GCU College of Education

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:
Grade Level: Kindergarten
Unit/Subject: Solving Addition Word Problems/Math
Title of Unit and Brief Summary:
Day One: Ladybug Spots- This lesson focuses on identifying addition word problems and using objects or drawings to solve and find
the missing result. The lesson will start off with a review of counting objects which will lead us into understanding word problems
and adding two sets of objects to solve the problem. Students will receive laminated pictures of ladybugs and math manipulatives to
help them solve various word problems. The “I can Statement”: I can use objects and drawings to help me solve word problems.
Day Two: Solving Word Problems and Writing our Answer- This lesson focuses on solving word problems using objects or
drawings to solve and write the answer to the problem. Students will continue to practice solving word problems in 5 fun, hands on
learning centers. The “I can Statement”: I can solve addition word problems and write my answer with a numeral. This aligns with the
common core standard and the lesson objectives of teaching the students why we write our answer when we solve the word problem.
Day Three: Making Equations with Word Problems- This lesson introduces to the students how to write math equations to
represent the word problem. Students will learn the math symbols and be able to place them correctly to form a math equation.
Students will use math manipulatives to help them solve math problems which aligns to the common core standard. Writing the
equations allows students to organize their thoughts and solve. The “I can Statement”: I can place math symbols in the correct spot to
help me solve addition word problems.

Classroom and Student Factors/Grouping: In the classroom there is a total of 30 students that consists of 14 males and 16 females with most students
ranging from Mid to Low Socioeconomic Status. Out of the 30 students, 4 are English Language Learners, 5 have an IEP/504 (4 that are learning disabled and 1
that is emotionally disabled), 6 students are tier 2 or tier 3 instruction for math and are either one or two years below grade level. There are 4 that are one year
above grade level and 4 that are two years above grade level in math. The students who are above grade level by one to two years can be offered harder options
in assignments to keep them engaged and interested in the topic. Brandie, Dessie, Fredrick, Ines, Wayne, and Wendell will be pulled aside during small group
activities for extra instruction with the teacher. Plenty of visuals will be added for the English Language Learners and plenty of time in between questions will be
given to allow them a chance to answer.
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National/State
Learning Standards
List specific grade-level
standards that are the focus
of the lesson being
presented.
Specific Learning
Target(s)/Objectives
Based on state standards,
identify what is intended to
be measured in learning.
Academic Language
General academic
vocabulary and content-
specific vocabulary
Day 1
CCSS.Math.Content.K.OA.A.1
“Represent addition and subtraction
with objects, fingers, mental images,
drawings, sounds (e.g., claps), acting
out situations, verbal explanations,
expressions, or equations” (Common
Core State Standards, 2020).
CCSS.MATH.CONTENT.K.OA.A.2
“Solve addition and subtraction word
problems, and add and subtract within
10, by adding objects or drawings to
represent the problem” (Common
Core State Standards, 2020).
At the end of the lesson students will
be able to use objects or drawings to
represent addition word problems and
find what the unknown result is.
Word Problem
Add
In All
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Day 2
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word
problems, and add and subtract within
10, by adding objects or drawings to
represent the problem (Common Core
State Standards, 2020).
At the end of the lesson, students will
be able to use objects or drawings to
represent addition word problems and
write a number to the solution of the
problem.
Word Problem
Add
Numeral
Total
Day 3
CCSS.Math.Content.K.OA.A.1
“Represent addition and subtraction with
objects, fingers, mental images,
drawings, sounds (e.g., claps), acting out
situations, verbal explanations,
expressions, or equations” (Common
Core State Standards, 2020).
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word
problems, and add and subtract within
10, by adding objects or drawings to
represent the problem (Common Core
State Standards, 2020).
At the end of the lesson, students will be
able to use objects or drawings to assist
them in writing an addition math
equation to solve a word problem.
Word Problem
Add
Equal Sign
Plus Sign
included in the unit.
Unit Resources,
Materials, Equipment,
and Technology
List all resources,
materials, equipment, and
technology to be used in
the unit.
Depth of Knowledge
Lesson Questions
What questions can be
posed throughout the
lesson to assess all levels of
student understanding?
 Level 1: Recall
 Level 2: Skill/Concepts
 Level 3: Strategic
Thinking
White Board/Markers
Projector/smart board
Note Cards
Pencil
Pictures of ladybugs
Black chips
Laminated large ladybugs
Laminated numbers 1-9
 Level one:
1. What does in all mean?
2. Do we add the lady bugs
or subtract the lady bugs?
 Level two: How many ladybugs
are on the board?
 Level three: One student has 6
lady bugs and another student has
4 lady bugs, how many lady bugs
do they have in all?
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White Board/Markers
Projector/smart board
Math manipulatives
Laminated Word Problem Worksheet
Traceable Numbers
Scrap Paper
100 Chart
Playdough
Laminated Ten Frames
Math Cubes
iPad
Sticky Notes (Various Colors)
Word Problem work sheet
 Level one:
1. what does Total mean?
2. Do we add or subtract?
 Level two: Emma saw 5 frogs on
the log. Two more frogs jumped
on the log. How many frogs are
on the log?
 Level three: Chase decorated 7
Sum
Total
White Board/Markers
Projector/Smart board
Math manipulatives
Computer to TV for Jack Hartmann song
Laminated signs with + and +
Pictures of bees and butterflies
Crayons
Make your own word problem worksheet
Dry erase markers
Laminated word problems with
worksheet
iPads
Keeping score worksheet and word
problems
Laminated word problems
Laminated math equations
Homework worksheet
 Level one: What did you notice in
the video?
 Level two: What is +? What is =?
 Level three: Jamie had 1 triangle and
Caleb had 6 triangles, how many
triangles do they have all together?
 Level four: What will happen if there
were three numbers in the word
problem that we are to add? What
 Level 4: Extended  Level four: If I handed 2 more
Thinking
 
Section 2: Instructional Planning
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student
interest in the upcoming
content?
ladybugs to a student, then how
many will we have all together?
Day 1
 To begin the day students
will see a problem on the
board. The problem will
show 8 ladybug pictures
on the board. The question
to the students is “How
many ladybugs are on the
board?”
 Students will be given
time to count them on
their own and when they
think they have the right
answer I will ask them to
give me a thumbs up, so I
know they are finished
counting.
 Together we will count
the ladybugs to see if they
were correct.
 Another question will be
asked: If I placed two
more lady bugs on the
board, how many we will
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cupcakes and Eli decorated 2 would the math equation would
cupcakes, what is the total like?
number of decorated cupcakes?
 Level four: What happens if Katie
decorates 1 cupcake? How many
cupcakes are decorated?

Day 2 Day 3
 We will begin the day with a word problem  We will start the day
on the board: with a word problem
Emma saw 5 frogs on the log. Two more on the board:
frogs jumped on the log. How many frogs Jamie had 1 triangle
are on the log? and Caleb had 6
 Students will be given frog math triangles, how many
manipulatives at their desk to help them triangles do they have
solve the math problem. all together?
 Students will be given plenty of time to  Each student will
solve. During this time, I will walk around to receive a sheet paper
observe and assist students if needed. to help them solve the
 After enough time has passed, we will read problem. There is a
the problem together, identifying what the spot for them to draw
question is asking us to do and identify the it or add math
numbers that are in the word problem. manipulatives and
 I will ask them what does Total mean? place to write the
 I will call on a student to solve the problem. answer.
 Students will be asked to give thumbs up if  I will have the same
they got the same answer or thumbs down if sheet projected on the
their answer was different. board.
 If we have several with a different answer,  I will call a student
they will be able to share their thoughts with up to share their
the class. answer by writing it
 have then?
 I will add two more lady
bugs to the 8 while they
are talking to a partner.
 I will call on a few more
students to share their
answers and then count all
the lady bugs to find the
answer.
 I will explain to them that
today we will learn about
word problems and how
we use objects to help
solve them.
 Read the “I can statement”
Presentation of Content
Multiple Means of  To begin the lesson on
Representation word problems, I start by
Describe how content will reading the following
be presented in various word problem: one student
ways to meet the needs of has 6 lady bugs and
different learners. another student has 4
ladybugs, how many lady
bugs do they have in all?
 I will begin by asking a
question to encourage
deeper thinking and use
the think-pair-strategy to
encourage discussions:
What do you first notice
about the word problem?
 I will ask for two students
to come join me to act out
the world problem.
 I will hand one student 6
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 I will explain to the class that today we will onto my sheet.
continue to explore addition word problems,  Today, we will
but we will also write our answers on the continue to solve
paper. word problems, but
 Read the “I can statement” we will begin to write
a math equation to
represent the word
problem.
 On the sheet I will
write 1+6=7
 Read the “I can
statement”
 I will explain that the word problems are  I will show the
asking a question that we need to solve. We students the Addition
write our answer after the word problem so Song for Kids by
that we can show that we solved the Jack Hartmann on the
problem. Screen. Students will
 I will present a word problem: Chase be able to stand up
decorated 7 cupcakes and Eli decorated 2 and dance to the
cupcakes, what is the total number of song.
decorated cupcakes?  Question: What did
 I will use a math manipulative on the board you notice in the
to help solve the problem. I will arrange a video?
group of 7 and a group of 2. We will count to  I will ask students to
determine the sum of the two numbers. I will take some time and
define the word sum. discuss the question
 I will show that we will write the number at with a partner.
the end of the word problem.  I will call on several
 We will complete one more math problem to share their
together at the board. Cynthia gave Amy 5 thoughts and writing
chocolate chips and Dale gave Amy 2 them on the board as
 ladybugs and another
student 4 lady bugs. I will
explain that we can use
objects like these pictures
of lady bugs to help us
find the answer to the
problem.
 Together as a class we
will re-read the word
problem together.
Stopping to check for
understanding. What does
in all mean? Do we add
the ladybugs or subtract
the lady bugs?
 To answer the questions, I
will as the students to use
think-pair-share strategy
to discuss them.
 I will ask the two students
to lay down the ladybugs
as we read the problem for
a third time. We will
count the ladybugs all
together to find the
answer.
 I will add to the word
problem, asking my
students if I handed 2
more ladybugs to a
student, then how many
will we have all together?
I will give the students
some time to think and
have a volunteer to come
up and count all the
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chocolate chips How many chocolate chips they are speaking.
does Amy have all together?  I will point to a plus
 I will have one student come up and arrange sign + and ask them
the math manipulatives for us and then have what does this sign
another classmate come up to write the ask us to do?
number under the problem.  I will point to an
equal sign = and ask
what does this sign
ask us to do?
 I will explain that
these symbols help us
to solve a math
problem.
 I will refer to the
problem of the day.
 I will use small
triangles to help build
the math equation.
 I will explain and
write out: 1 and 6
make 7. In math we
use signs, so we
replace and with +
and make with =.
 I will present another
math problem:
At the park there
were 6 boys and 4
girls. How many
were at the park in
total?
 We will review what
the question is asking
us to do.
 I will begin by
 ladybugs. drawing 6 boys and 4
girls. I will ask the
students to count
them giving us the
answer 10.
 I will have a blank
math equation on the
board. I will ask the
students what number
should go on the first
line, the second line,
and the third line.
 I will read the
equation 6 + 4 = 10.
 I will repeat the
equation and ask the
students to read along
with me.

Multiple Means of  ELL- I will accept answers in their native  ELL- I will accept
Representation  ELL- I will offer the word language but encourage them to repeat in answers in their
Differentiation problem in their native English. I can also offer pictures in the word native language but
Explain how materials will language on a note card problems to help them understand the words. encourage them to
be differentiated for each that the assistant can hand  Special Needs- I will check for repeat in English. I
of the following groups: to them. understanding from the students with special can also offer
 English Language  Special Needs- I will pictures in the word
needs. They will already know to give me
Learners (ELL)
position these students thumbs up or thumbs down before heading problems to help
 Students with
closer to the board and into the next section. them understand the
special needs
 Students with make sure they understand  Gifted Students- I can give them a chance to words.
gifted abilities the problem. During teach the class and lead the second word  Special needs- I will
 Early finishers think-pair-share the problem on the board. stop and check for
(those who finish assistant and I can offer  Early finishers- This is a group activity and understanding before
early and may help if needed. will finish together as a class. moving on (Thumbs
need additional  Gifted students and up or Thumbs down).
sources/support) early finishers- I will add I will offer math

© 2019. Grand Canyon University. All Rights Reserved

 to the word problem
asking them if another
student was handed 2
ladybugs, then how many
will we have all together?
They will also receive a
notecard with a pencil to
write out the number of
lady bugs and write their
answer.
Application of Content
Multiple Means of  We will continue to
Engagement practice the skill of
How will students explore, solving addition word
practice, and apply the problems with their own
content? ladybugs.
 Each student will receive
a cut-out ladybug and 10
black chips.
 I will explain to the
students that there will be
several word problems
that we will solve using
our ladybugs and black
chips. The black chips will
represent the spots on the
ladybug.
 The first question that I
will read to the class will
be: Iris the Ladybug has 3
© 2019. Grand Canyon University. All Rights Reserved
manipulatives for
them to use on the
rug.
 Gifted Students and
early finishers- I will
ask the students what
will happen if there
were three numbers
in the word problem
that we are to add.
What would the math
equation would like?
Allow them to come
to the board to show.
 I will explain the next activity and ask  We will act out a
students to return to their desks. word problem as a
 Each student will receive a laminated class and use the
worksheet with 4-word problems and a dry math signs to make
erase marker. an equation.
 Students will work independently and be  The word problem:
given a small bag of manipulatives to help Mrs. Amy has 4
solve. students coloring
 During this activity I will walk around with crayons and 2
observing the students and assisting if students coloring
needed. I will making a note of students who with markers. How
may need extra instruction and the ones that many students are
have started to master the skills. coloring?
 Once students have finished all 4 problems  I will ask for
we will begin to discuss as a class the volunteers to come
answers to the problems. up to help us solve. 4
 With each of the problems, I will choose a students will receive
student to come up to the board to solve the a picture of crayons
problem and write the number. and 2 will have a
 black spots on one wing
and 5 black spots on the
other, how many black
spots does Iris have in all?
 I will read the word
problem 3 times: the first
time I will read the
problem without stopping.
The second time I will
have the students read
with me, and the third
time I will stop to check
for understand.
 I will ask the students
what are the keywords in
this problem? How do we
know to add the two
numbers?
 I will ask students how
many spots go on this
wing? When the answer 3
is given I will ask the
students to place three
black chips on their
ladybug. How many spots
go on the next wing?
When the answer 5 is
given I will ask them to
place 5 black chips on the
other wing.
 Together we will count all
the spots to get the correct
answer of 8.
 I will introduce another
word problem: Billy the
ladybug has 3 spots on
© 2019. Grand Canyon University. All Rights Reserved
 With each problem I will ask the students if picture of markers.
they agree with the answer and if so to give  I will show the class
me thumbs up. the laminated cut-
 If we have some that disagree, they will be outs of a plus sign
able to share their thoughts, and we will and an equal sign.
discuss the problem as a class.  Where should the
plus sign go? Where
should the equal sign
go?
 I will call on a
student to place the
signs and ask the
class if they agree
that it is placed
correctly?
 As a class we will
count the students
holding markers and
crayons.
 I will call on 6
students to stand
beside the equal sign.
 I will explain to the
class that they just
solved a word
problem and correctly
placed the math
signs!
 We will do this one
more time with
different students
helping me to act out
the word problem.
 I explain that next,
we will be making
 one wing and 4 spots on our own word
the other, how many spots problem with bees
does Billy have in all? and butterflies
 We will read the word (Recipe for Teaching,
problem together, and I 2018). I will detail
will ask them to take some the activity and show
time to place their chips them an example.
on the ladybug.  At their tables they
 As the students are will have pictures of
working with their black butterflies and bees,
chips, I will walk around and a word problem
the classroom to observe that is missing
and assist the students. numbers.
 After the students are  They will decide how
finished working on the many bees and
problems, we will read the butterflies they would
problem again and I will want on in their word
have two students come to problem.
the projector and add the  They will glue the
black chips to the wings. pictures on the top of
Together will count the the sheet and fill in
chips to solve the the missing numbers
problem. to complete the word
 I will ask students to problem.
check their ladybug and  Crayons will be
see if theirs matches the available to color
one on the projector. their pictures.
 We will do one more one
problem together
following the same steps
as above.

Multiple Means of  ELL- There will be visuals of numbers 1-9  ELL- I will write the
Engagement  ELL: Students can speak on the board and can be printed on paper for key words on the
Differentiation the numbers in their native them to keep with them. I can offer help by board with the
Explain how materials will
© 2019. Grand Canyon University. All Rights Reserved
be differentiated for each language and be
of the following groups: encouraged to repeat in
 English English. I can also say the
Language numbers in English and in
Learners (ELL) their language as I read
 Students with the math problem.
special needs
 Students with special
 Students with
gifted abilities needs: The word problem
 Early finishers will contain pictures
(those who finish below the words.
early and may Assistant teacher can
need additional provide help if needed.
sources/support)  Students with gifted
abilities: They will be
asked to write the answer
on their ladybug.
 Early Finishers- The
assistant can give those
students another number
to add to their ladybug.
Assessment of Content
Multiple Means of  The activity: Make your
Expression own word problem
Formative and summative (Learning at the Primary
assessments used to
© 2019. Grand Canyon University. All Rights Reserved
reading a problem in their native language definition so they can
and then repeating it in English. refer to when needed.
 Students with special needs: They will be They can answer the
provided with numbers that they can stick on question in their
native language but
their sheets that contain traceable numbers.
will be encouraged to
They will be able to trace the answer instead
of writing it on their own. If they can write it repeat in English.
on their own but need to be reminded, they  Students with
will have visuals of numbers for them to special needs:
refresh their memory. Students can work
 Students with gifted abilities- They will out the word problem
have harder math problems to solve that using manipulatives
include numbers within 20 instead of 10. on the rug.
 Early Finishers- They will be able to grab a  Students with gifted
sensory bottle or a book to look at until abilities: I will begin
everyone is finished. to incorporate some
subtraction. I will ask
these students how
many I will have if I
take one person from
crayons? I will also
have students cut out
their own pictures in
the bees and
butterflies’ activity.
 Early Finishers-
They will be able to
use iPad for free time
or start eating their
snack early.
 Students will go to math centers to practice  Students will go to
various math skills that can help them solve math centers to
word problems. practice writing
monitor student progress Pond, 2020).
and modify instruction.  Students will be placed in
pairs and asked to choose
a spot in the room. I will
explain that each group
will receive a laminated
word problem sheet that
has pictures to help
students understand the
problem. They will also
have laminated cards with
different numbers ranging
from 1 to 9.
 Each student is to make a
word problem for their
partner to solve.
 Each group will also
receive 10 math
manipulatives to help
them solve the problem.
 As the students are
working in the small
groups the assistant and
myself will go around to
observe and check for
understanding.
 After everyone is finished,
the students will come to
the rug to close the lesson
out for the day.
 I will recap what we have
learned and how using
pictures, drawings and
objects can help us solve
addition math problems.
© 2019. Grand Canyon University. All Rights Reserved
 There will be 10 groups of 3 with 5 different equations and solving
centers. Each center will have enough several word
materials for two groups at a time. problems.
 Math Centers:  There will be 10
1. Number Writing Practice: Students will groups of 3 with 4
be able to either write numbers in a 100 different centers.
chart or trace the numbers. Each center will have
2. Word Problem Playdough: Each group enough materials for
will receive playdough, two tens frames, two groups at a time.
and word problems to choose from. They  Math Centers:
will make their own manipulatives to  World problem
help represent the word problems. At the activity (Teachers
bottom of the word problem students pay teachers, 2020):
will write the answer. Students will have a
3. Word Problems with Cubes: Students dry erase marker and
will have word problems and cubes to they are to draw a
help solve the problem. They will write picture, write an
the answer on the sticky note with their equation, and write
name and put in the box. Each word their answer on a
problem will have a color coordinated laminated sheet.
sticky note so I will know which  iPads: Students will
problem they choose. be able to play a
4. iPads: Students will be able to play a word problem math
word problem math game at game at
https://www.splashlearn.com/math- https://www.splashle
skills/kindergarten-grade/addition-gk/ arn.com/math-skills/k
word-problems-add-gk indergarten-grade/add
5. Word Problem worksheet (Teachers pay ition-gk/word-
Teachers, 2020): Students will read it problems-add-gk
and draw it.  Keeping Score
(Krumer, 2011). A
 During center time I will pull Brandie, sheet will be given to
Dessie, Fredrick, Ines, Wayne, and Wendell them to fill out the
and work on extra instruction on word missing numbers in
problems. the equation. Instead
 Students will be able to choose their centers of counting dots the
 I will ask the students if and work together to solve the word students will have a
they felt like they problems. word problem to read
understand how to solve  The assistant will be walking around the and solve. Math
addition word problems. centers to observe their work and assist them manipulatives will be
They will give me a if needed. on the table.
thumbs up or a thumbs  At the end of the lesson I will pull everyone  Matching game
down. on the rug to discuss what we learn today. (Proud to be primary,
 I will explain that  I will ask the students several questions: 2020). Students will
tomorrow we will 1. why do we write the answer down at have word problems
continue talking about the end of the word problem? on one card and
word problems and start 2. Which center was your favorite? equations on another.
writing the answer after 3. Which center did you find the most Students will be
the word problem. challenging? asked to match the
right equation to the
 I will explain that tomorrow we will begin to word problem.
write out math equations to represent the  During center time I
word problem. will pull Brandie,
Dessie, Fredrick,
Ines, Wayne, and
Wendell and work on
extra instruction on
word problems.
 Students will be able
to choose their
centers and work
together to solve the
word problems.
 The assistant will be
walking around the
centers to observe
their work and assist
them if needed.
 At the end of the
lesson I will pull
everyone on the rug
to discuss what we
© 2019. Grand Canyon University. All Rights Reserved

Multiple Means of
Expression  ELL- ELL students will
Differentiation be paired with others that
Explain how materials will are English proficient and
be differentiated for each will also have visuals and
of the following groups: of the key words on the
 English board for reference.
Language
 Students with special
Learners (ELL)
 Students with needs- These students will
special needs be paired with classmates
 Students with that show strong
gifted abilities leadership and willingness
 Early finishers to help others. The
(those who finish assistant and I can offer
early and may support during pair work.
need additional  Students with gifted
resources/support abilities- Can be given
) hard word problems that
have three sets numbers to
add.
 Early finishers- They will
be provided the homework
that will be sent home for
them to complete during
class when all assignments
have been completed.
© 2019. Grand Canyon University. All Rights Reserved
learn today.
 I will ask the students
several questions:
Which center was your
favorite?
Which center did you find the
most challenging?
 ELL- ELL students will be paired with  ELL - ELL students
others that are English proficient and will will be paired with
also have visuals and of the key words on the others that are
board for reference. English proficient
 Students with special needs- These students and will also have
will be paired with classmates that show visuals and of the key
words on the board
strong leadership and willingness to help
others. The assistant and I can offer support for reference.
during pair work. We can also modify the  Students with
math centers by adding numbers that they special needs- These
can trace. students will be
 Students with gifted abilities- To challenge paired with
some students more an additional center will classmates that show
be added with more challenging word strong leadership and
problems that have 3 or 4 numbers to be willingness to help
added. others. The assistant
 Early finishers- They will have a choice and I can offer
support during pair
between free time on the iPad or starting
their homework in class. work. We can also
modify the math
centers by adding
numbers that they can
trace and pictures in
the word problems
for them to
understand.
 Extension Activity and/or Homework
Identify and describe any Students will receive a take home Students will receive a take home worksheet with a Students will receive a take
extension activities or worksheet with two-word word problem. The students will read the problem, hoe worksheet solving word
homework tasks as
problems for practicing. The work draw it, and then answer it (Printable Worksheet problems. They will draw it
appropriate. Explain how
the extension activity or sheet will instruct the kids to only Template, n.d.). and write out the equation
homework assignment draw out their thinking on a ten (Planes and Balloons, 2020).
supports the learning frame (Playdough to Plato, 2020).
targets/objectives. As
required by your
instructor, attach any
copies of homework at the
end of this template.

Reference:
Krumer, F. (May 25, 2011). Who’s Keeping Score? Retrieved from http://kindergartencrayons.blogspot.com/2011/05/whos-keeping-
score.html
Learning At The Primary Pond. (February 23, 2015). Spring Centers for Kindergarten and First Grade. Retrieved from
https://learningattheprimarypond.com/blog/spring-math-literacy-activities/
Planes and Balloons. (2020). Addition and subtraction word problems. Retrieved from
https://www.planesandballoons.com/2020/04/08/addition-subtraction-word-problems-kindergarten/
Playdough to Plato. (2020). Addition Word Problems to 20. Retrieved from https://www.playdoughtoplato.com/addition-word-
problems-20/
Printable Worksheet Template. (n.d.). Kindergarten Math Word Problems Worksheets Addition and Subtraction Word Problems to 10.
Retrieved from https://pictimilitude.com/
Proud to Primary. (2020). Addition and Subtraction Activities for Kids: Fundamental Methods. Retrieved from
https://proudtobeprimary.com/addition-and-subtraction-to-20-activities-for-kids/?
utm_medium=social&utm_source=pinterest&utm_campaign=tailwind_smartloop&utm_content=smartloop&utm_term=14579228

© 2019. Grand Canyon University. All Rights Reserved

Recipe for Teaching. (April 19, 2018). Bug Story Problems. Retrieved from https://www.recipeforteaching.com/2018/04/bug-story-
problems.html
Teachers Pay Teacher. (n.d.). Word Problem Activity. Retrieved from https://www.pinterest.com/pin/120612096258126454/

Rationale
The three-day unit plan that has been created for my kindergarten class has a mix of strategies that encourages critical thinking
through questioning and plenty of opportunity for small groups. The two common core standard that I am focusing on this week is
being able to use objects and drawings to represent addition and subtraction problems and solving addition word problems to find the
total of two numbers. The basis of my lesson planning is to focus on building a strong foundation in solving addition word problems
by building those skills overtime. On the first day I introduced word problems explaining what they are and how we can use
manipulatives to help us find the total. On the second day, I focus on solving addition word problems and writing just the answer. On
the third day, I continue solving addition word problems and teach students how to write a math equation to represent the problem. On
each day, we focus on the “I can Statements” so that they are aware of what we will be learning on those days.
The strategies that I use within the three days to help develop critical thinking and social skills include incorporating a problem of the
day, think-pair-share, small group work in different centers, and smaller group instruction for those who made need more help. The
assessments that I used is mainly formative where I use observation through out the day to determine if the students have mastered the
skills. I also use the thumbs up thumbs down strategy to stay informed on how the students feel about their knowledge of what was
just taught. I have incorporated many ways that I can differentiate the lesson to fit the needs of a diverse group of students.

© 2019. Grand Canyon University. All Rights Reserved

© 2019. Grand Canyon University. All Rights Reserved