LESSON PLAN PART 1

Teacher(s): Afsheen Ali Date: February 24, 2017

Lesson Title: Content Area(s)/Grade Level:

Solving word problems Kindergarten/Math

Materials/Resources: Consider how they are appropriate for ELLs at various proficiency levels

Extension sheet, Elaboration Sheet, Task Cards, White board, Part-part whole chart and manipulative.

Extension sheet: the students with advanced and advanced high-level proficiency would be able to create
their own word problems. Through this they will be able to picture what they wrote and know if it makes
sense.

Elaboration sheet would help the students at Beginners and intermediate level, because they will draw
pictures to the word problems and recognize the words that relate with addition and subtraction signs.

The task cards are appropriate to use at all level of proficiency for ELLs.

I would incorporate technology to have examples of word problems so that students can have the visual
aspect of the story that I would tell them.

http://www.abcya.com/kindergarten_word_problems_add_to_10.htm
FOCUS (.75 pt)

Modification/accommodations:

The task cards will be made as necessary to meet with the students needs.

This website would engage the students with special needs in a word problem visually. This is the
accommodation I would make.

Prerequisite Skills: What prior knowledge do you expect students to have? E.g. vocabulary word

The students have an understanding of addition and subtraction methods, such as direct modeling and
counting on. Also, they have the basic understanding of story structure in text using the terms beginning,
middle, and end.

Words that student should already know prior to coming into kindergarten:
Tier 2: total, minus, add, equal, altogether
Tier 3: sum, solve, amount

Rationale: Why is it important for students to learn what you are teaching?

This lesson provides a foundation for students to build upon. By automatically relating a answer to an
addition problems, the student will also be able to estimate an answer to determine if the answer is
 correct or incorrect. The learned information will then be used to teach students more advanced math
skills. Addition and subtraction is a part of our everyday lives. We need to understand how to add in
order to engage with society effectively. We use addition and subtraction when dealing with money,
cooking, travel and time, among countless other daily experiences. Also, in real life situations reading,
writing and speaking is a way as we humans communicate our thoughts, therefore it is important to learn
how to do all that through techniques provided.

Content Objective: Language Objective:

Given 4 task cards, the students will be able to
use their understanding of story structure
(beginning, middle, end) to solve word problems
that include unknowns in the position of result
by getting 75% accuracy.
OBJECTIVES & STANDARDS (.75 pt)
Students will identify vocabulary words that are
related to addition or subtraction category that are
provided in the given text. Ex of words:
Words to use in the lesson. These words will be

used throughout the lesson, while the teacher

models and in individual practices.
Tier 2: minus, total, add, equal, addition, altogether
Tier 3: sum, difference, solve, amount, value

TEKS Standards: English Lang. Proficiency Standards (ELPS):

TEKS : Math K.3.B

c1C, c3B, c4I and c5F
111.2. Kindergarten, Adopted 2012.

(3) Number and operations. The student applies

mathematical process standards to develop an
understanding of addition and subtraction
situations in order to solve problems. The student
is expected to:

(B) solve word problems using objects and

drawings to find sums up to 10 and differences
within 10; and

Instructional Strategies
I would read a short story that has Beginning, middle and end. Ex: story about a puppy that digs a hole There
is a puppy name daisy, daisy digs a hole and gets mud on her fur. She then runs around and gets other people
muddy. At last, daisys owner takes her in to take a bath because she needs to clean herself up
Teacher ask What happened in the beginning of this story? Middle? and end? Students answer then the
teacher will say "in this short little story about puppy who can dig a whole, had a beginning, middle and a end.
Any stories that we read, they have a beginning, middle, and end. Similarly, Math word problems are like
stories because they also have a beginning, middle, and end. Today you will work on reading the word
problems and you will solve it.
By the end of this lesson you will be able to solve word problems that needs a result. You will be the one to find
the end of the story.
PURPOSE:
It is important to learn how to do the math word problems because it will help you to think critically and you
will be able to apply it in real life. If someone actually gives you something or you give someone something,
you would be applying addition and subtraction in your everyday life. Subtraction and addition is a part of our
everyday lives. We need to understand how to subtract or add in order to engage with society effectively. We
use subtraction and addition when dealing with money, cooking, travel and time, among countless other daily
experiences

Modification/accommodations:
Product: the students will show their work of how they solve their math problems through the task
cards on their paper.
Environment: the students will be working in a small group table with the teacher. If a large group of
students then I would have the all the students come down to the carpet and make a big round circle
where all the students could hear the story and apply it on their part-part whole chart.
Content: if there are students that are on different level, ex: higher level thinking students will be
provided with extension activity for individual work. Lower thinking level students will be working with
the teacher step by step.
Process: the students will be using the schema diagram of part-part whole to find the unknown.

Guided Practice (We-do) 1.5 pts: Provides explanations, demonstrations, and model what the students will do
during this guided practice. Provides opportunities for students to practice content and language skills while
receiving feedback and support.
The students would work independently as needed and then move on to group work if required.
Lets begin with our lesson for today! I will tell you a story and I want to you all to listen carefully and
answer my questions as I ask.
I would make a story that has a beginning, middle and we need to find the end. There are 4 frogs in the
pond, 2 jumped out. How many frogs are remaining in the pond. I will use manipulatives to model this
figure. (using a part-part whole chart with counters)

I will give another story, which will involve addition.

(Students name) had 6 jelly beans. (new students name) gave her two more for being friendly. How
many does (students name) have now in total? I will use manipulatives to model this figure.

Lets do it together. I will pass out manipulatives to the students and they will model the word problem as
I did earlier.

I have 5 marbles, but I gave two to my friend. How many marbles am I left with? Teacher restate
question as What is the difference? (Students will model independently with the teacher on part-part
whole worksheet and the students will write number sentence their on their notebook paper/composition
book.)
 Another example:
Each student in this class has 1 pencil. I gave two more pencils to each student. What would be total
each student in this class would have? (in other words, you have 1 pencil and I gave two more, how
much you have now?) the teacher would model this problem and the students will count their total
pencils and write it down on their notebook paper/composition books.

- this activity would guide the ELLs at all levels to understand the concept and learn how to form
sentences using new vocab words. Also, strategies that would benefit the ELLs are hands-on activity
through the use of manipulatives and making a picture In mind with the stories.

ELABORATION:
If the students lack on adding correctly or subtracting, I would then take a step back and work on how to count
at the concrete level.

I will provide a worksheet that will have a number and + or - sign with pictures and just practice with the
students to count. Ex: ( 3 + ****) = _____

Modification/accommodations:
Precise language: using this throughout the lesson, ex: do we add or subtract?, total or altogether.
repeated language: I would keep the language same when asking questions and repeat the students
answer.
Manipulative: I will use counters while modeling and have the students use objects and draw on their
paper.
Modeling: I will show multiple examples of a word problem and how to solve before the independent
practice
Student explains : I will ask questions that the student would have to explain why they choose that
particular answer ex: How do you know if we need to subtract or add?

Independent Practice
Independently students will be provided with four task cards and on another notebook sheet/composition sheet,
the students will write down the task card number and the answer to the problem with their work. (Write in a
number sentence)
The students would practice writing the answer in a number sentence that way they would improve in their
writing skills. The students would read the task card (worked in groups) each student turn by turn would read
the task cards out loud and all together would try to picture it and solve the problem. If needed to work
independently then the students would read silently and answer the question with all work shown.

Assessment (1.5pt): This is where you assess your students knowledge of what you have taught them in the
teaching procedures. Have they mastered the skills indicated in the content and language objectives?
* Be sure to indicated what your targeted levels of language proficiency are: you should MODIFY your
assessments for each of the 4 levels included in the ELPS, but especially Beginning & Intermediate.
It should be scripted and written step-by-step. You may begin each step with Students/teachers will
REMEMBER!!!
Through the responses during the discussion the teacher can assess the understanding of the classroom
and individual students of the purpose of the assignment.
The teacher can look to whether they are aware of how their hypothesis ties into typical scientific
experimentswhether formal or informal.
Based on the language proficiency of the student, the teacher will look for a certain development of their
responses in what they are able to explain.
The teacher can also questions such as:
o Which plant did you expect to grow the highest?
o Which plant grew the tallest?
o Which plant grew the least?
o What were the steps you took to complete this experiment?

Students will be assessed through the task cards that will be provided at the end. The students can earn
total of 16 points, which equals to 100%.
1 point for correct answer, 1 point for correct computation skill used ex( + or -) , 1 point for schema
diagrams used correctly , .5 point for using a number sentence and .5 for drawing the manipulative.

Assessment:
The teachers will pas out the task cards to the students. Individually the students will answer the questions that
are on the task cards on their notebook. The modifications will be made on the task cards. These task cards could
be used for all levels of proficiency. The lesson focus is on for intermediate and beginning students.

Beginning:
The task cards are written in a simple language with basic words to answer the question. These students may
work with a partner to understand the language.
Intermediate:
These students would be easily be able to use the task cards and solve the problem
Advanced:
These students would answer the task cards question and given the opportunity to create their own question and
solve them.
Advanced High:
These students would complete the task cards as an assessment and the questions format would in the use of little
more difficulty because it is based on for beginning and intermediate students. The students would also be given
opportunity to create their own math question and solve it.
Closure/Reinforcement Activity (2 pts): How will I provide opportunities for the students to use the language,
skills and knowledge gained?
REMEMBER!!!
The students can use the knowledge theyve learned in the process of a science experiment in their
creation and completion of future science experiments.

You all have done wonderful work. It was nice to see how some of you were working well in groups and helping
your class out. Lets do a quick review, (students name) what is the story structure?/ what does a story include?
Beginning, middle and end. Excellent! Stories have a beginning, middle and end. Now do the math word
problems have beginning, middle and a end? Yes!. How do we know if we need to subtract or add? It will tell in
the story that if something is being removed or added. Great work everyone! You all understand how word
problems are worked. You will be able to apply addition and subtraction in you everyday life. Today we covered
the result of an unknown that means finding the result of the end. You solved the problems that had the missing
end which was unknown to us. Tomorrow we will learn another part of the word problem that will be the
change, unknown that means finding the middle part of the story.

EVALUATION/ANALYSIS OF LESSON
Directions: Reread your lesson plan critically and answer the following questions. For questions 3-6, provide
evidence by highlighting this is your lesson plan using the colors indicated. The points are not necessarily for
answering the questions below, but that these are evidenced in your lesson plan.

1. How do I know that my content and language objectives are appropriate and formatted properly? .25 point

My content objectives are for all of my students while my language objectives are particular to what I am looking
for from my ELLs in showing a progression in their English language progression.

2. Do I have TEKS and ELPS listed and are they appropriate for the lesson plan? How do I know this? .25
point

The TEKS and ELPS directly correlate with the objectives I hope to cover in this lesson and therefore I know
they are appropriate.

3. In what ways did I make my lesson comprehensible for ELLs at the various levels of proficiency (i.e.
instruction strategies used)? .5 point

4. How did I increase higher order thinking skills (i.e. kinds of questions asked based on Blooms Taxonomy)? .5
point

5. How do I increase interaction so that ELLs are learning from their peers (i.e. grouping/cooperative learning
considerations)? .5 point

6. In what ways did I assess the content and language objectives for students at varying proficiency levels? .5
point
 Resources

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/37197

http://www.amathsdictionaryforkids.com/dictionary.html

http://www.mathematicshed.com/uploads/1/2/5/7/12572836/cutandstickmaths.pdf

http://www4.uwm.edu/cclm/PDFs/KOA2-CCLM-gonzalesdobbe.pdf