Marissa Sheffield

October 8, 2014
EDC 430

Lesson Plan

Subject: Math
Grade: Kindergarten
Time Frame: 9:30 10:30
Unit 2 Lesson 3: Family Math Stories
Objectives:

After students have engaged in a conversation, participated in a skit, observed a scenario,

and completed a worksheet, students will be able to
o Understand concepts of addition and subtraction
Tell the difference between the two (know what one is)
Identify number partners (at least 3 correctly)
Answer questions (at least 2 correctly)
o Identify numbers 6 10 (at least 2 correctly)
o Count how many objects are in each group (at least 6 correctly)
o Create their own groups for numbers 6-10 using dots (at least 4 correctly)

Standards:

Mathematical Practice
o CC.K.CC.4a
When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number
name with one and only one object.
o CC.K.CC.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 1-20, count out that
many objects.
o CC.K.OA.1

Represent addition and subtraction with objects, fingers, mental images,

drawings, sounds (e.g. claps), acting out situations, verbal explanations,
expressions, or equations.
Mathematical Content
o CC.K-12.MP.1
Make sense of problems and persevere in solving them.
o CC.K-12.MP.6
Attend to precision.
o CC.K-12.MP.7
Look for and make use of structure.

Materials:

Carpet
Tables
Chairs
Small square table
Pencils
Plates
Spoons

Forks
Cups
Doc Camera
Granola bars
Oatmeal
White board
Dry erase markers

Calendar
Number Charts
Pointer
Number parade
Computer

Procedure:

Students will be getting own with ELA

All asked to sit on carpet quietly
Will do math warm up
o Calendar, days of week song
o Season and weather chart
o Days in school (tally chart, math equation, number chart, dot chart)
o Counting by 10s and 5s
o Number parade
o Fast finger counting (hands and instruments)
o 5 group counting (number parade, with hands(state partners))
o 1-10 flashcards (number and dot side)
Will be telling a math story about dinner and to listen carefully to my story as I draw out
what Im saying on the whiteboard
When down, students will answer math questions about my story
o Comprehension, counting, adding and subtracting

After answering questions, students asked to go back to their seats and put head down
and close eyes until told otherwise
o As doing this will be setting up table in front of room
Tell them to open their eyes and that we will be acting out a dinner scene
o Will use sticks to call people up to participate
As acting things out students will be answering addition and subtraction questions
o Will reference the number partners when adding
Once done students will be asked to quietly return to their seats walking quietly
I will ask all students to look up at me as I do another demonstration with addition and
subtraction questions following each action
o Will reference the number partners when adding
After done, all students will be asked to make their way to the carpet
We will discuss that we just created and acted out math stories and questions about
family dinners
Then if time allows, I will set up the doc camera and show what we will be doing next
o Other adult in room will pass out the worksheets as I explain them
After explanation, students will walk to seats and do what was asked of them
o Will write name then put pencil in air waiting for further directions
o When I say will set pencils down and follow my directions
o Will be doing worksheet with them (pg 47)
Model and do first one together
Ask what first number is, then count each group making sure to put
mark in each one have counted, will circle and cross out certain
ones
Then ask what next number is, I will tell them to count each group and
circle and cross out what they need to, I will walk around to help them,
then come back altogether and check work
Continue this process for the rest
o Will be doing worksheet with them (pg 48)
Model and do first together
Ask what number it is, count as make each dot, last number said is
how many dots I have
Then ask what next number is, once said, they will create their
arrangements of dots, as I walk around and check work
Will repeat this process for the rest
Once down with worksheet, place papers in center of table, and walk to carpet for
explanation of what just did
Then time for them to go to lunch

Accommodations/Extensions:

I will make accommodations for those who are struggling. For example, if a student
doesnt understand a concept and doesnt answer a question when the whole class does, I
will call on this student only to answer the question. If he/she still doesnt know it, I or
the class will state the answer, and then I will ask that same child to repeat what was just
said. It is important that the child always answers the question no matter how he/she
went about getting the answer. I will provide a lot of examples with each concept and
make sure that I relate each concept to the students lives.
During centers (if there is time) I can extend what the children have been learning about.
I can create activities, worksheets, and fun games for all children. Sometimes a center
can be for those who are struggling or can be for those who are advanced. Depending on
whos at the center I can make it easier or more challenging. I will make sure to engage
in conversation throughout the day with my students about what we are learning and
helping them to make connections from other subject areas and from real life experiences
in order to help them to remember the material and understand it better. If there is any
extra time during the day I can read more stories to the children pertaining to the topics
taught.

Closing:

I will close each section of the lesson by restating what it was that we just did and what
we just learned. I will state why we had to learn those things, and ask students to restate
what I said.

Transitions:

Students will be just getting down with ELA. They will have listened to a letter song.
When the song is finished, students will be asked to quietly make their way to the carpet.
Students will be asked to walk to their seats quietly and to sit down after the whole group
demonstration of a math story. This will give me time to set up a table for a
demonstration of a math story.
If time allows, students will be asked to walk to the carpet quietly after the
demonstration. We will have a short conversation discussing what we just learned. Then
I will show the worksheet on the doc camera and explain what we will be doing next.
After being shown what to do, students will be asked to walk to their seats quietly and
begin their work.

Assessments:

I will assess students through careful observations. I will make sure that they are hitting
each of the objectives for each section of the lesson. I will make sure they are able to:
o Understand concepts of addition and subtraction

 Tell the difference between the two (know what one is)
Identify number partners (at least 3 correctly)
Answer questions (at least 2 correctly)
o Identify numbers 6 10 (at least 2 correctly)
o Count how many objects are in each group (at least 6 correctly)
o Create their own groups for numbers 6-10 using dots (at least 4 correctly)
My assessment will be aligned to each objective. I will call on students to answer
questions, ask them to answer questions all together, ask them to repeat things after me,
and ask them to say things along with me. I will take mental notes on who answered
questions and who just sat there. I write these mental notes down later. I will make sure
that I make connections as often as possible from here on out with the material taught.
Also, as students do their worksheet, I will walk around the classroom checking each
students work. I will help those who need it, and take mental notes of those who did need
a lot of help and write these mental notes down at a later time.