Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards

Math Lesson #1
Billy Harness

LESSON RATIONALE
This lesson will serve as an introduction for teaching addition to kindergarteners. The concepts that will be
learned in this lesson will be important for the development of my students because it will teach them the foundations of
addition that will be needed for the rest of their lives. By learning how to add numbers within 10, students will then be
able to apply what they learn in this lesson to adding numbers that are greater than 10. This can translate to real-life
scenarios in which they will need to add money, data, objects, etc. in whatever jobs they pursue or simply in their daily
lives.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)— The goal of this lesson is to have students understand the concept of representing addition within 10
using visual aids. These visual aids could be manipulatives, such as blocks, objects, drawings, mental images,
sounds, etc.
B. Objective(s)—
-Students will be able to add numbers within 10.
-Students will represent addition with manipulatives such as objects, drawings and blocks.
C. Standard(s): K.CA.1.- Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction
within 10. (CAEP K-6 3.c)
II. Management Plan-
- Time:
-Whole lesson: 1 hour
-Anticipatory set: 6-8 minutes
-Instruction: 12-15 minutes
-Stations: 32 minutes total (4 stations, 8 minutes each)
-Closure: 4-5 minutes
- Materials:
-How Do Dinosaurs Count to Ten? By Jane Yolen and Mark Teague
-Youtube video: “Addition: Words with Puffballs” (Sesame Studios)
https://www.youtube.com/watch?v=WwlrbMWcTtQ
-Class Whiteboard/Dry-erase marker
-Class Projector
-Connectable blocks
-iPad
-YouTube video: “Numberblocks: Learn to Add and Subtract” (first 5 minutes of the video)
https://www.youtube.com/watch?v=0KPT5EaXUcA
-Markers
-Problem Worksheets
-Mini whiteboards
-Erasers
-Dry-erase markers

- Expectations (given to students after the anticipatory set):

- students will work in a friendly manner with one another in their groups
- students are allowed to talk with one another at each station, as long as it is at a low level
- when the timer goes off for each station to be done, students will have one minute to quickly
clean your area and move to the next station

III. Anticipatory Set (6-8 minutes)

• “Good morning class! Have you ever looked around your house and wondered how many toys there are in the living
room? Or how many apples are in the kitchen? Or how many blankets you have in your room? To begin today’s
 lesson, I am going to read you a story called How Do Dinosaurs Count to Ten? by Jane Yolen and Mark Teague. As I
read this book, I want you to notice how the dinosaur counts each of the objects in the house.”
- I will then read aloud to the class How Do Dinosaurs Count to Ten? By Jane Yolen and Mark Teague.
- As I read each page, I will use my finger to point to each illustrated object to emphasize counting by
one.
- Once the book is finished, I will have the students participate in a grand conversation.
- “So, what did you guys notice throughout the book? Did the dinosaur keep counting higher and higher as the
pages went on? Turn to a classmate next to you to talk about what you discovered from this reading.”
- Allow time for students to talk to classmates.
- “Would anyone like to share what they talked about?”
-Allow time for responses.
- “This book is a great transition into the purpose of today’s lesson…”

Purpose: “The purpose if this lesson is for you to begin to learn how to add numbers. We will use pictures, blocks, and
other objects to help you add numbers up to ten. You will need to know how to add numbers so you can count
money, buy food at the grocery store, and perform other real-life task as you get older.”

PLAN FOR INSTRUCTION

IV. Adaptation: One way I will adapt this lesson to fit the needs of a student who has trouble staying focused and on task
is by placing them in a group with students who are consistently on task and are encouraging with their words. This
will help keep the student who has trouble with distractions focused and the group will help encourage him/her as
well, instead of putting him/her down for not staying on task. (CAEP K-6 1.b)

V.Lesson Presentation (Input/Output)

Instruction (12-15 minutes):
-“Alright class, today we are going to learn about addition.”
-Write the word ADDITION in big letters on the whiteboard.
- “Addition happens when you combine two different numbers to get a new number. Who here has ever gone
apple picking and put a bunch of apples in your basket? Or has anyone put baseballs into a bucket before?
What about putting toys into your toy bin? These are all scenarios where you used addition and probably did
not even realize it!”
-“Let’s say I am at the grocery store buying some groceries. I have a cart with me to put the food items in.”
(draw an empty cart on the whiteboard). “There are currently no items in my cart, so that would be equal to
zero. If I wanted to buy 2 apples to take home with me, then I would put 2 apples into my cart, right?” (draw 2
apples in the cart). This means that I have successfully ADDED 2 apples into my cart that at one time did not
hold any apples. Does everyone understand? Are there any questions?”
-Allow ample time for questions students may have. Make sure to answer each question thoroughly and
provide more examples if needed to ensure each student is understanding the concept of addition.
-“Alright, let’s do another example. Johnny and Makayla, would you please come to the front of the room?”
(Johnny and Makayla come up to the front). “Now, let’s say that Johnny has two markers and Makayla has one.
If Johnny were to give Makayla one marker, then how many markers did he add to Makayla’s one marker?”
(allow time for students to answer ‘ONE!’ in unison) “Correct! And how many markers does Makayla now
have?” (students shout ‘TWO!’) “Excellent! One marker was added to Makayla’s one to make TWO total
markers. This is called addition Thank you Johnny and Makayla, you may be seated.”
-Now move on to the symbol/equation part of the instruction
-“When talking about addition, we use the word “plus.” Does anybody know what the “plus” symbol looks like?
- Choose a volunteer student to come up and write down the plus symbol on the board.
-“Very good! That is the symbol we will be using while we explore addition throughout the year. The plus sign
serves as a symbol to represent how something is being ADDED. For example, if I have 1 of something (write
the number ‘1’ up on the board), and I wanted to added 2 to it, then I would write the ‘plus’ sign to the right of
the one (write the plus symbol on the board) and then put my 2 after it. This represents 1 plus 2. Does anyone
know what one plus two equals? (Allow time for student response) “Very good! One plus two equals three.”
(write the equal sign and the number 3 up on the board)
-“Now I am going to show you a short video that teaches you more about addition and why it is important. As
you watch the video, pay attention to how they add the different objects to get new numbers.”
-Show the Addition with Puffballs video. This will only take 2 minutes. After the video, follow up with any
questions the students might have.
-“What did you guys notice about that video? Did anything about how they added stand out to you?”
-Allow time for responses and whole class discussion.
-“Very good, everybody. Now we are going to transition into the guided stations I have prepared for you.”

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 Stations/Guided Groups (32 minutes):
“Alright students, now we are at the guided group part of our lesson today. I have already split you up into
four groups of four, so there will be four stations around the classroom that you will go to. Once I explain what
each station is, I will display a screen on the projector that has the group listings so you know which group you
are in and what station you will be starting at.”
- “Station #1 is the Mini Whiteboard station. There I will lead you through questions about addition and you
will write them out and answer them on your whiteboards. It will be over at the bean-shaped table in the
corner of the room. I will have a mini whiteboard, eraser, and dry-erase marker for each of you and will ask
you real life questions to see how you are understanding the concept of adding This will also be the time to ask
me any questions you have about adding so I can help you understand it better.”
- “Station #2 is the Connectable blocks station. There you will be provided hands-on blocks that can connect to
each other. There will be a worksheet for each of you at this station that has some addition problems with
pictures that represent each problem. Looking at each problem, you can work as a group to try and solve it
using the blocks to represent each number’s value. For example, if the problem is 5 + 3, you will have five
blocks on one side and three on the other side, then connect them to get eight total blocks. You will write down
your answers on your worksheet and organize them in a neat pile on the corner of the table once your station
is finished.”
- “Station #3 is the Problem Worksheet station. You will be at the front table for this. At this station, you will
take a worksheet from the pile and sit around the table. Working with your group, you will answer each
addition problem. Once you solve each problem, you can use the markers to color each of the pictures on the
page. The markers will be provided for you at the table. Once your station is finished, you will put your
worksheets in a neat pile on the corner of the table so I can see how you did on them.”
- “Station #4 is the iPad Video station. At this station, an iPad will be provided for your group to watch a video
about addition and subtraction within 10. This is part of the Numberblocks series. Since our stations are only 8
minutes long and the whole video is 18 minutes long, you will only watch the first 5 minutes of the video. Once
the video is finished, talk with a partner about what you learned.”
VI. students have not met lesson outcomes? Employ one or more strategies to determine student learning.
 Reteach: If students are lacking understanding of the concept, I will have them stay with me in the mini lesson
station so I can help them understand the concept and put a more individualized focus on their support. This will
take the form of a reteach.

VII. Review learning outcomes / Closure

- “Okay class, make sure that you have cleaned up your last station and then please head back to your
seats.”
- Allow a minute or two for students to clean up and head back to their seats.
- “Alright, can anybody tell me what the purpose of this lesson was?”
- Have students raise their hands and pick a few students to share their answers. Give positive feedback
and encouragement, as well as added input. This is in the setting of a grand conversation.
- “Those are some great responses. What else did we learn about adding today? Turn to your shoulder
partner and discuss what you learned today.”
- Allow time for students to discuss with their partners what they learned. This will help enhance their
communication and listening skills. Walk around to hear what students share with one another.
- “Wow, I heard some really great learning points as I walked around. You all did an excellent job today
and I believe you all gained an understanding of the concept of adding. As we continue to learn how to
add numbers throughout the year, remember what you learned today and build off of the things you
learned in each station. Great job today everybody.”

PLAN FOR ASSESSMENT

- Formative Assessment: For the stations part of the lesson, I will be seated at a station and provide
guided support of the lesson through teaching a mini lesson and individually checking each student for
understanding of the concept. Since the class will be split up into groups of four, it will be easier for me
to give each student the individual attention they need when they are at my station. If they are
struggling with a concept, I will have plenty of time within that station to help them understand it and
enhance their learning.
- Summative Assessment: I will not give any specific quizzes or have them take a test, but I will have the
students turn in their worksheets from Stations #2 and #3 and to see how they answered the addition
and subtraction problems as a group. This will give me just a little insight as to how they are
understanding the concept so far.
REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?

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 3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content, methodology, and assessment.

Self-Reflection Questions:
1. Did I do an appropriate job of matching the lesson of adding within 10 to the standard?
2. Were some components of my lesson too complex for kindergarteners?
3. What are some more ways I can implement summative assessment to make sure the students understand this
concept of mathematics?
4. Was I clear in how I stated my instructions at the beginning of the lesson?
5. What can I do better in my mini lesson to make sure students receive the individual support they need to learn
and understand the lesson?

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Anticipatory Set Read Aloud Book:

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Worksheet for Station #2:

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Connectable Blocks for Station #2:

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Worksheet for Station #3: