Teacher Education Lesson Plan Template

Teacher: Abigail May

Date: March 25, 2015

Title of Lesson: Adding

Cooperating Teacher: Cynthia Johnson

Core Components
Subject, Content Area, or Topic
Math
Student Population

18 kindergarteners
Learning Objectives
K.6 The student will model adding, using up to 10 concrete objects.

Daily Objective

Students will understand what the symbol + means in math, that adding means putting
numbers together, and how to recognize a number sentence.
Virginia Essential Knowledge and Skills

Understand that addition means putting things together

VDOE Technology Standards
Not applicable
English Language Proficiency Standards (ELPS)
COGNITIVE LEVELS
Remember - Recall previously learned Information = R
Understand - Demonstrating an understanding of the facts; explaining ideas or concepts = U
Apply - Using information in another familiar situation = AP
Analyze - Breaking information into parts to explore understandings and relationships = AZ
Evaluate - Justifying a decision or course of action = E
Create - Generating new ideas, products, or ways of viewing things = C
IT IS ESSENTIAL THAT YOUR CONTENT, INSTRUCTIONAL, AND ASSESSMENT ARE
ALIGNED
Materials/Resources
Reckenreck
Tens frames powerpoint (on computer)
Chalk board
Math buckets (tens frames cards, blocks)
Instructional Strategies
MARZANOS HIGH YIELD INSTRUCTIONAL STRATEGIES
_X__ Identifying Similarities & Differences
___ Summarizing & Note Taking
_X__ Reinforcing Efforts & Providing Recognition
_X__ Homework & Practice
_X__ Nonlinguistic Representations
_X__ Cooperative Learning

___ Setting Goals & Providing Feedback

___ Generating & Testing Hypothesis
_X__ Questions, Cues, & Advanced Organizers
Time
(min.)
5-10

1
3

Process Components
Math Talk
Have students get reckenrecks and have students make nine, fourteen, and eight.
Write number sentences using the answers students give. Call on students per
number.
*Anticipatory Set
Have students go to their table and put the math box (reckenreck) on their table. Tell
students to talk with a neighbor about adding. Call on three or four students to tell you
what they remember.
*State the Objectives (grade-level terms)
We are going to be doing some more adding using tens frames and looking at number
sentences.
*Instructional Input or Procedure
I want you to open your math box and get out your tens frame and your blocks. When
you have them out, close the box and take your two things with you to the carpet. I
dont want you to make the first one until I tell you.
*Modeling
Pull up power point with tens frames. Take out blocks and make the equation with the
blocks. Go through power point and fill in tens frame as you progress.

Through
out

*Check for Understanding

Call on students and have them help answer questions at the end.

*Guided Practice-U, AP, E, R, C

Go to the next slide. Tell students to put the first number in blocks on the tens frame.
Progress through the power point and ask What do I need if I want add these
numbers? Show next number and have students put the next number in blocks on
the tens frame. Show students how you can put them together to put the numbers
together.
*Independent Practice

Go through four or five slides and let students put the blocks on the frame.
Have a couple students show you how they did it.
Assessment
Students will be assessed on a worksheet done during small group time.
2

*Closure
Have students go back to their tables and put materials back in the box. Show a
number sentence and have students tell you what it is called.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Visual learners will benefit from the anchor charts. Kinesthetic learners will benefit from the hands on activity of
making the numbers on tens frames.

Classroom Management Issues (optional)

Remind students how to sit on carpet.
Have students clip down for misbehavior and clip up for good behavior.

Clap method to get student attention.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.