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EDUC 570 Lesson Plan #1 Fruit Basket Addition GRADE/CLASS: Kindergarten

Kelli Gilchrist

UNIT TOPIC: Solving basic addition and subtraction word problems using objects or representations.

Desired learning outcome(s): Children will understand basic addition using objects. They will understand how to find the number of items in a set by putting them together.

Essential question(s) from learning objective(s): How can I find the number of objects contained in two sets by putting the two sets together?

Common Core/NC Essential Standard(s):

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Students solve problems presented in a story format (context) with a specific emphasis on using objects or drawings to determine the solution. This objective builds upon their understanding of addition and subtraction from K.OA.1, to solve problems. Once again, numbers do not exceed 10.

Learner prior knowledge/learner background experiences: Students will know how to count the number of items in a set up to 9. Students will understand the concepts of more, less and same.

Materials and resources needed: Number cards 0 9, baskets of plastic fruit (enough for each math pair to have one, each basket should contain 10 pieces of fruit), 2 baskets of real fruit of various types (for Engage portion of the lesson, the sum of the two baskets of fruit should be no more than 10), math adding sheet template for each student, unifix or counting cubes.

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for content, product, and process. Strategies will include whole group instruction for modeling of the concept, pair work to explore the content. Introductory strategies Engage Show the students two baskets of fruit of various types. Ask the children if they see anything they like in the baskets. Explain to the children that these baskets of fruit belong to a friend and me. We had seen each others baskets and saw things we might like to share so we have decided to put our baskets together in order to see how many items we both have together. Main instructional strategies Explore Ask the students to turn to their thinking partners and discuss ways we could figure out how many pieces of fruit we would have all together. Tell them they are able to use their unifix or counting cubes from their personal math tubs to figure this out. Allow time for the students to explore the options for solving the problems with their partner. Walk around the room and observe the students as they are working (formative assessment of how much instruction will need to take place from here). Explain After about 10 minutes, have the children stop what they are doing. Ask if there are any volunteers to show what their group has come up with for finding out how many are in a set. Allow them to show their work using their cubes or by drawing on the board. Once

several groups have shared, guide the children in understanding the concept and vocabulary of addition and composing numbers. Elaborate Using the two baskets of fruit from the Engage section, with the class find out how many are in each basket. Using some of the ideas the children came up with for figuring out how to put two sets together, find out how many pieces of fruit there are total. Concluding strategies Evaluate Allow the students to get back into their thinking partner pairs. Give each pair their own basket of plastic fruit and a set of number cards 0 9. Also give each group a Fruit Basket addition sheet. Explain that as a pair they are each to pull one number card from the stack. They then take that many pieces of fruit from the basket. Their partner then pulls a card from the stack and pulls their number of pieces of fruit from the basket. Together, they are to write the first players number in the first basket and the second players number in the second basket. In the third basket, they are to write how many they have together. Model one example of this for the children. As the children are working together, circulate among them and evaluate their understanding. Offer guidance as necessary.

Conclusion bring the children back together and discuss what they came up with in their groups. Allow them to talk about the various ways they were able to determine how many were in a set. In their math journals, allow them time to draw or write about what they experienced in this lesson.

Assessment (utilize a blend of traditional and performance assessments): For assessment of knowledge, send the children home with an assignment to find two sets of items at their house. Have them count each set and figure out how many there are in total. Have them draw a picture to represent their sets and the total amount. You could also have a follow-up assessment in the next math lesson to assess their understanding before going on such as a work-sheet or math stations during morning work to further understanding of the lessons.

EC Accommodations/modifications to strategies or assessments: Refer to IEPs and 504s as necessary For students with attention problems, you may want to offer number spinners in order to keep their attention. For children with poor muscle control, you can offer large dice with numbers 0 5 on them instead of the number cards and have larger pieces of fruit for them to hold.

Enhancement for students who may finish early: Have a variety of math tubs set up that the early finishers can choose from. These could include counting games, etc. Allow the children to choose a math tub and play in pairs as they wait for the other groups in the class to finish up.