Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

R. Roxana Escobar
Math
Kindergarten May 11, 2015
Standard:
Operations and Algebraic Thinking K.OA
Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from.
2.0 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects
or drawings to represent the problem.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will be able to demonstrate different ways to add and subtract word problems with manipulatives
and drawings.
II. LEARNING OUTCOME (Objective):
Given a set of word problems, students will (level of cognition) add and subtract word problems using
numbers up to 10 (content) by using the number line, 10 frame, or drawings (proving behavior or activity)
with 100% accuracy.
DOK/Cognitive Rigor Level: DOK 2, Recall what students have learned and apply it to word problems
given.
Language Demands:
EL students will have a visual of vocabulary words on the board so they can refer at any moment if
necessary. Teacher will ensure that these students stay on task.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): This lesson will fit
when students start getting into bigger numbers and they realize that there is only one way to make
one number, but various types of ways to make one number
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
The teacher will introduce Ms. Escobar (me) to the class. Teacher will ask the class to recall counting
strategies they have learned and state that we will use those same strategies to solve word problems.
Student friendly objective: By the end of our lesson you should be able to add and subtract word
problems (level of cognition) by using different strategies already learned such as the number line or
10 frame (content) by working on word problems given. (proving behavior or activity)
Purpose: It is important for students to learn this so they can move on to adding and subtracting
numbers greater than 10 and understand word problems.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Introduce and read objective out loud to students using a chart.
a. T input
a. T model

b. Student response: Students repeat after me.

Step #2: Using a chart (already made) introduce the two math strategies Addition and Subtraction.
Read key words for each strategy
a. T input
a. T model
b. Student response: When asked What is the sign for addition and subtraction students should be
able to know what they look like by looking at the chart.
Step #3: Explain the process for figuring out a word problem
a. T input First you read the word problem, figure out which math strategy to use looking for key
words, and finally demonstrate your thinking process using the number line.
a. T model Teacher models the first word problem and ask students what process comes next.
b. Student response:
Students talk to their elbow partner I know this is right because and finally all respond together.
Step #4: Solve the first word problem using real cookies as counters
a. T input Teacher passes out two kinds of cookies (I chose Oreos and Chocolate Chip) and tells
students not to eat the cookie yet because we will be using them for our exercise. Teacher reads the first
word problem, Eva has 5 cookies. 3 are oreos. How many are chocolate chip?.
a. T model Teacher asks for five volunteers, 3 have to be oreos. Teacher asks What math strategy are
we using? Addition or Subtraction?
b. Student response:
Students talk to their elbow partners and using the volunteers in the front with cookies figure out what
the answer is. When called upon individually, student should be able to know the answer and explain
how he/she got it.
Step #5: Working individually in their desk on a word problem.
a. T input Assessing students working individually in their desk.
a. T model Teacher goes over a problem with students to make sure they know what to do. Teacher
then puts another word problem on the projector so students can work on by themselves. Teacher walks
around and assists any students who need more guidance.
b. Student response:
Students used thumbs up or down before beginning their work. When teacher walks around, students
should be able to explain their work.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Before the formative assessment,
students will work with a partner on the rug on a word problem that uses numbers up to ten, students
will add or subtract using cookies as counters together.
D. MATERIALS & RESOURCES:
1.) Paper
2.) Pencil
3.) Worksheets
4.) Vocabulary Key Word Chart (addition, subtraction, word problem)
5.) Cookies (oreos and chocolate chip)

6.) Counters
7.) Projector or board to write on
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Teacher will walk around the classroom while students work on a word problem on their own.
Teacher will make sure that students understand what is supposed to be done.
Summative: At the end of the lesson, students will verbally explain how to add and subtract word
problems within 10 and give examples on how students got the answer.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): Students will be sitting on the rug for the beginning part of the lesson so they can
hear well. Before the teacher lets students start on their assignment, she will demonstrate on the board for
the visual learners and then they will be able to do it on their own. When explaining new vocabulary
words, teacher will repeat the definition and also have a visual chart of the equations to ensure EL learners
are on task. Teacher will make sure that students can use terminology correctly and go at a good pace for
both fast and slow learners. Teacher may use challenging word problems for students who are ahead.
Teacher will also accommodate any student with special needs upon request if needed.
VII. HOMEWORK (if appropriate):
N/A