5E Lesson Plan Template

Teacher

Date 12/3/2020

Subject Mathematics- Kindergarten

area/course/grad
e level

Materials Pattern blocks, iPad, idraw app, expo markers, white board, printer

Standards (State ISTE Standards- 1c - Students use technology to seek feedback that informs
and ISTE and improves their practice and to demonstrate their learning in a variety of
Standards for ways. 6c Students communicate complex ideas clearly and effectively by
Students) creating or using a variety of digital objects such
as visualizations, models or simulations.

State Standards- Represent addition and subtraction with objects, fingers,

mental images, drawings, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations. (Drawings need not show details, but
should show the mathematics in the problem. This applies wherever drawings are
mentioned in the Standards.) [K-OA1]

Objectives Students will add numbers using drawings.

Students will add numbers between 0 and 8.
Students will create a addition poster.

Differentiation This lesson will address the various learning styles of students and the
Strategies (How needs of those with special needs by allowing students to have visuals,
will the lesson create visuals, and work in a group with others and independently to
address the complete the assignment. This lesson will focus on some students adding
various learning smaller numbers and some being advanced and adding larger numbers.
styles of the
students and the
needs of those
with special
needs?)

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The 5 Es

E Description

Engagement To begin the activity my students will dance, exercise, and sing along to the
Jack Hartman’s count to 100 video. Students will begin their math class being
up and active so that they are able to focus when it is time to complete the core
of the lesson. This will also help refresh the students’ memories with reviewing
the numbers.
Count to 100 video link: https://www.youtube.com/watch?v=MiUw36s9V_g

Engagement Students will be assessed during their involvement in participating during the
Assessment count to 100 video. This assessment will be an informal observation
assessment just to see who is counting and participating.

Exploration Students will be introduced to adding numbers bigger than 0 to 5 by going to 0

to 8. We will discuss how we can use manipulatives to help us add and count to
get our sum. The teacher will sit at the teaching easel board and use two
different colored markers to show how we could add 3 blue plus 4 orange to get
7 total pieces. The students will be given a baggy of pattern block shape bags
to work with in their square as the teacher models the addition on the board. As
they go through the learning, the students will take out the certain amount of the
color of the pattern shape block and place them on the floor in front of them.
The students and teacher will model together to get the sum of the equation.

Exploration During the core of this lesson students will be assessed for their participation
Assessment and understanding during the modeling portion of the lesson. Students will be
checked for understanding through an informal assessment. This will just be
are they paying attention and following along and are the students having a
clear understanding of addition. If students are not they will be pulled for a small
group to reteach and remodel of the instruction.

Explanation To explain the lesson further will we have an “I do, we do, you do” time at our
tables for students to complete the modeling before they complete the add and
produce a poster. Students will watch as I do my portion. I will have one student
tell me how many green shapes to use, and then I will ask another student to
tell me how many red shapes to use. After I will add the two, the green and red,
together to get the sum. Students will then do a problem with me for the “we do”
model portion. We will select a random number for the yellow shapes this time
and then we will select a random number for the tan shapes this time. We will
then add them together to get our sum. Students will then work independently
to do the “you do” portion of the modeling. Students will get to make their own
addition problem before they are able to go produce their poster.

Explanation During the explanation of this lesson students will be assessed for their
Assessment participation and understanding during the modeling portions of this part of the
lesson. Students will be checked for understanding through an informal
assessment. This will just be are they paying attention and following along and
are the students having a clear understanding of addition. If students are not

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 E Description

they will be pulled for a small group to reteach and remodel of the instruction
before they are set apart to complete it on their own and make their digital
posters.

Elaboration Students will go to their tables and will be giving a bucket of pattern block
manipulatives. They will also be given an iPad so that they can create
their poster on idraw. Students will make an addition problem with
numbers from 0 to 8 to get a sum. They will model the problem with their
blocks. They will then use the idraw app to model the problem to create a
poster that we will hang in our classroom math center. Students will be
able to do math problems that are smaller in number, or math problems
that are larger in number up to eight.

Evaluation Students will be assessed as the teacher walks around from table to
table seeing how students are modeling their addition problem with the
shapes and on the idraw app to see if they have modeled their poster
correctly and will be able to be used for production. This rubric will be used
to assess students when they are working on the assignment individually. The
rubric will be used to formally assess each student based upon how they
complete the activity and their poster.
* Rubric is pasted under this box

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

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Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.
Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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