Drexel University Mathematics Education

Lesson Plan

Preliminary Information: Because you’re not always writing a lesson plan just for your own
classroom use, it is important to identify specific information about the setting in which this
lesson will be taught. Be sure to include:
 May 23, 2022
 Kindergarten
 30 minute
 17
 Push-in Math

Sections of the Lesson Plan

I. Content and Standards

CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings 1,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or
equations.
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral
0-20 (with 0 representing a count of no objects).
CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.,
by using objects or drawings, and record each decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

II. Prerequisites
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a
line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 1-20, count out that many objects.
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of
having to begin at 1).
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to
cardinality.

III. Instructional Objectives

Students will represent addition by using a number a bond. Students will be able to construct a
number bond by thoroughly understanding the part part whole concept. They will be able to use
the number bond to record the decomposition of an equation at least 4 times accurately.

I. Instructional Procedures
 a) Before (5 min): I will put a simple addition equation on the board and ask a student
to come up to the board and solve the equation by drawing a picture to show me how
they solved it. I will write 5+2=. The student will more than likely draw 5 circles,
dashes or some other shape, and then another 2 to represent 5+2 and then a 7 to
represent the sum. Then, I will tell the student that although that is correct, there is
an easier way to draw a picture to represent the equation. I will put up the poster
board about number bonds on the board. I will take button manipulatives and show
them 5 buttons and draw a circle and write the number 5 in the circle. Then I will
draw another circle and ask the students what number they think I will put in that
circle. I will then hold up 2 buttons. I will draw the number two in the other circle. I
will tell them the 5 represent the number 5 in the equation and the 2 represents the 2
in the equation. I will ask the students what is 5 plus 2. They will tell me 7 and then I
will put the 7 in the third and biggest circle of the number bond.
b) During (15 min): Students will be given worksheets with pre-printed blank number
bonds. Underneath each blank number bond there will be an equation. I will ask
students to fill in the number bonds with the appropriate numbers. I will tell them
that if they still need to use the manipulatives or draw a picture using objects or
dashes they can do so in the circle but next to it I’d like them to write the number so
that they get used to using the number bond because as we get into using larger
numbers it will be more difficult to draw many objects, and it will be easier to use a
number bond to help us. I will walk around and help students. I will encourage
students having difficulties to turn to their manipulatives to help them. I will
emphasize that the two numbers in the equation represent the smaller circles in the
number bond and the larger circle is the answer of the two numbers added together.
The two numbers no matter what order they are in will give the students the same
answer. As the students’ work I will ask them how they know where they should put
the numbers within the number bond and why?
c) After (5 min): I will collect the worksheets to assess whether the students
understood the concept. As an exit ticket I will give students a small piece of paper
with two numbers filled in on a number bond. Next to the number bond I will have a
blank equation. I will ask students to fill in the number bond and write the
corresponding equation.

II. Homework Assignments

III. Materials and Equipment: Poster board, Manipulatives, Worksheets, Exit Ticket
Worksheet.

IV. Assessment/Evaluation
Exit ticket and worksheet

V. Differentiation
Students that are more advanced will be asked to write two equations, flipping the
numbers around to represent the equation from the number bond. Students that are
having difficulty will be visited by me more often during the lesson and will be given the
 manipulatives to help them represent the numbers in the number bond.

VI. Technology
None

VII. Self-Assessment
Determine here how you plan to collect information that will be useful for planning
future lessons. A good idea is to analyze the difference between what you wanted (the
objective) and what was attained (the results of the assessment).

B. Analysis
This lesson went fairly well, however, there was a huge disparity between students who easily
understood the concept of the number bond versus students that had a difficult time
understanding it. Many students understood it with no problem, but the handful of students that
did not grasp the concept really struggled with it. I think that further practice would be
beneficial for the whole class. When I was planning this lesson I thought about incorporating
the idea that the same numbers in a number bond can be added together to get the sum and the
sum of the addition equation could be subtracted by either one of the same numbers in the
addition equation to get the difference which would be the other number in the original addition
equation. But even as I am typing that concept it just seemed too confusing to try to explain to
kindergarteners learning number bonds for the first time. I focused on the idea that there are two
parts that result in the answer or the whole/total. When I introduced this concept I made sure to
put in my poster board different drawings of some manipulatives we work with regularly so that
they could conceptualize the idea of part part whole. I showed the ten frame in different colors
as the two different parts, and a domino, as well as a ten base block. In my first example I
showed the buttons because I wanted students to visualize what I meant by part part whole. The
words alone can be really confusing to young children. As I walked around I observed some
students having difficulty putting the appropriate numbers from the equation into the number
bond, but when I pulled out the manipulatives and put them in the appropriate circles it seemed
to really click for many students. By the end of the class the students really started getting it. In
the future, I will definitely use manipulatives more regularly when teaching this concept. I will
also take a few lessons to reiterate this concept and continue to have students practice this.

C. Connection and Feedback

My mentor teacher was encouraging and really liked my poster board. She was happy that I
tried using examples of manipulatives they regularly use to show part part whole. She thought
my delivery was good and that by the end of the class many of the students understood number
bonds. She felt that some students in the class perhaps were not ready for this lesson because
they still need to use the manipulatives or fingers to count. She shared that it is ok, if they are
not ready to use the number bond, just that they get the same answer/total. Some students will
never like to use the number bond to solve, but rather it is more important that they understand
the different parts of an equation not so much that they use it to solve the problem. I think that if
a student can understand how to use a number bond it will be beneficial for them in the long run
when they are working with larger numbers, but it does not necessarily determine whether a
student will be a good mathematician or not. Every student finds what works for them and
modalities that are easier for them to use when solving math equations. It is important to
provide students with different strategies, but to encourage them to find what works best for
them. The most important aspect of finding the answer to an equation is that a student can show
and explain how they got their answer.