at each station, and when the timer goes off it is
time to clean up and switch. When I say go I want you to each act like your
animal as you go to your station. Ready, set go!
b. Make sure all of the materials are set out at each station and that they know where
all the stations are held. This instruction will be at Station 1 for each group of
students. At my station I will need the ones of base ten blocks. I will be at a
kidney table or at some sort of table where I can see all of my students. At Station
2 there will need to be some sort of counters, and the addition keys and locks. At
Station 3 there will need to be some sort of counters and the “First to Fill”
directions and grids.
c. This is my instruction for my teaching station, or Station 1. Today we are going
to work on a strategy that will help you with addition. This is called the counting
on strategy. This is the addition problem I want us to figure out, 4 + 6. Write that
down on a white board or piece of paper so all the students can see it. So let’s all
take 4 counters. Model counting 4 counters, and make sure your students each
have four as well. And now let’s take six for our number. Model counting 6
counters, and make sure your students have both a pile of 4 and a pile of 6. Now
can anyone remember how we normally group these together so that we can
figure out the sum? Allow time for student response. The students should group
them together and count them to come to ten. So we now know that we have ten
counters. But we had to count them all over again! So let’s pull out 4 counters
again, and 6 counter in another group. Now I want you pick up the four counters
and put your hand in a fist like this. Model this for them. I know I have 4 counters
in my hand. So to find out how many I have all together I am going to start with
the 4 that I have and then keep counting the other counters from there. Model this
for them start with 4 while pointing to your fist, and then point to the other
counters going all the way up to 10. Okay now you try this with me. Repeat the
process again with all of the students. Now let’s try it with a new problem. Let’s
try it with 5 + 7. Write that down on a white board or piece of paper so all the
students can see it. Let’s count out our numbers. Count out the amount of counters
for 5 and 7. Check to make sure that your students are doing this as well. Good,
now let’s count the first group. Count with them the first 5 counters. Now put
those in your hand. Now we know that we have 5 in our hand. So, let’s count the
next group on from 5 to see how many we have all together. Start by pointing to
your hand and saying 5, then count the 7 other counters starting with 6 and up to
12. Now we know that 5 + 7 equals 12. Let’s try another, 3+9. What is the first
thing we need to do? Allow time for student response. If they are having trouble
 coming up with the answer, then facilitate discussion of what we should do first
through questioning. That’s right, we will count out each of our numbers. What’s
next? Allow time for student response. If they are having trouble coming up with
the answer, then facilitate discussion of what we should do first through
questioning. Yes, we will count our first number, 3, and then put it in our hand.
What is our last step? Allow time for student response. If they are having trouble
coming up with the answer, then facilitate discussion of what we should do first
through questioning. That’s right! We will count the rest of our counters on from
3. If there is more time left I would repeat this process, and if the students are
catching on quickly I may use bigger number like 7 + 8 or 9 + 8.
VII. Check for Understanding:
a. For the counting on strategy I will be observing the students as they complete my
station. I observe to see if they can use the counting on strategy or if they are still
trying to count the counters that are in their hand a second time before counting
the counters that represent the second number in the addition problem. I will also
assess this same thing
VIII. Review Learning Outcomes/Closure:
a. They will have just returned from their last round of stations back to their seats.
Before we leave let’s all practice the counting on strategy together. Let’s use the
problem 5 + 4. What is the first step? Allow time for student response. If they are
having trouble coming up with the answer, then facilitate discussion of what we
should do first through questioning. That’s right we will count out both numbers
first. Then what would we do? Allow time for student response. If they are having
trouble coming up with the answer, then facilitate discussion of what we should
do first through questioning. We would count out 5 counters and put them in our
hand. Then what should I do? Allow time for student response. If they are having
trouble coming up with the answer, then facilitate discussion of what we should
do first through questioning. That’s right! Then I would point to my hand, saying
I have 5 and count on the rest of my counters. Let’s all do it together. 6, 7, 8, 9.
Now we know that 5 + 4 is 9. Thank you all for participating today!
PLAN FOR ASSESSMENT
I will know if the students accurately completed the additions activities at the
other stations by looking to see if all of the locks have been unlocked, and I will be able
to look at their grid sheets to see if they correctly identified the sum of an addition
problem. As for the counting on strategy, I will be using my observation and taking
anecdotal notes on my students to see if they are able to count on from the first number,
or if they have to go back and recount the first number before counting the second
number.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
 7. Were the activities that I planned for my stations sufficient to fill up the time but not go
too far over time? How can I adapt them if they were not sufficient?
8. How did my students react to the stations in general? Did they seem interested in
completing the stations? How could I change the stations if they reacted poorly?
9. How did the students do with keeping on task at the two stations that were not
facilitated by me? If they were having trouble keeping on task, how could I change the
stations or activities to better keep them on task?

Resources:
https://susanjonesteaching.com/free-hands-on-addition-activities/
https://www.pinterest.com/pin/AYpKGLhfDaLtXMeLxrT57pvcSPijzoHcQjig-
nbSgpLXbjPxMT9Aqy0/

Station 2:

Station 3:
 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning Candidate
Rationale Candidate demonstrates
little or no understanding
of how planning is related
to how children grow,
CAEP K-6 1.a develop, and learn.
Readiness
The Beginning Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or have
Standards little or no connection to
learning goals or standards.
Little connection exists
between objectives and
INTASC 4 lesson activities and
assessments.
CAEP K-6 3.c
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded so
generally that the
Purpose connection with the
content of the lesson is not
apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional opportunities
Differences and are not developmentally
Diverse Learners appropriate or adapted to
individual students.
CAEP K-6 1.b
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
The Developing
Candidate
Candidate uses
understanding of how
children grow and develop
across the developmental
domains but is unable to
state how the lesson is
related to that knowledge.
The Developing
Candidate
Lesson objectives are
correlated with learning
goals and standards. The
connection between
objectives and lesson
activities and assessments
is weak or unclear.
The connection between
the anticipatory set and
lesson objectives and
content is weak or unclear.
A statement of purpose is
included in the LP, but has
little power to motivate
students and capture their
imaginations.
The Developing
Candidate
Instructional opportunities
are provided in this lesson;
however, they are not
adapted to individual
students.
The Developing
The Competent
Candidate
Candidate uses
understanding of how
children grow and develop
across the developmental
domains while articulating
the rationale for the lesson.
The Competent
Candidate
The lesson plan contains
objectives that connect
goals and standards with
lesson activities and
assessments.
The anticipatory set is clear
and direct and focuses
students’ attention on the
lesson.
The statement of purpose is
clearly connected to the
content of the lesson and is
presented in terms that are
easily understood by
students.
The Competent The Accomplished Candidate
Candidate
Instructional opportunities
are provided in this lesson.
The opportunities are
developmentally
appropriate and/or are
adapted to individual
students.
The Competent Candidate
The Accomplished
Candidate
Candidate uses
understanding of how
children grow and develop
across the developmental
domains, and is able to
articulate the theoretical
foundations for the lesson.
The statement of rationale
describes developmentally
appropriate and challenging
learning experiences and
environments.
The Accomplished
Candidate
The lesson plan contains
clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are consistent
with lesson activities and
assessments.
Instructional planning is
based on individual student
needs.
The anticipatory set
connects the current lesson
with previous and future
learning and focuses
students’ minds and
attention on the day’s
lesson.
The statement of purpose
has the power to capture the
imaginations of students and
motivate them to accomplish
the expected learning.
Specific instructional
opportunities are provided in
this lesson that demonstrate
the candidate’s
understanding of individual
learner characteristics and
how these differences might
be used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Accomplished
 Candidate
The candidate’s lesson is
not developmentally
Lesson appropriate.
Presentation
The candidate’s lesson
does not use appropriate
modeling and guided
practice.
InTASC 5
CAEP K-6 3.f The lesson presentation
includes little opportunity
for students to engage in
relevant and active
learning.
The candidate’s plan is
not differentiated for
subsets of students or
individual students.
Differentiated
Instruction
CAEP K-6 3.d
Little or no provision is
Check for included to check for
Understanding student understanding or
to reteach concepts that
InTASC 4
elude students during the
initial presentation.
Lesson closure is not
Review Learning included, or is not related
Outcomes/ to the goals and/or
Closure content of the lesson.
InTASC 4
Independent No independent practice
Practice/ activities are included in
Extending the the lesson, or activities
Learning are unrelated to the
content of the lesson.
InTASC 5
Plan for Assessment
The Beginning Candidate
The lesson plan does not
Formal and include formative
Informal assessment activities, or
Assessment there is little or no
correlation between
CAEP K-6 3.a planned assessment
Candidate
The candidate’s lesson is
somewhat developmentally
appropriate.
The candidate’s lesson
includes the basic level of
modeling.
The lesson presentation
includes activities that
encourage student
participation, but lack
purpose or depth.
The candidate’s plan is
differentiated according to a
subset of learners and
includes modifying content
or instructional processes.
A guided practice section is
included in the lesson plan,
but the connection with the
lesson presentation is weak
and/or unclear.
Lesson closure is weak
and/or poorly written.
Independent practice
activities are not well
conceived and/or written;
student accomplishment of
IP activities is not likely to
result in lesson mastery
The Developing
Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well correlated
to and/or do not cover the
full range of LP goals and
The candidate’s lesson
demonstrates an
understanding of
developmentally
appropriate practice.
The candidate’s lesson
includes both modeling and
guided practice.
The lesson presentation
includes relevant activities
that encourage student
participation and critical
thinking.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The lesson plan includes a
plan and the means to check
for student understanding of
the lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
Lesson closure relates
directly to the lesson
purpose and/or objective.
Assignments or activities
are included that provide
students with the
opportunity to practice
learned skills; All activities
match lesson objectives.
The Competent
Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the individual
Candidate
The candidate’s lesson
demonstrates strong
developmentally
appropriate practice
including a variety of ways
to teach content.
The candidate’s plan
includes multiple ways to
model and guide practice.
The lesson presentation
supports student motivation
through relevant and
collaborative activities to
engage learners in critical
thinking and problem
solving.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The candidate differentiates
content by modifying
difficulty, depth, or
complexity of materials.
Plans to check for student
understanding of the content
are an integral part of the
lesson, and include frequent
questions and other actively
engaging forms of
formative assessment during
guided practice.
Lesson closure is clearly
correlated to the content of
the lesson and actively
engages students in
summarizing the essential
elements of the lesson.
Independent practice
activities are highly
correlated to lesson
objectives and content and
lead to student mastery.
The Accomplished
Candidate
Formal and informal
assessments strategies are a
seamless and integrated part
of the lesson. The
assessments are highly
correlated to the learning
 InTASC 6 activities and lesson goals
and objectives. Any
assessments included are
not developmentally
appropriate for the students.
Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to
specific content and pedagogical knowledge, assessment practices, and student achievement. The selection of appropriate
technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students to achieve the
expected outcomes. InTASC Standard 7
The Beginning
Candidate
Integration of The lesson plan reflects
Technology educational decision
making regarding
InTASC 7 available technology that
adversely impacts student
Technology Thread
learning and/or fails to
engage students at the
necessary level to meet
lesson objectives.
Evaluation
The Beginning
Candidate
Reflection and Self-answer questions are
Post-Lesson not included in the lesson
Analysis plan.
CAEP K-6 3.b
InTASC Standard 9
objectives. The assessment
strategies do not promote
development of each
individual student.
The Developing Candidate
The lesson plan reflects
insufficient or misaligned
decision making regarding
available technology;
statements indicating the
use of instructional,
assistive, or other
technologies are written in
general terms or in terms
unlikely to impact student
learning.
The Developing
Candidate
Self-answer questions are
included, but do not fit the
content or purposes of the
lesson.
students.
The Competent Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) to
support learner needs and
the curriculum.
The Competent Candidate
The lesson plan includes all
required self-answer
questions. Questions are
included to plan, monitor,
and adapt instruction based
on the lesson assessments.
objectives and promote
continuous intellectual,
social, emotional, and
physical development of
each student.
The Accomplished
Candidate
The lesson plan reflects
educationally sound
decisions regarding
available technology
(including, but not limited
to, instructional and
assistive technologies) that
engage students, enhance
the learning process, and/or
extend opportunities for
learning.
The Accomplished
Candidate
Additional self-answer
questions are included that
specifically address unique
lesson content and
methodology. Questions are
included to plan, monitor, and
adapt instruction based on the
lesson assessments.