Teaching Elementary Mathematics (TCH-LRN 352)

Peer Teaching Project Lesson Plan Template

Lesson By: Brieanna Olsen & Cody Olsen
Please address all of the below sections of the template, which is modified from the departments edTPA-aligned
template to help you focus on aspects of lesson planning that are especially important for problem-based
mathematics instruction. There is no page limit on the lesson plan so please be as thorough as you are able.
Remember throughout your lesson plan to give both (a) detailed descriptions and (b) a rationale for (i.e. the
reasoning behind) the choices you are making here. In other words, I want to have a good picture of the details of
what you plan you and your students will be doing during the lesson, but I also want to have a sense of why you are
choosing particular tasks, sequences, discussion prompts, etc.
1. Instructional Plan Purpose:
The class will learn that addition means putting numbers together and that subtraction means to take a number away.
They will also learn the symbols such as a plus sign and a minus sign. We will begin with introducing the subject of
the lesson then we will watch a short video that is fun for kindergarteners because it is informational, yet fun for
them to sing for memorization. After they know the main idea and information about addition and subtraction we
will complete an activity that addresses both subjects. We will use skittles and m&ms for the students to complete
math problems provided for them. An example of this activity is we ask the students to put 3 skittles in one pile and
four skittles in another pile. Then they will be told to put the two piles together which represents addition and they
can add up how many skittles they have all together. This would be the same for the subtraction part of the lesson,
but instead of putting the piles together, they will be able to eat one of the piles to see what they have left. The
purpose of the grouping of the skittles is to allow the students to investigate if they understand the relationship
between the different ways of grouping. The goals are for the students to understand the basic components of
addition and subtraction.
2. State/National Learning Standards:
Grade Level: Kindergarten
Common Core Standard K.2.D: Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds (e.g. claps, acting out situations, verbal explanations, expressions, or equations).
Common Core Standard K.CC.2: Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).

3. Content Objectives:
a. Students will be able to identify symbols used in basic addition and subtraction problems such as
plus, minus, and equals signs.
b. Students will be able to add and subtract numbers together using manipulatives such as skittles and
m&m candies.
c. Students will be able to recognize the difference between addition and subtraction problems in
mathematics.
4. Previous Learning Experiences:
The students previous knowledge is knowing numbers and counting numbers. Since we are doing a kindergarten
lesson, the students are just beginning their mathematic experience in life. Before this lesson, the students will be
able to count in forms such as with blocks, on their fingers, or verbally with no support. After they know basic
numbers, they will be ready for this lesson which will teach them what to do when adding and taking away these
numbers previously learned. They will get to see that you can take two or more numbers and add or subtract them in
order to get another number.

5. Grouping of Students for Instruction:

Students will be able to be split into groups after they watch the video, are given instructions for the activity, and are
released to finish the activity; in this case, the students will stay at their table groups they are already seated at to
finish the activity. Why the students are able to work together in their table groups is because it is important for them
to talk about what they are doing and learn together. Also because there could be ELL students in the group and they
learn from watching and speaking to other students whom are completing the activity. They are going to complete
this lesson by their ability of counting numbers and using addition and subtraction methods they are learning to
complete the activity. By using the candy, they will be using real world objects to complete their new knowledge by
grouping the candies in piles and also by eating them to take them away. This lesson will be taking place in our
classroom during our math period time for fifteen minutes. If we were given a longer amount of time, it could take
place for about 25 to 40 minutes during our set math time in a kindergarten classroom.
6. Physical Classroom Layout:
There will be about 2-5 people at each table group. The tables are organized so each student has enough space to
complete the activity. They will be set up so they can see the board in order to listen to the teacher, watch the video,
and interact nicely with the class.
7. Task Selection:
The problem that we may come across is some students may not fully understand the difference between addition
and subtraction. We could write a problem on the board that looked something like this, ___ + ___= ____ so they
know that the symbols are important in the process. But by introducing the different symbols that are present in each
problem, they will soon be able to identify what needs to be used to complete each problem. Some kindergarten
students may not know all the numbers counting up to 20 yet, so they may become confused with certain numbers.
For example, if I ask a student to count to 20 and she says all numbers correctly, but skips the number 13 completely,
this may be confusing when learning addition and subtraction problems.
8. Before Phase:
The before phase of this lesson is their prior knowledge of counting numbers. We will connect students prior
knowledge to this new lesson by using these numbers and putting them together to add and using two or more
numbers to practice how to take them away to get another number. The problems will be understood by using the
activity of putting numbers into piles using manipulative and then solving each problem to understand the new
number, or total. Our expectations of this lesson is for the students to use their number sense and apply it to their new
knowledge of addition and subtraction. They will learn the concepts and the skills, then be hands-on with our fun
learning activity.
9. During Phase:
During our lesson, we will be giving the students a chance to complete an activity in their small groups. We will be
walking around the room to check in with each table group to see if they are getting the concepts down correctly. We
will also stop the group if we feel like it is necessary to explain anything further or to address certain problems
students may be facing. We will also be able to also provide more assistance to the students who may be struggling
more than others. For the students who finish early, they can use the candies they have left to create their own
addition and/or subtraction problems. They may also help the students struggling at their table if the student wants
their assistance or input. By walking around the room and interacting with the students, we will be able to help, as
well as observe what the students have learned from our lesson right away to see what needs to be taught further next
time.
10. After Phase:
After our lesson, students will be able to continue practicing addition and subtraction problems. They will also be
able to use bigger numbers as they become more familiar with the basic concepts and symbols. They can then learn
how to stack numbers for more assistance with a pencil and paper to complete bigger problems such as 20+11=.
As the students continue to learn more about math, we will be able to see their progress based off of what they have
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learned from our previous lesson. We taught the basic concepts, so they will be able to build off of this knowledge in
many different ways. As we continue, we can ask if the symbols such as an equals sign go in other mathematical
problems and will be able to see if they understand that concept through definition.
11. Anticipating Student Thinking:
We would start by asking the students if they have ever heard of addition and subtraction. If some of them have
then we could ask if they use their hands, or in their heads, or use manipulatives in order to get to their solution.
We will then proceed to our lesson and tell them that today they will be using candy to learn how to add and
subtract numbers. We may just see a lack of exposure to these topics because they are young and are just learning
basics of these new problems. We could then finish with telling them, you all just added and subtracted! Well
done! The excitement may encourage them to continue learning more.
12. Contingency Planning:
A problem that we may face is that the students may just focus on the candy that we gave them rather than focusing
on the math problems. They may also eat all their candy during the subtraction part of the lesson while they are
practicing how to take away before they can get to the addition problems, so we will encourage those first.
Another problem that we may face is that students will not understand addition and subtraction after the lesson in
which we will take action in showing them other ways they might be able to pick up on the concepts. We will
prevent these things from happening by explaining that at some point in the lesson they will in fact be able to eat the
candy that is being used for the lesson. This will ensure that they understand the candy is needed to learn and they
will be able to eat it at some point.
13. Team Teaching Plan:
We will both introduced the lesson as a whole. Brieanna will introduce the video and we will both encourage the
students to pay attention and to sing along. Brieanna will go over the basic concepts of addition, then Cody will
teach the basics of subtraction. We will then ask and answer and questions, then move on to introducing the
activity together. One of us will hand out materials, while the other writes the addition and subtraction problems
on the whiteboard. We will then both walk around to evaluate and help students. We will then come back as a
group and wrap up the lesson of the day.
14. Instructional Materials, Resources, and Technology:
Computer
Whiteboard/marker
Projector
Skittles
M&Ms
Pencil
Paper
YouTube Video: https://www.youtube.com/watch?v=NHI0ePgwlgU
15. Acknowledgements: Acknowledge any sources you used to create this lesson plan, including but not
limited to the course textbook.
YouTube Video: https://www.youtube.com/watch?v=NHI0ePgwlgU
Textbook: Elementary and Middle School Mathematics: Teaching Developmentally.
Website: OSPI