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Indicator(s)/Cluster(s): Represent addition with objects while incorporating

human movement and physical activity.

Objective(s): The student will be able to solve math problems by coming up

to the front of the room and grabbing a can food or box food and adding the
sugars and the proteins together. Then the student will have to do that many
arm rolls, jumping jacks, or jog in place for as long as it takes them to count
to the number.

Key vocabulary and concepts to be addressed in this lesson: Addition- when

you add two numbers together.

Lesson Assessment(s): Assessment details: For the assessment I will have the
students do a math sheet related to adding. I will give them the worksheet to make
sure they understand the concept of what I was trying to teach in the lesson. I will
know the students understand the concept if they can do most of the worksheet
without the teacher's help. The students must also do the physical activity to the best
of their ability.
Criteria for mastery: The students must complete the worksheet with an 11 out of
12 accuracy in order to master the skill. Also the students must master the physical
activity part of the lesson by participating to the best of their ability.
Overview: Today we will be learning addition using the labels on different food
labels while incorporating physical activity. The students will practice doing
addition in different fun activities.
Activation of Prior Knowledge/Follow-up Instruction: Remember last week when
we learned how to add the numbers 1-9, now we are going to learn how to add
numbers 10 and up while incorporating the numbers we learned last week using the
labels on different food.
Purpose: The purpose of this lesson is to learn addition while incorporating physical
activity into the classroom. The purpose of doing physical activity is to help the
hands on learners by doing arm rolls or jumping jacks and counting out the
numbers. And also to help the students stay on task and pay attention. The purpose
of using addition in this lesson is to help students learn the basics of addition
because they have to learn how to add before they can learn multiplication and
division.
Relevance: The relevance of this lesson is to learn addition by using objects.
Addition is an important concept because you can use it to count how much money
you have and you will probably use addition everyday in some way. Also addition is
going to be on your math test, so you need to know how to solve problems. And
doing the physical activity is relevant because teachers need to get students up and
moving around to keep their attention throughout the day.
Expectations: The students are expected to respect the teacher. The students are
expected to ask questions if they do not understand something. The students should
not talk to their neighbors when the teacher or classmates are talking. The students
are expected to pay attention while the teacher explains the lesson.
Attention Getter: I will hold some of the foods up and tell the class how many sugars
and proteins are in the food. I will tell them how it is better to have fewer sugars in

their foods. Maybe this will help the students pay more attention to what is in their
food.
Lesson Development:

Modeling: I will pick a food out of one of the bags and show them where the
proteins and sugars are. I will add them together and do that many arm rolls, to
show them the concept of the activity. Then after the activity I will have them do
some other activities that involve addition.
Guided Practice: I will have the students come up to the board and solve some
addition problems. The students will take turns doing this until they have the
concept down. While the students are doing this, I will be there to answer any
questions that may arise. Now I am going to have the students work by themselves
to see if they really know how to do addition after all of the different activities.
Independent Practice: The students will now have to do a worksheet. The worksheet
will consist of 12 addition problems. While the students are working on the sheet I
will be walking around the classroom and observing them as they work. If questions
do arise I will encourage them to do it to the best of their ability, but I will answer
them if the student is really suck and does not know how to do a problem.
Assessment Presentation: I will know the students know how to do addition based
on if they can do their assessment, which is the worksheet.
Closure:
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Summary of lesson (with student involvement): I am going to have bags at

the front of the room with different foods in them, with the bags labeled
appropriately. Some of the students will come up and pick one food and add
the proteins and sugars together. Whatever number they get that is how
many jumping jacks, arm rolls, or jogging in place the students as a whole
will do. After this activity the students will come up to the board for some
guided practice to work addition problems. After this the students will have a
worksheet to complete as independent practice to make sure they understand
addition.
Connections to future lessons/subjects: With this lesson I could go into a
lesson about subtraction because it is still math related and the students
could do physical activity also. Also I could go into the subject of
health/science because of the different types of food groups I will be showing
in the activity. I could do a lesson on the food groups.
Accommodations planned for:
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Rate of Learning (tasks for early finishers AND provisions for those
who struggle or need more time): For the students who finish early
they can turn their papers over and make up their own addition

problems and solve them. For the students who need more time I will
give them as much time as possible to finish the assignment. If there is
not adequate time for them to finish, I will ask them to finish the
worksheet to the best of their ability.
Ability Levels (advanced AND struggling): For the advanced
learners I will have them to help their neighbor if they need help. For
the struggling learners I will observe them more closely, so I can
better assist them if they need assistance.
Learning Styles (visual, auditory, AND tactile/kinesthetic): For the
visual learners the worksheet will help them to understand how to do
addition. Also by having the students coming up to the board and
solving problems helps the visual learners. After a student grabs a
food out of a bag they will say the number of proteins and sugars and
say whatever the number is + whatever the other number is and say
the answer out loud. This will help the auditory learners learn how to
do addition. By having the students do physical activity to whatever
the answer is will help the kinesthetic/hands-on learners focus more
on learning addition.
Special Needs (per IEP or 504 plan): If a student is not physically able
to do the physical activity I will help them do it to the best of their
ability. If a student is in a wheelchair they can still do the jumping
jacks by just moving their arms up and down and for arm rolls they
can still roll their arms. If students have trouble reading something
they can raise their hand and I will assist them.
Varied Perspectives (Intellectual, cultural, AND social): Intellectual:
Make sure the students understand the concept of addition, Social:
The students will be in a group to do the physical activity, Cultural:
Talk about how all cultures use addition and do some sort of physical
activity.
Other unique needs: ___N/A________________