Math (signs)

Author:MichaelGutierrez
Datecreated:01/06/20151:04PMPDTDatemodified:01/10/20152:05PMPDT

UseAPAStyleFormatForInTextCitationsAndFullReferences(Publications,WebResources,LessonsPlansEtc.)And
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VITALINFORMATION
Subject(s) Life Skills, Mathematics

Topic/Unit of Study & Time Adding and subtracting/using the correct sign to solve a problem
Allotment

Grade/Level Kindergarten

Objective Students will understand specific vocabulary words that are associated with addition and subtraction problems (altogether,
add, take away, subtract, minus). With this knowledge they will solve math problems that are related to real life experiences
(buying food, earning money for jobs, etc.).

Summary

IMPLEMENTATION
W (Where, Why & What)
Students will become familiar with specific vocabulary used in addition and subtraction problems and understand which
sign is needed to solve different problems. They will also gain some valuable experience pertaining to life skills through
specific activities (shopping, adding your hour of work, student store, etc). They will also learn to count using objects and
when given a specific number they will represent that number with the right amount of objects.

K.OA.A.1 Operations & Algebraic Thinking

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

1. Represent addition and subtraction with objects, fingers, mental images, drawings 1, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.

K.CC.B.5 Counting & Cardinality

Count to tell the number of objects.

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 120, count out that many objects.

H (Hooked & Hold) The classroom will be set up like a grocery store. Ask students, "Who likes to go grocery shopping?" Today we have five
dollars to spend to buy a few things for lunch. So let's like through these shopping ads and find somethings you would like for
lunch.

E (Explore & Experience) Let the students walk around the classroom and see everything that is available for them. Model: first, pick your food
products, second, stand in line to pay for your stuff, third, figure out if you have enough money to pay for the things you
choose.

R (Rethink, Revise & Refine) During the activity see how the students are interacting with everything. Check to see if they understand what is expected of
them. After the activity, see who was able to complete the task and evaluate what might need to be changed for those that
struggled.

E (Evaluate) From the observations gathered, see what can be adjusted for students to be successful. Should this be a group project,
should there be less materials available and so forth. Ask the students what they thought about this activity and take that
information and incorporate it into the activity.

T (Tailored) Provide verbal instruction and visual instructions. Provide those that need more help with a partner or an aide. Keep things
simple and then once one thing is mastered make adjustments to challenge each student.

O (Organized)

MATERIALSANDRESOURCES
Instructional Resources
Resources
Materials and resources:
Cash register, grocery bags, ads, calculators, paper and pencils, play money, video about shopping, real products
(empty chip containers, juice, etc)

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STANDARDS&ASSESSMENT
Standards CA- California K-12 Academic Content Standards
Subject: Mathematics
Grade: KindergartenBy the end of kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment.
They count, compare, describe and sort objects, and develop a sense of properties and patterns.
Area: Number Sense
Sub-Strand 2.0: Students understand and describe simple additions and subtractions:
Standard 2.1 (Key Standard): Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that
are each less than 10).

Area: Mathematical Reasoning

Sub-Strand 1.0: Students make decisions about how to set up a problem:
Standard 1.1: Determine the approach, materials, and strategies to be used.

Standard 1.2: Use tools and strategies, such as manipulatives or sketches, to model problems.

Assessment/Rubrics Teacher created tests, work samples, group work, observations

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