Intern Name: Delaney Estes
Lesson Title (Subject/Topic): Addition and Subtraction
Grade: Kindergarten
Length of Lesson: 45 minutes
Date Taught: 04-25-2022
Overview
Standards of
Learning
Essential Questions
Objectives
Learning Target
Necessary Prior
Knowledge
Materials
Introduction/Hook
LESSON PLAN TEMPLATE
In this lesson…
Students will practice their addition and subtraction skills by using dice.
K.2.1 The student will model and solve single-step story and picture problems
with sums to 10 using concrete objects. (SOL K.6; Computation and
Estimation)
K.2.2 The student will model and solve single-step story and picture problems
with differences within 10, using concrete objects. (SOL K.6; Computation
and Estimation)
What is the difference between addition and subtraction?
If I had two dice, what would the sum between the two be?
If I had two dice, what would the difference between the two be?
Students will be able to…
- Solve equations using addition and subtraction between two dice.
- Use concrete objects to find the solution to equations.
- I can put two sets of objects together and count the set to determine
a sum.
- I can represent addition and subtraction with objects, fingers,
drawing, acting out situations and verbal explanations.
- I can explain that addition means putting together and combining.
- I can remove, take away or separate parts of a set of ten or fewer
objects and determine the result.
- I can explain that subtraction is the opposite of addition and means
to separate and take away.
- Counting
- Writing numbers
- Some prior knowledge about adding and subtracting
- Dice
- Whiteboards w/ whiteboard markers and erasers
- Dice Worksheet
- Pencil
- Extra adding and subtracting worksheet
Students will come to the carpet and, as a class, will discuss the difference
between addition and subtraction. Afterwards, the students will stay on the
carpet where they will listen and participate during the slideshow. On the
slideshow, a dice equation will pop up where the students will have to write on
their whiteboards the answer to the equation.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Students will go to their seats where they will be given a worksheet with more
Instructional dice equations on it. Students will solve the equations and then be given dice
when they have finished. With the dice, students will create their own equations
Activities & and solve them, on the table, with a whiteboard erasable marker. For students
Strategies who finish faster, another worksheet will be given where they will be doing
more addition and subtraction problems.
- addition
- subtraction
Key Vocabulary or - counting
Concepts - part-part-whole
- sum
- difference
Students will be assessed later in the unit on their addition and subtraction
Assessments skills. They will be given a worksheet to assess how well they can solve the
equations.
Students will be given a worksheet that deals with more addition and
Closure Activity subtraction equations, so that they can perfect their knowledge on what they
have learned during the lesson.
For students who work faster than others, I will provide extra and harder
Accommodations addition/subtraction videos. For the students who have trouble with the lesson, I
will sit down with them and help the particular student on the same worksheet.
Introduction Slideshow:
Lesson 04-25-2022
Dice Worksheet:
http://www.k12mathworksheets.com/worksheet/add-and-subtract-with-dice/
Resources Firefly Worksheet:
https://twistynoodle.com/addition-color-by-number-dragonfly-mathsheet/
Flower Worksheet:
https://twistynoodle.com/addition-color-by-number-tulips-mathsheet/

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Delaney Estes
Lesson Title (Subject/Topic): Addition and Subtraction
Date of Lesson Taught: 04-25-2022
Cooperating Teacher & School: Mrs. Houlihan; Linkhorn Park Elementary
Grade: Kindergarten
Time of Day: 1:00 pm

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I first talked with my cooperating teacher, Mrs. Houlihan, about what the students will start to be learning.
After finding out what I should base my lesson on, I started doing some research. I knew I wanted to base it

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
around addition and subtraction, so I formed a lesson that had them working with an object, like a dice.
After getting an idea, I formed the lesson and added in my accommodations.

2. How did the SOLs and Objectives help focus your instruction?
The SOLs and Objectives helped me focus my instruction on what they were going to be assessed on. It
helped me see how I needed to go about my lesson and gave me a guide on what questions I should ask my
students.

3. What parts of the instructional plan worked as you anticipated?

My instructional introduction worked how I wanted it to. All of my students wrote down on their
whiteboards what they thought the answer was to the equation. This helped them with adding and
subtracting, but it also helped them practice writing their numbers.

4. What, if any, adjustments needed to be made once you began?

I don’t think any adjustments needed to be made once I began my lesson. It was great!

5. How well did you anticipate the materials needed?

I anticipated the materials I needed well, I knew that they were each going to need whiteboards, markers,
and erasers for the beginning. I also knew what they would need when they were making equations on their
own and doing their independent worksheets.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
The future assessment will be a worksheet that can question their knowledge skills on addition and
subtraction. It will be effective because it will show what the students are still confused on and what they
have perfected.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)
I felt that this lesson was a great success. I know this because by the end of their last worksheet, they did
not need any help and were starting to complete it faster.

8. How did the time spent preparing for your lesson contribute to it’s success?
The time I spent thinking about the accommodations I would need played greatly into my lesson’s success. I
know this because some of my students work faster than others, so rather than giving them more and more
worksheets, I made sure I added in some more challenging worksheets that could test their understanding.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would add more slides to my slideshow because it seemed to be that my students really enjoyed doing
work together as a class.

10. Any last comments/reflections about your lesson?

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
I thought it went really well; and I am very appreciative of the support I have received from both my
cooperating teachers and my students.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)