CEP Lesson Plan Form

Teacher: Delaney Disch Date: 11.6.23

School: Eyestone Elementary Grade Level/Age Range: Kindergarten (ages 5-6)

Content Area: Mathematics (Unit 6.1: Exploring Addition)

Title: Introduction to Addition Lesson #: 2 of 2

CRT & DAP

Lesson Idea/Topic and As students have just taken their unit 5 assessment, which covers counting and classifying data, this lesson will serve as transition
Rational/Relevance: from classifying data to unit 6, which introduces addition. This lesson will begin by showing students how classifying data connects
to addition and will then transition into a small group activity where students will engage in an activity that allows them to visualize
what addition looks like and how two parts together make a total number. Students will not yet be introduced to the plus sign and
equal sign but will be working on understanding the concept of addition how addition sentences show the total when groups of
categories are combined.

Student Profile: Overview:

Students often have high levels on engagement and are excited to learn. Students are proficient at responding to cues for behavior
correction. Many students actively participate in class discussions and are excited to answer questions posed by teacher and share
their work with class.

Exceptionalities:

One student frequently misses school and needs significant support for math activities and staying on task.

One student sometimes needs additional motivation and support as she struggles with emotional regulation.

One student struggles with behavior management and needs reminders to stay on task and show appropriate behavior

One student understands concepts well but sometimes has difficulty demonstrating their knowledge and requires additional
language support

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CEP Lesson Plan Form

Stage One:

Content Standard(s) addressed by this lesson:

Content standard: 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.
Language Goals:

● Complete math handout according to verbal instruction

● Use the words “and”, “is” and “in all” to recite a math sentence.

● Following inquiry questions to make observations about content and sharing with the class or small groups

● Identifying new discoveries based on inquiry questions

Understandings: (Big Ideas)

Apply – students draw from previous knowledge about classifying data to fill in a math sentence

Identify- students identify the connection between classifying data and addition.

Explain – students describe how addition sentences show the total when groups are combined.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

● How can we combine these groups to find out how many we have in total?

● Which group of objects has more objects and which group has fewer? How do you know?

● Why is it important to be able to classify objects and add them together?

● What happens if we add one more object to this group? What will happen to the total number?

● What do our addition sentences tell us?

Stage Two:

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can:

- Count how many objects are in different categories.

- Classify data into different categories and create addition sentences based on the classified data

- Write numbers 1-10

This means:

- I can use strategies such as marking objects I’ve counted to make sure I don’t miss any

- I can organize things and add them together to find the total

- I can accurately write numbers 1-10, using resources if necessary.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Assessment 1: whole group guided practice and discussion

- Students actively participate in discussions, demonstrating their curiosity and willingness to explore addition

- Students engage in critical thinking by answering inquiry questions related to classifying and addition and their connection

Assessment 2: Independent work

- Students can create simple addition sentences by combing the objects in different categories

- Students identify and write the number of objects in each category presented on worksheet.

Assessment 3: Small group activity

- Students take turns rolling dice and writing numbers in small group activity.

- Students understand addition sentences show the total when groups are combined.

- Students respond to and listen to their peers’ explanations to reflection questions

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CEP Lesson Plan Form

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CEP Lesson Plan Form
Stage Three:
Planned Lesson Activities
Name and Purpose of Lesson
Co-Teaching
Will co-teaching models be
utilized in this lesson? Yes
Approx. Time and Materials
Anticipatory Set
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Making math sentences from classified data
Which model(s) will be used?
One teach, one assist
Why did you choose this model(s) and what are the teachers’ roles?
During whole group, I will be leading the instruction and guided practice while Rachel and Ms. Peak observe and assist in
redirecting students as necessary. When moving into small groups, Rachel and I will take on a small group and guide the
activity in those groups.
Total time: 20 mins
Whole group guided practice using projector ~10 minutes
independent work using handout paper ~5 minutes
small group activity ~ 5 minutes
Materials:
- Projector
- Addition worksheet (one for each student)
- White board pouch
- Expo markers
- Eraser
- Counters with different colored sides
The strategy I intend to use is:
Introduce topic by briefly reviewing categories then asking students inquiry questions about addition and its connection to
categories while students are siting up front on rug
I am using this strategy here because:
Asking questions about categories and its connection to addition will help set up the context for the lesson and gives students
a clear understanding of what they will be learning about. Asking questions also stimulates curiosity and engages students in
the beginning of lesson
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Procedures The strategy I intend to use is: guided practice, independent practice, small groups
I am using this strategy here because: guided practice allows me to provide direct instruction, ensuring students have the
knowledge to complete the handout. Independent practice allows students to apply what they learned in guided practice and
provides assessment data for me to gauge student understanding of the topic. Small groups allow for more individualized
guidance from teacher and a more comfortable environment for students to ask questions or actively participate.
Teacher Actions Culturally Responsive Student Actions Data Collected
Teaching Actions
Ask students inquiry questions -Mindful of using -During whole group -Which students are participating in
(listed above) inclusive language time, students are sitting discussion?
Demonstrate activity up front that does not at rug with eyes on -Completion of handout
through guided practice reinforce gender board, hands to -Accuracy of worksheets
stereotypes of cultural themselves, listening to -Participation in small group activity
Send students to desks to biases teacher, answering
complete paper handout -Acknowledge and questions when
Divide students into 2 groups. respect different ways prompted.
In small groups, teachers will of courting or -During independent
guide students through an counting in different work, students are trying
addition activity languages their best to complete
- instruct students to return to -Using diverse the handout and raising
their desks methods to assess hand if they have
students questions about what to
understanding, do
considering different -during small group time,
cultural learning styles students are actively
(orally, visually, listening to teacher and
written) contributing to
discussion
-during closing, students
are willing to share about
how they figured out
what the total of the two
parts was
Closure The strategy I intend to use is: reflection discussion (in small groups)
This includes asking questions such as:
- “which number is the greatest in our math sentence?” “why is this number bigger than the other two?”

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CEP Lesson Plan Form

- “What happens if we add one more object to this group? What will happen to the total number?”
I am using this strategy here because: reflecting on the activity and the work they did allows them to think about their own
thinking and reflect on their learning, consolidating their knowledge and reinforcing the concepts practiced.
Differentiation Content ELL Process Product Environment SEL
For which students are you Modifications: Provide hints, or Using simple Individually walk Assist students Flexible Conduct an
differentiating (refer to student support to help language students who in writing seating emotion check
profile as well as assessment children count paired with need additional numbers or options in with
data to determine individualized objects in visual support through pointing to during whole students and
student learning need): categories and demonstration activity resources they group offer additional
writing numbers of what to do could use to instruction support to any
*See COELDG standard and Demonstrate write numbers (desk, chairs, who aren’t
indicators how to say bean bag) feeling their
*See SIOP for Language math best
sentences out
loud before
asking them to
say it
Extensions: Ask students to Have students Ask students to Have students Ask students Encourage
remove counters verbally recite show numbers show where a to look for students to
during small the math on their hands in plus and equal things in the practice taking
group activity in sentences they several different sign would classroom turns and
order to subtract create ways belong in the they could waiting
from the total equation add together patiently for
amount their turn to
roll dice and
write number
Assessment Assessment 1: whole group guided practice and discussion.

Write a description of what you
were looking for in each
assessment. How do you
anticipate assessment data will
inform your instruction?
I will be looking for students who are actively participating in discussions, demonstrating their curiosity and willingness to
explore addition. I will also look for students who engage in critical thinking by answering inquiry questions related to
classifying and addition and how they are related.
Assessment 2: Independent work

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CEP Lesson Plan Form

I will be looking for students who can create simple addition sentences by combing the objects in different categories and for
students to identify and write the number of objects in each category presented on worksheet.

Assessment 3: Small group activity

I will be looking for students to take turns rolling dice and writing numbers in small group activity as well as students who
understand that addition sentences show the total when groups are combined. I will also look for students who respond to
and listen to their peers’ explanations to reflection questions.

Independent worksheet

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CEP Lesson Plan Form

Small group activity sheet

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CEP Lesson Plan Form

Intro to Addition Small Group Instructions

● Students will take turns, going around the circle, to roll a dice that will determine the number of spots that
will go on one side of the ladybug and will then write the number in the provided lines below.
● Teacher will then move counters onto lady bug one side a time according to the dice roll as group counts
them out loud (counters placed red side up on one side and yellow side up on the other side)
● Group then counts the total number of spots and teacher writes in total number.
o Group then recites the whole number sentence together.
● Repeat the activity until everyone has had a chance to roll the dice.
● Throughout the activity, ask questions such as
o “Which number is the greatest in our math sentence and why?”
o “What happens if we add one more object to this group? What will happen to the total number?”

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

While group participation could have been better, it is important to consider the context was an
introductory lesson on addition and students may not have had a solid foundation to actively
engage or demonstrate curiosity in the subject yet, which is something I discussed in the next
reflection question about things I would change if I did the lesson again. I would have asked
questions that were more engaging and got them excited about doing addition.

based on the assessment data, which was taken through observations and from the worksheet
they used, it was evident that a majority of students successfully grasped the foundational skills
of counting categories correcelty and writing corresponding numerals. However, there were
challenges for some students in comprehending the concept of combining the objects in both
categories to find the total. This struggle faced by some students indicates a partial
achievement in grasping the fundamental concept of addition, particularly the idea of
combining quantities.

In addition, students caught on to the math sentence that was used for the lesson even though
they have not seen it before and read it outloud with me during whole group guided practice
and in small groups and will be prepared to use it the following day when they officially begin
their addition unit.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

If I were to teach the lesson again, I would more explicitly teach the connection between
categories and addition and why I was teaching them together because I wanted to make the
transition between units smooth and allow students to see the connection between different
math subjects.

I also would have asked inquiry questions related to concepts that they have already touched
on rather than asking addition related questions when they haven't gone over addition yet as I
noted that students seemed confused when asked questions related to addition. It also may of
helped if we went over math words at the beginning of the lesson such as add, join, together,
more, equals.

The lesson went a little longer than expected so I may have only given them one math problem
to do at their desk because I didn’t have time to ask a few of the questions I planned such as:

- “Which number is the greatest in our math sentence and why?”

- “What happens if we add one more object to this group? What will happen to the total
number?”

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CEP Lesson Plan Form

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson, I envision going over math vocabulary for addition such as
The next lesson would also reinforce the concept of addition though combining objects in
different categories. I also envision havig students use manipulative blocks that go together and
come in different colors to give a visual of what addition looks like.
4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

I think I would use the same co-teaching strategy as the instruction only requires one teacher,
but having another person to assist in passing out papers and facilitating a small group was very
helpful for the flow of the lesson and being time efficient.

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