Kindergarten Lesson Plan

Teacher Name: Ms. Corn Grade Level: Kindergarten

Target Content/Lesson Topic: Mathematics, Operations and Algebraic Thinking Date: 3/10/23

This lesson is for a(n) __X__ whole class _____ small group _____ individual

Planning

Essential Question How are visual representations of numbers helpful for math thinking?

- What is the essential question that

this lesson addresses?

- What is the core purpose of the

lesson that includes the strategies and
skills necessary to accomplish the
deeper learning in the standard?

Sequencing
- How does this lesson fit into the
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
Before this lesson, students should be experienced with addition and subtraction from 0-10 and should have
experience creating and connecting numbers to visual representations (drawings, objects, fingers, etc.). Students
should be familiar with the concept of a word problem and should have explored addition word problems before
focusing on subtraction word problems.
Following this lesson, students will move on to composing and decomposing quantities within 10. Their prior
experiences with creating visual representations will support them in doing so.

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 State Learning Standards M.K.OA.A.2 – Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using

List the complete, relevant grade-level objects or drawings to represent the problem.
standard(s).

Learning Target(s) and Learning Learning Target

Objective(s)
- I can show my subtraction with drawings or objects.
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s). Learning Objective

- Write focused targets and objectives - Students will be able to visually represent subtraction word problems within 10.
that describe the specific learning
outcome (what students should be able
to do as a result of the lesson).

- Be sure they are stated in observable

and measurable terms (e.g., ABCD+T).

Grouping Introduction through Guided Practice

Describe how and why students are - Whole class. We will activate prior knowledge and read through the story together, which will
grouped based on ensure that students are at the same level and any confusion is clarified on a whole-class level
before we move on. Guided practice will be completed as a whole class so that the teacher is able to
- homogeneous, heterogeneous, observe students and redirect thinking before they are given independent work time.
randomized

- ability, interest, IEP goals, social or Independent Practice

social-emotional, behavioral, language
acquisition - Students will work independently to develop their own subtraction word problem. They will then
share their story with a neighbor/friend, which will give them the opportunity to assess their own
work to make sure it makes sense and provide them with peer feedback.

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 Exit Ticket

- Students will complete the exit independently to ensure that formative assessment is accurately
measuring their own mathematical thinking and ideas. The teacher will be present to clarify
confusion and provide directions throughout.

Co-Teaching Strategy N/A

Does this lesson involve co-teaching?

If not, state N/A. If yes, identify the
co-teaching model and what role each
teacher will play.

-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content: Content instruction will be facilitated through illustrated children’s book, which will provide visual cues for
ELLs and all other students.
Describe how you will meet individual
students’ needs by adjusting the
content, process, product, and
environment based on their readiness,
interests, and learning preferences. Process: Striving students may choose to work with numbers 0-5 rather than 0-10, and students demonstrating
mastery may extend to numbers 0-20. Students may choose the medium used to represent their subtraction story
(drawing, stickers).

Product: Formative assessment provides equal opportunity for students working between 0-5 and 0-10 to demonstrate
development in learning. Summative assessment will be in the form of a portfolio, where students will demonstrate
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 growth and mastery of the standard in a variety of ways.

Environment: During independent work time, students may sit at the teachers table for additional support. Math
resources (number lines, 10 frames, manipulatives, etc.) will be available around the room for support.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment

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 Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
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During independent practice and show and tell, the teacher should make notes of any observations of student
development or difficulty (to be noted in the “observations” section of rubric). Any conferring done with the student
should be noted as well.
Exit Ticket
- At the end of the lesson, students will complete an exit ticket. On this exit ticket, they will be
assessed on their understanding of subtraction as an operation (students should know that
subtraction takes away from, or decreases, the minuend) and their ability to create a visual
representation for a subtraction sentence. The exit ticket includes two problems; the first using
numbers 0-5, to ensure that striving students have an equal opportunity to demonstrate
understanding, and the second using numbers 0-10.
(Student Name)
Problem 1 Observations:
Student recognizes that subtraction means to Y / N
take away / subtraction results in a smaller
value than the starting value (the difference
will be less than the minuend).
Student modifies the visual representation to Y / N
represent the subtraction sentence by crossing
the out the appropriate number of apples.
Problem 2
Student recognizes that subtraction means to Y / N
take away / subtraction results in a smaller
value than the starting value (the difference
will be less than the minuend).
Student modifies the visual representation to Y / N
represent the subtraction sentence by crossing
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Summative Assessment
How will students demonstrate
mastery of the standard?
Note: This assessment does not have to
occur during/after this lesson but in
upcoming lessons.
Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
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the out the appropriate number of apples.
Word Problem Story Book
- At the end of this unit, students will create a word problem story book to demonstrate mastery of the
standard. The performance task will be similar to the task described in the “Subtraction Story
Activity” within this lesson. Students will use drawings or other medium to create one addition
story and one subtraction story. Once visuals are developed, students will work one-on-one with the
teacher to make sure their mathematical thinking is accurate and to create a written description of
their math sentence. The student will create their own 2-3 sentence narration for the story, and the
teacher will support in development and then write the story above or below the visual
representation. Assessments or other work completed towards this standard will be added as
additional pages in the book to create a type of portfolio.
Students will be assessed on:
- Understanding of addition as an operation (the sum will be greater than the addends)
- Understanding of subtraction as an operation (the difference will be less than the minuend)
- Ability to create or manipulate visual representations (drawings or objects) to support word
problems.
Procedures
Introduction
- Today’s lesson topic: Subtraction, or taking away, in word problems
Review: Addition in word problems
- What happens if we add 1 to a quantity? 2? What is happening to the total number?
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 ● Activate prior knowledge.
● Be sure students understand
procedures and instructions for the
lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in
different parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
independent practice, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
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- Questioning: What do you think happens if we take away one from a quantity?
- If I pick 3 apples and my brother picks 2 apples, how many apples do we have all together?
- How might we create a visual representation of this word problem?
Read: Ten Red Apples by Pat Hutchins
- Questioning: What was happening to the number of apples on each page of the story?
- If one of the animals had eaten 2 apples instead of 1, what would have happened?
- How was subtraction shown in the book? How might you represent this math problem visually?
Guided Practice
Subtraction Modeling
- Each student will need: 1 blue construction paper, 10 goldfish crackers (alternative: plastic fish,
other manipulatives)
- Ex: There are 6 fish swimming in the reef together. 1 fish went home to eat dinner. How many fish
are left at the reef?
o Students will have time to model the subtraction story on their paper with their fish crackers.
o Students will be asked to share their answers and how they figured it out.
o Repeat, creating different scenarios and increasing amount being subtracted.
o Note: Students who are taking away too many or too little fish. If many students are running
into this problem, go back to taking away 1 and make sure understanding is solid.
Independent Practice
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 ● Provide worthwhile
extensions. Subtraction Story Activity

● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting
or modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
- Students will use their construction paper and goldfish crackers (students may opt to use different
manipulatives or drawings) to create their own subtraction story.
- Students will share their story with a partner and work together to decide if it makes sense.
- The teacher will walk around and confer with students. Students will be asked to explain their story
and how their visual representation supports their work. If explanation doesn’t match visual
representation, use questioning to investigate the confusion and redirect thinking.
o What part of your story represents the minuend? What part represents the subtrahend?
o In what way does your visual representation support your story? How can we check to be
sure that it represents the story accurately?

Closing: Wrap-Up and Extension Closing

End the lesson with a final review of

key ideas and knowledge. This is
where you have students talk about Show and Tell
their thinking and share strategies with
- Students will have the opportunity to share the stories they created with neighbors.
the whole class. It’s important to name
- Promote students describing the connection between their story and the visual representation.
strategies and use academic vocabulary - Draw attention to students who use the same values in their stories and highlight differences in their
here, extending the lesson to broader visual representations.
ideas.

● Promote a community of
learners. Exit Ticket

● Listen actively and probe - Once students are ready, they will complete an exit ticket.
- Directions:
thinking without evaluating or
o Count how many apples are in the box.
telling them how you would do
o Cross out the number of apples being subtracted, or the second number in the subtraction
it.
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 Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional
Resources or Materials
- List and provide a brief rationale for
all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials the
teacher and students will use during
the lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on.
Supplies, Equipment and
Technology
- List all other supplies that need to be
available.
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sentence.
o Count how many apples are left over, or haven’t been crossed out, and write your answer in
the empty box.
- Dialog:
o Problem 1 – Teacher: “I picked 4 apples, and then I ate 1. How many did I have left?”
o Problem 2 – Teacher: “My brother picked 7 apples, and then he gave 3 to my mom so she
could make an apple pie. How many did he have left?”
Ten Red Apples by Pat Hutchins
- Children’s illustrated book that focuses on counting backwards from 10. Presents the concept to
students through literature and uses values that align with the standard.
Exit Ticket
- Will be used as formative assessment for students to demonstrate learning during this lesson.
Provides differentiation for striving students to demonstrate learning.
Construction paper
Manipulatives
Goldfish crackers
Drawing/coloring supplies
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