Amber Klaasen

Week Preview:

M T W TH F
More Discovering Addition Teen No school
Partners Cubes and number
of 10 subtraction book
with 5 equations
groups
Amber Klaasen

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
CC.K.-12 MP.3, CC.K.OA.1, More Partners of 10 with 5 K
CC.K.OA.3, CC.K.OA. 4 groups
Resources and Materials:
(can be attached)
Objective: I can:
What students will know and be able to do stated in I can find partners of 10.
student friendly language (use Bloom’s and DOK
levels for higher level thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of concepts/skills
What is it you want the students to learn/know? What does the number (10) look like?
Why?
Inclusion Activity: The students and their voices will be included
Describe an activity that will ensure that all
students and their voices are included at the
throughout each activity within this lesson. Each
beginning of the lesson. student will have active participation within each
sequence.

Sequence of Activities: Materials needed:

Provide an overview of the flow of the 10 Play bugs (take from play area)
lesson. Should also include estimates of
pacing/timing. Create 10 beds for the bugs out of construction paper

30 mins: Mini Lesson

Gather students at rug. Tell students we are going

to practice finding partners of ten, just like we did
with ten bug in our last math unit. Place two rows of
five play bugs on document camera. Tell students
sometimes the bugs are awake and sometimes they
sleep. Tell students they are sleeping in 5 groups, or
in two rows of five. Let’s put our 10 sleeping bugs in
rows of five. Allow volunteers.
Now, one bug wants to get up and play and take one
bug out of it’s bed. How many bugs are sleeping
now? 9. How many bugs are awake? 1 How many
bugs total? 10. Continue asking students the
partners of ten and record partners on the board.
Amber Klaasen
Assessment:
List both formative and summative assessments
that you will use to assess student
understanding. Formative assessments are given
during instruction (check for understanding),
summative are after completion of instruction (how
will you grade – quiz, test, project, paper,
presentation, demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer tutors,
etc.
Transition: Next, we are going to be doing math
centers.
Release students by groups to their center. (Group
prechosen every week)
15 minutes: Independent Practice/Centers
Students will complete and participate in
cooperative learning centers for 15 minutes using
their learned strategies. Teacher will confer and
circulate.
Addition center
Subtraction center
Number Identification center
Math Blocks Center
IPad Center
Addition Center 2
5 mins: Closure/Transition
See instructions in section below.
Formative:
Observing engagement and interaction with
activities
Checking for understanding with each individual
during both activities (see attached formative
assessment checklist)
Summative:
See summative assessment at end of unit
Each math center is designed to meet the students at
their learning level and meet their individual needs.
Amber Klaasen

Summary, Integration and 5 mins: Closure/Clean up

Reflection:
List the way that you will bring students together to
integrate and reflect on their learning from this
lesson
After reading complete, use attention getter to tell
students to clean up and sit on the rug.
When all students completed clean up and sitting on
the rug, review how math went. Praise hard work.
Allow for students to share what went well for them.

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
CC.K.G.1, CC.K.G.2, CC.K.G.3, CC.K.G.4, Identify Cubes K

Resources and Materials:

(can be attached)
Objective: I can:
What students will know and be able to do stated in student I can identify a cube.
friendly language (use Bloom’s and DOK levels for higher level
thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will indicate student
understanding of concepts/skills What is it you want the
What does a cube look like?
students to learn/know? Why?
What is a cube?

Inclusion Activity: The students and their voices will be

Describe an activity that will ensure that all students and their
voices are included at the beginning of the lesson.
included throughout each activity within
this lesson. Each student will have active
participation within each sequence.

Sequence of Activities: Materials needed:

Provide an overview of the flow of the lesson. Should also
include estimates of pacing/timing.
30 mins: Mini Lesson

1)Gather students at rug. Display a large

cube. Have students think about what they
know about this shape. Record answers
while creating a mind map for students.
Tell students that we are going to study
what this cube is with a partner.
Amber Klaasen

Give each partner a paper to record 4 things

about the cube and a large cube to share.
Give students 5-10 minutes at there seats
to discuss and discover cube.
Gather students back and rug and discuss
findings. Record on board. Lead students to
the conclusion that a cube has:

 4 sides
 4corners
 All sides same length
 Flat shape

Transition: Next, we are going to be doing

math centers.
Release students by groups to their center.
(Group prechosen every week)

15 minutes: Independent Practice/Centers

Students will complete and participate in
cooperative learning centers for 15 minutes
using their learned strategies. Teacher will
confer and circulate.
Addition center
Subtraction center
Number Identification center
Math Blocks Center
IPad Center
Addition Center 2

5 mins: Closure/Transition
See instructions in section below.

Assessment:
List both formative and summative assessments that you will
use to assess student understanding. Formative assessments
are given during instruction (check for understanding),
summative are after completion of instruction (how will you
grade – quiz, test, project, paper, presentation, demonstration,
etc.).
Formative:
Observing engagement and interaction with
activities
Checking for understanding with each
individual during both activities (see
attached formative assessment checklist)
Amber Klaasen

Summative:
See summative assessment at end of unit

Differentiation:
Describe who will need additional or different support during
this lesson, and how you will support them. Differentiated
instruction could include testing accommodations, preferential
seating, segmented assignments, a copy of the teacher’s notes,
assignment notebook, peer tutors, etc.
Summary, Integration and Reflection:
List the way that you will bring students together to integrate
and reflect on their learning from this lesson
Each math center is designed to meet the
students at their learning level and meet
their individual needs.
5 mins: Closure/Clean up
After reading complete, use attention
getter to tell students to clean up and sit on
the rug.
When all students completed clean up and
sitting on the rug, review how math went.
Praise hard work. Allow for students to
share what went well for them.

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
CC.K-12.MP.1, CC.K-12M.P.3, Addition and subtraction K
CC.K-12MP.7, CC.K.MD.3, stories
CC.K.G.3, CC.K.G.3, CC.K.G.4

Resources and Materials:

(can be attached)
Objective: I can:
What students will know and be able to do stated I can solve a story problem.
in student friendly language (use Bloom’s and
DOK levels for higher level thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of concepts/skills
What’s an addition sign and how can I remember it?
Amber Klaasen

What is it you want the students to learn/know? What’s a subtraction sign and how can I remember it?
Why?

Inclusion Activity: The students and their voices will be included

Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
throughout each activity within this lesson. Each
student will have active participation within each
sequence.

Sequence of Activities: Materials needed:

Provide an overview of the flow of the 12 bags of various shapes
lesson. Should also include estimates of
pacing/timing.
15 mins: Mini Lesson

1)Gather students at rug. Warm up by counting to

100. Explain that we are going practice math story
problems. Have students grab their whiteboards and
markers and come back to the carpet. Create various
story problems using students names and types of
candy, food, or toys. Orally give students and
equation such as, “Ashley has three slices of pizza and
Abigail ate two. How many slices of pizza does Ashley
have?” Repeat and switch names for 7 questions.

Transition: Next, we are going to be doing math

centers.
Release students by groups to their center. (Group
prechosen every week)

15 minutes: Independent Practice/Centers

Students will complete and participate in cooperative
learning centers for 15 minutes using their learned
strategies. Teacher will confer and circulate.
Addition center
Subtraction center
Number Identification center
Math Blocks Center
IPad Center
Addition Center 2

5 mins: Closure/Transition
See instructions in section below.
Amber Klaasen

Assessment: Formative:
List both formative and summative assessments Observing engagement and interaction with activities
that you will use to assess student
understanding. Formative assessments are given Checking for understanding with each individual
during instruction (check for understanding),
summative are after completion of instruction
during both activities (see attached formative
(how will you grade – quiz, test, project, paper, assessment checklist)
presentation, demonstration, etc.).

Summative:
See summative assessment at end of unit
Differentiation:
Describe who will need additional or different Each math center is designed to meet the students at
support during this lesson, and how you will
support them. Differentiated instruction could their learning level and meet their individual needs.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer tutors,
etc.
Summary, Integration and 5 mins: Closure/Clean up
Reflection: After reading complete, use attention getter to tell
List the way that you will bring students together
to integrate and reflect on their learning from this
students to clean up and sit on the rug.
lesson When all students completed clean up and sitting on
the rug, review how math went. Praise hard work.
Allow for students to share what went well for them.

Unit: Lesson Title: Grade/Period:

CCSS or State Standards:
CC.K-12.MP.1, CC.K-12M.P.3, Teen number book K
CC.K-12MP.7, CC.K.MD.3,
CC.K.G.3, CC.K.G.3, CC.K.G.4

Resources and Materials:

(can be attached)
Objective: I can:
What students will know and be able to do stated in I can solve teen number equations.
student friendly language (use Bloom’s and DOK
levels for higher level thinking objectives)
Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of concepts/skills
What is it you want the students to learn/know? How do I solve equations with teen numbers?
Why?
Inclusion Activity: The students and their voices will be included
throughout each activity within this lesson. Each
Amber Klaasen

Describe an activity that will ensure that all student will have active participation within each
students and their voices are included at the
beginning of the lesson. sequence.

Sequence of Activities: Materials needed:

Provide an overview of the flow of the Cut out page 183 of student workbooks
lesson. Should also include estimates of
pacing/timing.
15 mins: Mini Lesson

1)Gather students at rug. Explain that we are going

to make a book of teen number equations. Explain
that each page we are going to draw dots to help
solve the equation. Walk through each page and
color and model with students. After finished, have
students meet with peanut butter and jelly partner
and share. Allow for students to take home.

Transition: Next, we are going to be doing math

centers.
Release students by groups to their center. (Group
prechosen every week)

15 minutes: Independent Practice/Centers

Students will complete and participate in
cooperative learning centers for 15 minutes using
their learned strategies. Teacher will confer and
circulate.
Addition center
Subtraction center
Number Identification center
Math Blocks Center
IPad Center
Addition Center 2

5 mins: Closure/Transition
See instructions in section below.
Amber Klaasen

Assessment:
List both formative and summative assessments
that you will use to assess student
understanding. Formative assessments are given
during instruction (check for understanding),
summative are after completion of instruction (how
will you grade – quiz, test, project, paper,
presentation, demonstration, etc.).
Formative:
Observing engagement and interaction with
activities
Checking for understanding with each individual
during both activities (see attached formative
assessment checklist)

Summative:
See summative assessment at end of unit
Differentiation:
Describe who will need additional or different Each math center is designed to meet the students at
support during this lesson, and how you will
support them. Differentiated instruction could their learning level and meet their individual needs.
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer tutors,
etc.
Summary, Integration and 5 mins: Closure/Clean up
Reflection: After reading complete, use attention getter to tell
List the way that you will bring students together to
integrate and reflect on their learning from this
students to clean up and sit on the rug.
lesson When all students completed clean up and sitting on
the rug, review how math went. Praise hard work.
Allow for students to share what went well for
them.