I.

TOPIC:

Adding up to 10 or less- finding the number of ways you can add up to a specific
number.

The goal of this lesson is for the students to find the different ways to add up to a
number (10 or less).

II. OBJECTIVES/STANDARDS:

After we work through each story problem, students will be able to add the pictures
and state the different ways to add up to a number up to 10. I hope for them to get
at least 2/3 correct. Standards: 2.2 K.A.1 Extend the concepts of putting together
and taking apart to add and subtract within 10.

III. TEACHING PROCEDURES:

1) Introduction (Anticipatory Set) – I will ask the students about their

Thanksgiving. I will then ask them if they put up their Christmas trees.

2) Development 1- I will show the students different Christmas trees and ask them
questions about the Christmas trees. First, I will ask the students how many
Christmas trees are on the screen (6). Then, I will ask them how many of each kind
of Christmas tree are on the screen. I will tell them to write it down on a
whiteboard and hold it up when they have an answer. Then, I will tell them a story.
Jonny needs the class’s help! He is on the decorating committee for his school, and
he has to decorate 6 trees. He has to find a place to put the trees. He is trying to
find how many trees he should put where. How many ways could he organize the
trees to have 6 trees in total.

3) Guided Practice- I will ask the students to think about the different ways they
can add up to 6. I will ask them to write their idea on their whiteboard and raise
their hand. After they give me their answer, I will write it on the board. Once we
find all the ways you can add up to 6, we will count all the ways (0+6, 6+0, 1+5,
5+1, 4+2, 2+4, 3+3). Next, I will have the students solve another problem. I will
show them pictures of presents and ask them the total number of presents (8). I will
ask them how many presents are green and how many are red. Then I will ask them
how many ways we can make 8. When the students give me their ideas, I will write
it on the board.
Independent Practice- I will have the students solve the problem themselves and
then talk to their groups. This time, I will put up pictures of candy canes and ask
them to find how many candy canes are on the board, and the ways we can add up
to that number (7). After they finish the problem themselves, they will discuss with
a neighbor and then we will discuss as a class.

Development 2- I will close the lesson with a game. In this game, I will roll the
online dice and the students will add the two numbers together. The goal is to have
two numbers add up to 5 or 10. We will alternate turns (the class vs me). If the
numbers add up to 5 or 10, either the students or I will get a point.

4) Closure – I will encourage the students and congratulate them for being such
good listeners.

IV. MATERIALS:

Canva presentation, whiteboards

V. ADAPTATIONS/PLAN MODIFICATIONS:

I will use pictures on the board to help students visualize the math problem as we
work through it.

VI. EVALUATION:

1) Formative – I will assess their progress when they practice the 4 different
examples and hold up their white board with their answers. I will also walk around
and observe their thinking as they discuss with their groups.

2) Summative – I will not use summative assessment within this lesson

VII. REFLECTION:

1) Each problem took much longer than I expected. I only got through 3 of the
problems and didn’t get to the game. The students were really engaged in the
story problem we were solving as a class. One thing that Mrs. Beck added to
help the students was having them visualize putting some Christmas trees in
the “kindergarten hallway” and some in the “1st grade hallway.” This was a
great addition and I want to try to add something similar next time I teach. I
think it is so helpful for students to visualize addition and the decomposition
of numbers through something that is familiar to them (2 school hallways).
2) One thing I can improve on is timing. The math problems took more time
than expected and I didn’t get through my entire presentation. I think it was
very important for the students to take the time they needed to understand
the concepts, but I didn’t always know how much time to give them to talk
to one another or answer the problem on their whiteboards. There were times
when Mrs. Beck was working with students individually (which was
helpful) and I struggled to know when to bring everyone back together,
especially when some students needed some help. This is something I want
to improve on, but I also want to be aware of the students who are
struggling.