5ES MATHEMATICS K-12 LESSON PLANNER

The 5 E’s Model for the teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process.
Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the lesson design.
Lesson Title: Addition within 20 (Mini-Lesson)

Teacher: D. Clark

Standards: 2.OA Operations and Algebraic Thinking. 2.OA.B.2 Fluently add and subtract within 20.

Objectives:
Students will fluently add and subtract within 20.

Essential Question:
How can I add and subtract within 20?

Materials Needed:

 Envision Mathbook
 Interwrite board/projector
 Math Journal
 Classroom computers
 Pencils

Time Frame Questions for Planning

60 5 Es
Lesson Planning Notes

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 Engagement
Engagement (Individual, Small Group or Whole Group Work)
Common Core Standards:
  2.OA.B.2 Fluently add and subtract within 20 using
mental strategies. By end of Grade 2, know from memory all
sums
of two one-digit numbers.
  2.OA.B Operations and Algebraic thinking.
Opening:
 Hi boys and girls! Welcome to math class today! Please put your
listening ears on (I will call each row to join me on the rug).
Students will bring their volume 1 math book. I will ask the
students to bring math journals to the carpet and any homework
they completed.
 I will draw a T chart on the board and ask students to turn to a
clean piece of paper in math journals and draw a T chart as well.
 I will ask students to put addition at the top of one side and
subtraction on the other.
 I will ask if students have thought about what words they see in
math word problems that tell them to add or subtract.(A-more
than, less than, total, all together, difference, fewer, equal, take
away)
 I will have one student read the essential question
 I will instruct students to math centers.
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Lesson readiness:
❑ What data indicates that students are ready for this lesson? (
1c:Balance; Suitability for Diverse Learners)
Where does this lesson fall in the sequence of learning? ( 1c:
❑
Value, Sequence, and Alignment)
❑ How are the concept outcomes connected to previous and future
learning? ( 1c: Value, Sequence, and Alignment)
❑ How does this lesson align to the progression of this unit? ( 1e:
Lesson and Unit Structure)
❑ How can I connect students’ enduring understanding of concept to
other concepts/concepts to other disciplines? What are the
essential questions?(1c Value sequence and alignment)
NOTES:
Objective ( 1c:Clarity)
Is the objective:
❑ Measurable (What will the students learn?)
❑ Written with verbs for expectations of high levels of rigor
❑ Written as an outcome-not an activity
❑ Specific, doable, assessable in the allotted time (How will I assess
student knowledge?)
Concept Development:
❑ How can I set up learning activities to aid students in learning the
new mathematics in multiple ways with multiple representations? (
1c: Balance)
❑ What questions do I ask if students have difficulty getting started?
What questions do I ask to advance thinking? (1c: Suitability for
Diverse Learners)
❑ How will this experience help students develop proficiency with
one or more of the course standards? (1c Value sequence and
alignment)
NOTES:
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 Exploration Exploration (Math Centers) 15 mins each
Independent Work
 Students will complete pages 57-58 in envision workbooks
independently. These pages contain various word problems
pertaining to addition and subtraction.
Technology
 Students will log on to starfall.com-mathematics-word
problems that allow them to add and subtract within 20.
Students will practice solving addition and subtraction word
problems.
Small Group (With Ms. Clark)
 Below Grade Level: We will practice working with a number
line to solve single digit addition and subtraction problems.
Students will bring their math journals and pencils to the
kidney table. I will write five problems on the board and
instruct students to complete them. When students are done,
we will work together to check their answers.
 On Grade Level: We will practice working on solve addition
and subtraction problems within 20. Students will bring their
math journal and a pencil to the kidney table. They will write
down 8 problems from the board and work together to solve
them. I will encourage students to use various strategies to
solve.
 Above Grade Level: We will practice solving double digit
addition and subtraction problems. Students will bring their
math journal and a pencil to the carpet. I will write three
problems on the board for them to review and solve. We will
review the problems together and I will assist them with
underlining key words in the problems.
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Learning Activity:
How does the clear and sequenced activity:
❑ Engage students and advance them through the content? (1e:
Lesson and Unit Structure)
❑ Support instructional outcomes and reflect important concepts?
(1e: Lesson and Unit Structure)
❑ Provide a variety of appropriately challenging materials and
resources to advance student learning of the concept
understanding and meet the differentiated needs of students in the
class? (1e: Instructional Materials/Resources; 1c Suitability for
Diverse Learners)
❑ Provide assessing and advancing questions that will develop
understanding of the concept? (1e: Lesson and Unit Structure)
❑ Provide models and/or tools that will help students advance their
understanding of the concept? (How will misconceptions be
addressed?) (1e: Lesson and Unit Structure)
❑ Help students develop proficiency with one or more of the
Mathematical Practices?
NOTES:
 Engaging the students in the learning process and
connecting this lesson to their lives will help them
understand that addition and subtraction are important
concepts which are used in their lives each day.
Student Groups:
How will student groups:
❑ Be formed to intentionally support and advance student learning?
❑ Be expected to work together?
❑ Use appropriate technology?
❑ Be scaffolded to help students develop proficiency with one or
more of the course standards? (1c Value sequence and alignment)
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 Explanation Explanation (Whole Class/Student Response)

Guided Reading:(15 min)

I will ask students to turn to pages 54-55. I will explain to students
that we will work together to solve problems.

I will call on a student to read #1. I will ask students to take think time
and reread #1. I will then have students circle words and numbers
that tell them how they will set up the equation.

I will remind students to remember vocal as we discussed.

I will call on students to explain how they got their answers.

I will ask the following guided questions:

 When would you use a math word problem in real life?
 Why is it important to understand how to solve math word
problems?
 What information do you need to solve a math word problem?

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 Elaboration (Develop Flexibility and Fluidity: Explicit Teaching/Guided
Elaboration Practice)
 I will call students back to their desks.
 I will tell students tomorrow we will be solving problems using
3 addends.
 I will ask students to turn and talk and explain to their
neighbor strategies they would use to solve a word problem
with 3 addends.
 I will facilitate the discussion.
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Concept Explanations:
❑ Engage students to clarify misconceptions and errors. What
questions can I provide to aid students in correcting
misconceptions? (1e: Lesson and Unit Structure)
❑ Encourage students to explain their observations and findings in
their own words. (1c:Clarity)
❑ Facilitate clarification of new vocabulary. What strategies and tools
will I use to help students actively formulate new vocabulary? (1e:
Instructional materials and resources)
NOTES:
.
What open ended questions will I ask to:
❑ Promote higher order thinking and to assess student learning of
the concept?
❑ Advance student learning?
❑ Clear misconceptions?
NOTES:
 Go over the essential questions and make use of these
questions to proceed to the higher level of understanding.
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 Flexibility and Fluidity:

❑ What new experiences will I provide for students to expand their

understanding and connect to real-world situations and other
disciplines? (1c: Suitability for Diverse Learners)

❑ What scaffolding and modeling will I use to aid students in

extending and explaining concepts being explored? (1e:
Instructional Materials and Resources)

❑ What questions will I ask students to encourage them to apply

concepts and skills to new situations? (1e: Learning Activities;
Instructional Materials; Lesson and Unit Structure)

❑ How will I aid students in linking mathematical vocabulary to

present and future concepts? (1e: Learning Activities)

NOTES: The use of modeling and manipulatives in this lesson will help
the students understand the importance of a number line when adding
or subtracting.

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 Evaluation Evaluation Evaluation (1e:Lesson and Unit Structure)

Closing:
 I will write the problem “If Sam has 3 apples, Diego has 2
apples, and Kesha has 5 apples how many apples do they
have all together?
 I will give students a sticky and tell them to write their name
and answer on the sticky for an exit ticket and stick on the
exit ticket parking lot.
❑ How will evidence be collected to determine that the students have
attained the learning objectives?
❑ How will evidence be used to inform instructional decisions?
❑ How will I examine students’ work and identify needs to plan future
instruction?
❑ How and when will I provide extensive feedback to address growth
towards understanding?
❑ What is my timeframe for providing feedback to students with
useful information to adjust their current learning approaches and
take ownership of their learning?

NOTES: The result of this assessment will give me an idea of where I

need to begin by lesson for the next day. If all students score a 90 or
above, then I know that I can continue with the next day’s lesson. If I
did not meet this goal, then I know that I need to back up re-teach this
concept for another day. If some of my students understood the
assessment but not all of them, I will pull the students into small
groups to differentiate my lesson.

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 Reflection Lesson Reflection:
❑ As you reflect on the lesson, were the students cognitively
engaged in the work? How do you know?
❑ Did the students learn what you expected them to learn? How do
you know? If you do not know at this point, when will you know,
and what will be the evidence of their learning?
❑ How did the instructional strategies and activities you chose
support student learning?
❑ What have you done to promote a culture for learning in your
classroom?
❑ Did you alter your lesson plan or adjust your outcomes as you
taught the lesson? If so, how, and for what reason did you make
these adjustments?
❑ If you had the opportunity to teach this lesson again to the same
group of students, what would you do differently?
❑ Are there any other things that you would like to share about this
lesson?
NOTES:

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