 Basic  Intermediate  Advanced

Lesson Plan
This lesson plan is designed for Kindergarten students who learn English
as a second language. And the lesson is explained in English.

Business/Materials Lesson Objectives

- Dominos blocks
- White board markers
- Blank pieces of papers
- “+” sign posted on the wall
- Number line on the floor
- Number mats
- Board
- Laminated number line
stripes for each child
- Color-coding sheets
- recognize that "+" means adding more or
counting objects altogether.
- identify the largest number in an equation.
- count on from any number.
- Perform addition of numbers within 20 on
a number line
- use a number line to count on and find a
sum within 20.
- write addition equations matching number
lines.

Warm-up and Objective Discussion

Warm-up:
The teacher will give each student a piece of domino (each piece is divided into 2 dotted
parts). Then ask each student to count the dots altogether. The teacher will post a number on a
table. Then ask the students who have the same sum to gather on the table that has their
number (This part will lead to partitioning later).
For example:
The students with the pieces 3 and 2 or 4 and 1 will gather around the table that has number 5.
Through this activity the students will recall prior knowledge of addition using objects by
counting 2 groups of items altogether.
Then the teacher will show the students a card of the “+” sign encouraging the students to
repeat the word “plus” after him/her. This is the sign we use if we want to add 2 groups of
items together. The teacher will stress on the keywords (add, more, altogether, plus). Giving
them a written example on the board 3 + 2 = 5, the teacher will stimulate the students to say
the full equation after him/her.
Next, the teacher will give each student a piece of paper to write his own equation according
to his domino then take turns reading his own. For example: 6 + 2 = 8. The student will say
“six plus two equals 8”.
The teacher will play the following video to the students to infer if they master addition using
objects using the plus sign.
https://www.youtube.com/watch?v=Fe8u2I3vmHU&t=212s
Objective Discussion:
After practicing addition using objects, we will now start practicing addition using number
line. You will learn that when we see the “+” sign it means we will add more.
Teacher: Do you know why would we use addition? (Give them 3 minutes to discuss and
listen to their answers).
Teacher: We use addition to calculate amounts or quantity of specific items.
For example, if Ahmed has 3 pencils and Aya has 6 pencils then I asked them How many
pencils they have altogether. What will they do then to know the answer?
Students will reply: They will put them together and count them all.
Teacher: This is what we call addition. So instead of using manipulatives we will use written
numbers and “+” sign then perform addition using number line.
We basically use addition when we buy any product from any shop by adding the cost of each
item to calculate how much we are going to pay. So, during the session we will practice
addition on the number line then act a supermarket role play to apply addition on the products’
prices using number line then you will pay to our cashier according to the answer.

Instruct and Model  R  W  L  S

On the board, I will write the equation “5 + 4=” under a number line from 0 to 10. Then I will
ask the students, “Which number is bigger?” (They already mastered comparing numbers).
Students: “5”.
I will ask one of the students to come to the board and circle the bigger number in the equation
“5”. Then I will ask another student to come out and spot 5 on the number line.
I will explain that when we see the “+” sign we will jump Forward on the number line
(moving my hands forward so they recognize the direction) then I will draw an arrow moving
forward on the number line. I will encourage students to imitate my hand movements saying
the word “Forward” several times.
Then I will ask the students how many steps do you think we will jump forward? (give them
the chance to guess the number).
I will direct their attention to the other number in the equation “4”.
Then I will draw 4 steps forward starting from the spot we drew on the number line motivating
students to count the steps for me till we reach 4 steps.
I will emphasize drawing the steps to the next number so it will not exceed or precede the
following number.
The number we stopped at is the answer “9”.
I will recall the steps:
First, circle the bigger number in the equation.
Second, spot this number on the number line so it will be our starting point to jump.
Third, notice the sign. If you have “+” then you will jump “Forward” (move my hands
forward)
Fourth, the other number in the equation will be the number of our jumps.
Then jump forward accurately till you reach the answer.
The teacher will repeat the steps on 2 more examples.

Guided Practice  R  W  L  S
1- Build a life-size number line:
This is an outdoor activity in the garden. The teacher will start the activity by drawing an
empty number line on the floor. Then The teacher will spread the number mats on the floor
and ask the students to take turns putting the numbers in order on the empty number line
starting from 0 to 20.
The teacher will write an equation on a small whiteboard. For example, 3 + 6 = . The teacher
will ask one of the students to come out and circle the bigger number in the equation which is
“6”. The student will go spot this number on the number line by standing next to it. The
teacher will ask the class whether our buddy is going to jump forward or backward (moving
my hands forward and backward to help them know the difference). The class will say
“Forward”. The teacher will ask how many steps our colleague is going to jump forward. They
will reply “3 steps forward”. The teacher will ask the student on the number line to jump 3
accurate jumps forward. The teacher will ask the class “According to the jumps, What is 3 + 6
= “ and they will reply “9”.
The teacher will repeat the process several times allowing the students to apply interactively
on the number line.
2- Read the card and do your equation:
The teacher will give each student a card that says a certain task to be done on our life-size
number line. Then the students will follow the card and write their own equation on the board.
For example: The card says “Start from number 7 and jump 4 steps forward”. (If the student
can’t read the sentence the teacher will help him). The teacher will write 7 and 4 on the board
then ask the students about the sign they will write in between (stressing on the word forward
to indicate that we will use “+” sign). The class will reply “+”. The teacher will give the card
holder the chance to start from number 7 then jump 4 steps forward then write the answer on
the board.
The teacher will help the low achievers to apply the steps to make sure they understand.

Independent Practice  R  W  L  S
Color-coding activity:
The teacher will divide the class into groups of 2. Then he/she will give each student a
laminated number line strip, a marker and a color-coding sheet. The color-coding sheet
contains an addition equation in each part of the drawing with a color-code at the bottom of
the sheet. The color coding is a guide to color all the sheets the same. This will make it easy
for each child to has a peer review with his partner.

Assessment  R  W  L  S
Performance Assessment: The teacher give each student a sheet that contains a number line
spotted from a certain number and followed by a number of steps forward. Then ask the
students to guess the equation and write it down. (critical thinking)
The student must give an explanation for his answer.
For example, 8 is the bigger number because we started jumping from 8, then I will use (+)
sign because we jumped forward and the number of jumps is the other number in the equation.
So, the equation will be 8 + 3 = 11.
Formative Assessment: The teacher will give the students an addition worksheet to see which
points he needs to bring up again.

Guess the equation according to the given number line:

Color the following drawing:
First, use the number line to solve the following addition equations
Second, use the color coding below to know which color you will use