Lesson Plan #6

NAME: Tara Trueman DATE and TIME: February 14, 2022, 11:50-12:10

DURATION of LESSON: 30 minutes SUBJECT: Mathematics

LESSON NAME: Balloon Math GRADE LEVEL(s) Kindergarten

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COMMON CORE STATE STANDARDS (CCSS):
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.

CONTENT OBJECTIVE-

Students will:
 Actively listen to teacher as charting of subtraction problem takes place
 Act math out
o Pretend to be balloons: start with 18 balloons, and have five balloons “pop”
 Complete the worksheet teacher has modeled by using a ten frame, number line, number bond,
equation, and answer statement
LANGUAGE OBJECTIVES-
 Use active listening skills throughout the charting, acting, and modeling portions
 Use content specific vocabulary throughout the lesson
o Subtraction
o Take away

ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS AND PROFICENCY LEVELS

Kindergarten. Section 2:  Part 1: Interacting in Meaningful Ways,  B. Interpretive, 5. Listening actively.
Emerging: Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no
and wh- questions with oral sentence frames and substantial prompting and support.

Expanding: Demonstrate active listening to read-alouds and oral presentations by asking and answering
questions with oral sentence frames and occasional prompting and support.

Bridging: Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed
questions, with minimal prompting and light support.

ACADEMIC LANGUAGE REQUIREMENTS:

Specialized Vocabulary and/or  Subtraction
Tier 2 Words  Minus
 Ten frames
 Number lines
 Number bonds
 Equation
 Answer statement
Sentence Frames/Supports  There are…left.
 We took…away.
FORMAL AND INFORMAL ASSESSMENTS:
Informal assessment:
 Students will participate in acting out math subtraction problem
 Students will complete a subtraction worksheet using ten frames and a number line. They will then
produce a number bond, equation, and answer statement.
 Students will state that subtraction is taking away
 Students will be able to verbalize their equation

ANTICIPATORY SET:
“Today we will be going over subtraction. Do you remember Linus the Minus? What does he do? That’s right
he TAKES AWAY.”
 Students will be gathered on the “rainbow rug”, prepared to act out the math problem.

I DO:
“I am going to read you a little story about balloons. We had 18 heart balloons for our party but 5 of them
popped. How many balloons do we have left? Okay, for the next few minutes we are going to be balloons! 18
of us will stand up on the rainbow rug. When I point to you, you will sit down and “pop” like a balloon. Then,
we are going to count how many balloons we have left.”
WE ALL DO:
 All students will participate in acting it out.
 Teacher will model worksheet, including ten frames, number line, number bond, equation, and
answer statement.
YOU DO TOGETHER:

 Students will complete the worksheet given the teacher model.

 Students may work with their elbow partners.
YOU DO ALONE:
 Students may also choose to complete the worksheet independently.
SOME DO:
ELD: Provide sentence frames and one-on-one support. Utilize visual supports and hand gestures as needed.
IEP: Tracing to assist with fine motor skills and forming written numbers.
High-achieving: Providing greater numbers to work with. They may also create their own subtraction
problem.

CLOSURE:

“What are the two parts that make up our whole in a number bond? That’s right, 5 and 13 make 18!”

RESOURCES AND MATERIALS:

 24 worksheets
 24 supply boxes
 Document camera