Name: Stephanie Goodwin

Process Standards: Problem Solving _____ Communications _____ Reasoning _____

Connections _____ Mathematical Representations _____
Content Standards: Numbers/Operations _____ lgebra ____ Geometr!___
Measurement ____ "ata nal!sis/Probabilit! ____
#opic: ddition
Grade $evel: %indergarten
#ime: &ort!'&ive minutes
Rationale: #his lesson will instruct students on the process o& completing single digit
addition problems( ) want m! students to be able to demonstrate their *nowledge o&
addition through the activit! the! are to complete during this lesson( People might thin*
that &ive !ear olds do not use addition in their ever! da! li&e but the! do( %indergartners
use addition when the! are getting dressed+ the! *now one shoe plus one shoe e,uals two
shoes and the! are supposed to have two shoes on their &eet( #he! use addition when the!
are eating- &or e.ample i& the! are given crac*ers the! *now that i& ever!bod! at the table
has three crac*ers and the! onl! have two the! need plus one more crac*er(
%indergartners are smart and addition is an important tool in their ever! da! li&e(
Alabama Course of Study Objectives:
Mathematics /01123 Grade/s3: %
4(3 "emonstrate addition and subtraction processes needed to solve single'digit problems
using authentic situations(
5.amples: #here are 0 girls and 4 bo!s sitting at the blue table( 6hat is the total number
o& children sitting at the blue table7 nswer: #here are 8 children sitting at the blue table(
' #here are 9 birds on a tree( s,uirrel chases 0 birds awa!( :ow man! birds are le&t7
nswer: #here are ; birds le&t on the tree(
< )llustrating conceptual understanding o& =oining and separating sets using a variet! o&
materials
Classroom Learning Objective(s):
Students will be able to demonstrate their *nowledge o& addition vocabular!(
Students will be able to complete addition problems using single digit numbers(
Materials:
Jack and the Leprechaun b!: )van Robertson
>ort! #eacher Made Shamroc* Sheets /#wo per person3
#went! pre'made bags o& $uc*! Charms Cereal
Pencils
Scissors
Glue Stic*s
Procedures:
Engage:
) will start b! having ever!one sit on his or her s,uare on the rug( &ter ever!one is
seated with their listening ears turned on ) will e.plain what we are going to be doing
toda!( ) will e.plain to m! students that we are going to be learning about shamroc*s
toda!( "oes an!one *now what a shamroc* is7 )& nobod! answers ) will tell the class
a shamroc* loo*s li*e a three/&our lea& clover( ) have a picture o& a shamroc* to show
the class so ever!one will have a visual( ) will as* the students to raise their hand i&
the! have ever pic*ed a three'lea& clover or a &our lea& clover( ) will e.plain to them
that i& !ou ever &ind a &our lea& clover *eep it because it is luc*!(
) will tell the students at Christmas time we see lots o& Christmas trees and during
5aster we see lots o& 5aster eggs( "oes an!one *now what holida! we see
Shamroc*s7 St( Patric*?s "a!( St( Patric*?s "a! is a da! that ever!one is supposed to
wear green( Shamroc*s are also green and the! are the s!mbol &or St( Patric*?s "a!(
&ter our discussion about shamroc*s ) will ma*e sure all o& m! students are sitting
,uietl! on their bottoms and have their listening ears turned on be&ore ) begin reading
the boo* ) brought to share with the class toda!( #he boo* ) will be reading toda! is
called Jack and the Leprechaun- the author o& this boo* is )van Robertson( ) will tell
the students to pa! attention while )?m reading because the! will see man! shamroc*s
through out the boo*(
Explore:
&ter ) have &inished reading Jack and the Leprechaun to the class ) will as* the
students i& the! saw an! shamroc*s in the boo*( &ter the! respond ) will as* what
did unt @rid have Aac* do7 She had him collect shamroc*s &or the part!( :ow does
collecting shamroc*s have an!thing to do with math7 ) have prepared a &ew
e.amples to help the students understand addition using a bas*et o& shamroc*s( ) have
a bas*et right here =ust li*e unt @rid?s with shamroc*s inside o& it( )& ) have si.
shamroc*s in m! bas*et to begin with and ) pic* &our more how man! shamroc*s out
o& the grass how man! shamroc*s do ) have total in m! bas*et7 6hat about i& ) have
&ive shamroc*s in m! bas*et and ) pic* two more out o& the grass how man! total
shamroc*s do ) have in m! bas*et7 6hat i& ) had nine shamroc*s in m! bas*et and )
pic* one out o& the grass+ how man! shamroc*s total would ) have in m! bas*et7
) want to ma*e sure m! students &ull! understand addition be&ore ) begin the activit!
so ) have prepared another e.ample to help them understand( $uc*! the leprechaun
has a bas*et o& shamroc*s and two s!mbols( #he &irst s!mbol is a plus sign+ when !ou
see this it means !ou are going to add to get a bigger number( #he second s!mbol is
an e,ual?s sign( Once !ou have added all !our shamroc*s !ou are supposed to put the
number o& total shamroc*s behind the e,uals sign( ) have a picture o& a leprechaun
and his name is $uc*!( $uc*! wants to pla! a game he li*es to call shamroc*
addition( #oda! $uc*! was s*ipping through the woods with a bas*et &ull o& &ive
shamroc*s( $uc*! decided he wanted to add more shamroc*s to his bas*et( s $uc*!
s*ipped along he &ound two shamroc*s behind a roc* and put them in his bas*et(
$uc*! s*ipped along and he &ound two more beside a tree( :ow man! shamroc*s
does he now have in his bas*et7 :ow man! more shamroc*s does he need to have ten
in his bas*et7
&ter ) have &inished e.plaining the concept o& addition ) will introduce the addition
activit! and we will be using shamroc*s to complete it( ) will e.plain to the students
that addition is a ver! important math concept that the! will use ever! da! &or the rest
o& their lives( ) want them to understand that it is ver! important that the! pa!
attention during m! directions so the! will understand how to complete the activit!(
@e&ore ) begin to e.plain and show how to complete the activit! &or toda! ) will as*
the students to get into their math circle( ) also want to ma*e sure ever!one is sitting
on their bottoms and their listening ears are turned on( ) will &irst pull out o& m! &ile
&older two shamroc* sheets+ scissors+ a glue stic*+ pencils+ and two bags o& luc*!
charms cereal(
@o!s and girls pa! ver! close attention to m! instructions so that when !ou return to
!our seats !ou will *now how to complete this activit!( >irst ) want !ou to loo* at m!
sheet with the dotted lines on it+ cut across the dotted lines( Now !ou should have &our
strips o& paper and now ) want !ou to cut on each smaller dotted line so that !ou will
have ten pieces o& paper( On the other sheet o& paper there are addition problems
labeled( ) want !ou to use the cereal pieces to help !ou each addition problem( Bou
are going to paste the correct answer to the problem it matches( >or e.ample+ i& the
problem sa!s eight plus one on the whole sheet then !ou are to count out eight cereal
pieces then reach into !our bag a grab one more( #his gives !ou nine cereal pieces so
glue the number nine on top o& this problem( Ma*e sure to glue the correct answer on
top o& the correct problem it matches( 6hen !ou have glued all ten answers on the
page it should loo* e.actl! as the sheet did be&ore(
Explain:
&ter each student has &inished their shamroc* addition sheet ) will have him or her
turn it in on the roc*ing chair( #his activit! was a great wa! to integrate addition and
St( Patric*?s "a!( :ope&ull! the students have grasped this concept with the help o&
manipulatives and holida! &un(
) will as* the students to come bac* to the rug to sit in their math circles so we can
discuss the addition process( @e&ore ) as* an! ,uestions ) will ma*e sure ever!one is
sitting ,uietl! and on their bottoms( ) will as* the students did !ou thin* this lesson
was eas! or hard7 "id !ou li*e wor*ing with luc*! charms- did it help !ou get correct
answers7 6hat is another wa! to help !ou count when doing addition problems7 )
want to see what the! children thin* about addition+ considering it is an e.tremel!
important concept to understand(
)& we are completel! out o& time ) will give the students permission to eat their luc*!
charms i& the! would li*e( :app! St( Patric*?s "a! to themC
Elaboration:
)& there is still time in m! lesson ) will as* the students to ,uietl! go to their cubbies
and get his or her math =ournals( ) will e.plain to them there is no reason to tal* while
the! are up and that the! need to return to their seats ,uietl! and give me a thumbs up
when the! are read!(
) will bra*e the students up into pairs and the! will wor* together on this ne.t
activit!( Dsing their luc*! charms ) want them to come up with three math problems
using their luc*! charms( >or e.ample i& the! decide to use the problem three plus
three then ) e.pect them to line up three cereal pieces and three marshmallows( #hen
the! will use their pointer &ingers to count how man! pieces there are total and there
are si. pieces total( 6hen the! have done this ) want them to write three plus three
e,uals si. in their math =ournal(
6hen we are completel! out o& ) will give the students permission to eat their luc*!
charms i& the! would li*e( :app! St( Patric*?s "a! to themC
Assessment:
M! assessment &or this lesson will be to collect their Shamroc* sheets to ma*e sure
the! were able to match the answer to the problem correctl!( )& there is time &or an
e.tension ) will also collect their math =ournals to see the three di&&erent problems
each pair was able to come up with( ) will assess the students? *nowledge o& addition
b! assessing the wor* the! completed during m! activit! toda!( ) hope that each
student was able to complete the Shamroc* sheet correctl! so that ) *now the!
understand the concept o& single digit addition(
Accommodations:
6hen the students are sent to their tables ) will have a mi. o& students in each group(
) want below grade level learners+ at grade level learners+ and above grade level
learners to wor* together during this activit!( ) hope that b! having students with
di&&erent learning capabilities wor*ing together it will bene&it each student(
Reflection:
) taught m! lesson on single digit addition in a *indergarten classroom( ) &elt li*e
m! lesson went reall! well( M! students were active participants when the needed to be
and sat ,uietl! while ) was teaching m! lesson( ) was a little worried about introducing
addition because m! lesson was going to be the &irst &ormal lesson the! had ever been
taught with addition( Out o& m! nineteen students onl! two did not receive a per&ect
score( ) would li*e to thin* it was all m! teaching but ) *now that ) have some reall!
active learners in m! class and the! do a great =ob academicall!( ) was so proud o& m!
students during m! lesson the! wor*ed reall! hard( #his lesson was m! &irst supervised
lesson with m! supervisor and ) e.plained to the children that she was coming to grade
me on how well ) taught them the concept o& single digit addition( M! class let me *now
that the! would tr! the!?re hardest to do a good =ob learning so that ) got a good grade( )
thought that spo*e volumes o& these si. !ear olds who want to help me when ) am the one
who is supposed to be helping them learn( ) have learned a lot &rom this group o& students
and ) am proud o& them &or doing a great =ob with this addition lesson(
#here is never going to be a lesson ) teach that goes e.actl! as planned and even
thought ) &elt this lesson went reall! well there were something?s ) would change( )
realiEed as ) was teaching this lesson ) should have used m! mathematics vocabular!
terms( >or e.ample+ when ) was adding ) should have said two and one more verses two
plus one( ) thin* this would have helped the students i& ) had used phrases that would help
them realiEe the steps the! should be ta*ing when wor*ing out the problems assigned to
them( ) also thin* ) would have used this as an integrated lesson with social studies(
6hen ) read m! boo* about leprechauns most o& m! students had not ever heard o& a
leprechaun( ) thin* ) would bring a map o& the world and point out )reland on the map so
that the! would have a point o& re&erence &or in the &uture( Overall though ) was ver!
impressed with m! students because the! did a great =ob academicall! and managed to
have good behavior during m! lesson(
One thing that happened that ) had not anticipated was m! students? doing so well
during this activit!( 6hen m! cooperating teacher as*ed me to introduce addition it made
me a little uncom&ortable( ) did not want to be the one to con&use a child on a concept as
important as addition( M! students managed to do a great =ob and all but two students did
not receive per&ect scores( ) was ver! e.cited that m! lesson went as well as it did( ) *now
that m! students learned something toda! because ) wal*ed around the room watching
them wor* and the thought processes the! used to complete each addition problem( Some
students did the math in their head+ on their &ingers+ and or with the cereal manipulatives(
) *now that m! students understood the concept o& single digit addition because all but a
&ew received per&ect scores( )t &elt reall! good when ) saw the results o& m! lesson
because ) *now that m! students will not struggle in &irst grade when it comes to single
digit addition( ) en=o!ed being apart o& this learning process &or them and ) am ver! proud
o& the wor* the! accomplished toda!( ) reall! en=o!ed teaching this lesson and ) &eel as
though m! students en=o!ed it as well(