Lesson Plan 1

LESSON PLAN: Tuesday 11/10

Your name: Claire Hesseltine
Math Topic: Practice with 5-groups
Grade: Kindergarten

Learning Goal(s)
Students will learn to identify number words, order numbers 1-10, and represent
numbers through 10 and using a 5-group

Materials & Resources Needed; Plan for Distribution or

Virtual Access
Math Mat
Number tiles 
Math worksheet 83-84

Students are made aware of materials before class has started. When we begin the
lesson we will show students what they should have in front of them.

Academic, Social, & Linguistic Support

1. We will use “puzzled penguin” as a support that students are familiar with and
have been exposed to multiple times. This will help students feel more
confident in their ability to answer the question. Students will look at math
problems from a different point of view and be able to see different ways of
thinking.
2. Students will be academically supported through the use of manipulatives and
the math mat. Students will represent different numbers using their math tiles,
using 5-groups when necessary. 
3.  This activity will be modeled for students, and students will be able to hear
from their peers about different ways of thinking.

Part 1 of Lesson: Launch

Describe what you will do and say to (a) help students understand the purpose of this
lesson and (b) get them interested in the lesson. What are you going to show them?
Ask them? Read to them? Tell them? How are you going to raise their curiosity?
 We will have students put numbers 1-10 in order using the dot sides of the
number tiles and then turn the tiles over to show the numbers. This helps
students focus on the 5-groups in the dot pattern.
 Have children pull down a number (6 through 10) and put that many counters
under the number, using a 5-group when appropriate. At the right, use number
tiles and a + tie to make an addition problem. 
What expectations are you going to communicate to them?
 Students should respect their friends when talking, so asking the students to
unmute once we have called on them.
 Ask students to tip down their screens so that we can see their thinking on their
math mats, during our exploration time. 
 How are you going to activate their in-school and out-of-school experiences related to
this topic? 
 Use hands to count on for students to connect to this topic. This will help
students activate in-school and out-of-school experiences. 

Part 2 of Lesson: Explore

Students will be working.
    

 Students will work on these activities at home in a virtual learning setting. In a

 whole group setting, the problems will be modeled by either the teacher or the
students. 
What will you do to keep students engaged? 
 Ask them questions 
 Have them share their work, by tilting their screen done to show us 
 Have students describe the size of the numbers.(If time)
What will you do if a student doesn’t understand the task at all (e.g., cannot seem to
get started)? 
 Put into a breakroom with MT to allow students or students to get the one-on
one help they need.
What will you do if a student finishes early?
 If a student finishes early, we will have them practice writing their 6’s and 7’s.
What will you be saying to children as you move around the room or check in on
breakout groups? This might include probing questions, but perhaps you might also
anticipate other kinds of problems you might need to address.
 Was puzzled penguin right?
 Why was he right/wrong?
 What would you change to make the answer correct?
 How did you write the numbers 3-7 in order?
 How did you write the numbers 0-7 in order?

Part 3 of Lesson: Discuss

We will have a discussion at the end of the 2-day block. 

Lesson Plan 2
LESSON PLAN
Your name: Claire Hesseltine
Math Topic: Addition and Subtraction Stories
Grade: Kindergarten
Learning Goal(s)
Students will learn to act out math stories, count 9 objects, and write the number 9 

Materials & Resources Needed; Plan for Distribution or

Virtual Access
Worksheet page 87 & 88
Pencil
Students will be made aware of the materials they need before school starts. The
materials will be repeated and shown to students at the beginning of the lesson. 

Academic, Social, & Linguistic Support

Provide 3 specific ways in which you will use academic, social, and linguistic
resources to support the learning of your students. Locate these ways across the
three parts of each of your lessons (Launch, Explore, Discuss). These supports
should reflect ideas from course readings and discussions in TE406 and/or TE801.
 Holding a math talk with students will help them hear what other students think
will support students' social learning. 
 Writing additional equations explains to students how to write different math
problems. 
 Students will be academically supported through the use of manipulatives and
the math mat. Students will represent different numbers using their math tiles,
using 5-groups when necessary.

Part 1 of Lesson: Launch

Describe what you will do and say to (a) help students understand the purpose of this
lesson and (b) get them interested in the lesson. What are you going to show them?
Ask them? Read to them? Tell them? How are you going to raise their curiosity?
 Instruct students to get out page 87 from their math workbook. 
 Say “There are 2 bunnies in the garden. Then 4 more bunnies come. How
many bunnies are there total?
 Write the equation to summarize the whole story and have students repeat it,
showing the story with fingers. 
What expectations are you going to communicate to them? How are you going to
activate their in-school and out-of-school experiences related to this topic? Feel free
to organize all these things that you will do and say in some order (e.g., list, diagram,
visual). 
Your launch may have 2 parts. For example, you might start with a Number Talk to
get everyone thinking and then you might launch what the kids are actually going to
be working on. Or, you might just begin by Launching the task.

Part 2 of Lesson: Explore

Students will be working (describe arrangement – independently, with a partner, on
zoom, at their desk) on the following high-level task(s) (include the task here and
please include a photo or screenshot of the curricula from which it’s been taken).

 
What will you do to keep students engaged?
 Break the students into groups (breakout room) to have each student share a
subtract or addition story with their peers. (maybe write down each student
story to show the other stories)
 Practice our number rhyme for 9.( A loop and line, that’s the way you make a
nine)
 What will you do if a student doesn’t understand the task at all (e.g., cannot seem to
get started)? 
  Ask what the student doesn’t understand about the assignment, then tell a
story with the student using their mat math or annotate on zoom. 
What will you do if a student finishes early?
 Have the students practice making the nine on their math mat 
 If  the student doesn’t seem interested in that then the student can practice
adding or subtracting different numbers by 1. 

What will you be saying to children as you move around the room or check in on
breakout groups? This might include probing questions, but perhaps you might also
anticipate other kinds of problems you might need to address.
 What might you play with during your free time? Draw 9 of those objects
 How many carrots were in the ground? How many did the rabbit eat? How
many were there total?


Part 3 of Lesson: Discuss

 Discuss the different number problems created by students. Talk about how
some of them were addition and some were subtraction. 
 Students will be able to discuss how they thought about their problems and
hear other students points of view. 
What will the discussion focus on? Will children present solutions? If so, which do you
want to see (e.g., certain representations, a wrong answer, a particular strategy, etc.)?
Is there an order that would be most effective?
 The discussion will focus on the concepts of adding and subtracting single digit
numbers. 
 Students will share their different ideas and teacher will model these ideas by
writing number problems. 
 If a student is wrong, we will walk through the problem and count it out on our
fingers. 
If the discussion does not focus on solution strategies, what will the purpose be? What
kinds of questions will you ask?
 To get the students familiar with the concept of adding and subtracting. 
 Building blocks for basic math skills the students will use in coming years. 
What are your strategies for managing over and under participation during this time?
 Probe for answers with thoughtful and engaging questions if students are under
participating. 
 Ask students who are not participating for answers.
 Thank students for their ideas and call on other students if one is over
participating.