Common Core Aligned Lesson Plan Template

Subject(s): Mathematics
Teacher(s): Lindsey, Ben, and Julie

Grade: Kindergarten
School: Kennedy Elementary

Date: 4/5/16

Part I GOALS AND STANDARDS

1. Common Core Learning Standard(s) Addressed:

CCSS.MATH.CONTENT.K.OA.A.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by
using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

N/A

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

After analyzing examples and nonexamples of creating a desired sum, students

will construct and analyze their own equations.

Blooms Taxonomy: Analyze

STUDENT-FRIENDLY
TRANSLATION

I can understand how to add two

numbers in different ways.

4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish the
goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

Students will use mathematical vocabulary to express equations. For example, they will say five plus three equals
eight using the frame:
___ + ____ =

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real
world? Why are these outcomes essential for future learning?)
Students will make connections between different ways of achieving a desired sum
of numbers. They will understand that symbols stand for different amounts, and
adding them together causes them to get bigger. This is important for basic
mathematics needs for everyday life, including knowing how much your grocery bill
will be, or collecting a desired sum of objects.

6. Essential Questions:
How can you be a community helper?
How can decomposing numbers help you be a better community helper?
How can math help you be a community helper?

STUDENT-FRIENDLY
TRANSLATION

I can use these math facts to

help me count objects, and
understand how to get a desired
amount of objects.

Part II STUDENTS INFORMATION

7.

Total Number: 21 Students

EL/Special Needs: Special Needs: 2 IEPs - Full Speech & Share Speech. Students designated as ELs: 10 Written record EL Learners. 9 students
identified by the teacher with no written EL record. Of total population 97% ELs in the class and only 50% with documentation
Linguistic: 19 Spanish Speaking Families & 2 English Speaking families.
Cultural/Health: 2 families with drugs history in family, 7 Parents are new to the country, 6 Parents have been around but not born here.
Physical: N/A
Social: 1 Recent Divorce
Emotional: 3 students have demonstrate sensitive emotions. Of the 3, one has a tendency to walk away when they feel as though things are not going
their way. Another has a tendency to disobey commands when he is upset. He will plainly refuse to listen when he is upset. Last student tends to cry
easily when he is in trouble or feels as if he is wrong.
Interests/Aspirations:
EVERYTHING (Kinder)
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

Students may have difficulty with staying on task during the independent application, and with understanding the task
at hand.
Students may not understand the terms, club, common, equation.
Students may not find relevancy in using the firefighters and policeman for manipulatives.
Students emotional level may make them frustrated if they are unable to determine the groupings in the beginning
activity.
Part III - LESSON ADAPTATIONS
7. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)
I will model on the document camera the applicational piece, so students know exactly what to do independently. As

students are on the rug, I will tell them they will be the judges if the equation goes into the club or not. This is give
them a job to do, a focus to have, and engage them.
I will frontload students with vocabulary that may be unfamiliar for them,giving them context for our lesson.
I will briefly introduce the firemen and policemen,explaining that we have been learning about these community
helpers, and today they are going to help us in a special way.
I will make sure I monitor student learning and progress towards determining the groupings, and scaffold learning in an
appropriate manner dependent on the situation. This will look like modeling more examples if needed, and assisting
students in discovering the groupings.

8. 21st Century Skills Circle all that are applicable

Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:

Students will use communication to express their ideas to the large group. They will be using a mathematical equation
frame ( ___ + ___ = ) , to support their language development, and communicate their ideas clearly. Critical thinking
will be used to determine other methods of creating a desired sum, including reversibility of numbers. This includes
the idea that since 3 + 5 = 8, we know 5+ 3= 8. Critical thinking will additionally be used through concept attainment,
as students will be discovering what the club is for the equations being shown. The students will use collaboration to
assist one another in discovering the club, or in sharing what they believe the club is.

9. Technology - How will you incorporate technology into your lesson?

I will use the document camera when displaying the assessment portion of the activity, modeling for them exactly
what we will be doing.
Part IV - ASSESSMENT OF STUDENT LEARNING
10.
Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
Formative assessment 1: As we are on the carpet, I will observe students that are responding to the questions in our
group, through determining examples and nonexamples of our club, or creating equations to participate.

DOK 3: Strategic thinking/ reasoning

Formative assessment 2: Students will apply knowledge learned to another application, this time independently
constructing different methods of adding 10 objects. Students will use cutouts of firemen and policemen, just like the
ones used earlier, to model how to add different amounts to equal the sum of 10. They will then write the equation
below using number representation.

DOK 3: Strategic thinking/ reasoning

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

Comp
onent

Ten
Studen Studen
Frame t does t
s
not fill compl
either
etes
ten
one
frame
ten
with
frame
images succes
.
sfully,
with
the
second
not
compl
etely

3
Studen
t fills
out
two
ten
frames
with
each
box
filled.
For
examp
le,
every
box

done.

has an
image
in it.

Mathe
matic
al
Equati
on

Studen
t has
two or
more
equati
ons
that
are
incorre
ctly
stated.

Studen
t has
one
equati
on that
is
incorre
ctly
stated.

Studen
t
create
s an
accura
te
equati
on,
depicti
ng
math
facts
accura
tely.
For
examp
le,
5+5=1
0.

Image
to
Equati
on
Accur
acy
( Cons
istent
betwe
en the
two)

Studen
t
incorre
ctly
corres
ponds
two or
more
questi
ons
regardi
ng
image
and

Studen
t
incorre
ctly
corres
ponds
equati
on
with
image
in one
questi
on. For
examp

Studen
t
correct
ly
labels
the
sets of
numbe
r
adding
to 10,
and
accura
tely

equati
on.

le,
they
constr
uct the
image
with 6
fireme
n and
4
police
men,
but
write
the
equati
on
5+5=1
0.

corres
ponds
the
image
and
numbe
r. For
examp
le,
their
equati
on
reads
5+5=1
0, and
their
image
depicts
5
fireme
n and
5
police
officer
s.

Part V - INSTRUCTIONAL PROCEDURE

11.
Instructional Method: Circle one Direct Instruction
Learning

Inquiry - Concept attainment

Cooperative

12.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

poster board
fireman cut outs (laminated)
police man cut outs ( laminated)
glue
marker (expo and sharpie)
crayons
pencils
Worksheets
Fireman cut outs
Policeman cut outs

13.
Procedure (Include estimated times. Please write a detailed procedure, including questions that you
are planning to ask.):
OPEN:

We will begin with all students on the rug, facing me in the front. I will have a large poster board displayed, with 30 cut
out firemen and police officers at the bottom. I will have a T chart drawn, with a YES column, and a NO column
(Marzano Instructional Strategy: Identifying similarities and differences). First, I will explain to students that
today we have a special group of community helpers joining us today. These helpers are going to help us do
some math. Lets count how many helpers we have. Then, I will point to the T chart and explain, I have a
secret club I have created, and I want to see if you can figure out who belongs in the club. The members
all have something in common. What does it mean to have something in common? It means they have

something that is the same. For example, ___ and ____ have something in common today- they are both
wearing a blue shirt! Okay, I am going to do some math problems now and I need everyone to pay close
attention. Im going to tell you if my problems are in the secret club or not. Then, you are going to get a
chance to try to get an equation into the secret club too.

BODY:
First, I will take 3 firemen and 5 police officers, and place them on the T chart under YES, in the form of ___ + ____ =. .
As a class, we will count the fireman, and then the policemen. Then, I will ask the students what that equals. We will
count together and say out loud, 3+5=8. I will then write the equation to the poster board in the YES column under
the community helpers. This will draw an immediate relation to the number 3, and the 3 firemen, and the number 5,
and the 5 firefighters. Students will then come up when I call on them, and create an equation using our community
helpers. Once they are done, I will assist the class in saying the equation out loud, for example, 3+5=8. I will tell the
students again the equation belongs in the YES column. Then, I will model with the cut outs 3 firemen and 6 police
officers. This equation is not in my secret club, does anyone have any guesses why not? Then, I will write
the equation in my NO column with the cut outs directly above it. I will ask the students if anyone wants to make an
equation for the group. As the student in constructing an equation, I will tell the other students that they are
responsible now for discovering the secret club (Blooms Taxonomy: Analyze). So, once the student is done with
their equation, I will need help discovering its place. I will continue this procedure until five or so students have tried,
or the club has been discovered. When students come up, they will create their own equation using the manipulatives
on the board, and then write it in the YES or NO column of our poster. I will inform the class if the equation is part of
my club or not. After the handful of students have gone, I will say Friends do we have any clue as to what our
secret club might be? Turn to your neighbor and share your thoughts. I will recap the equations we have in
the YES column, and those in the NO column. I will explain to them that we are looking for equations that equal the
number eight, and that my club is the number 8.

CLOSE:

Now, students will now take this knowledge for an applicational piece( Blooms Taxonomy: Apply). I would like
you all to now look at the document camera, where I will show you what we will do next. Here I have a
group of firemen and a group of police officers. I am going to figure out 2 different ways I can add them
up to equal 10. We are going to cut and paste our community helpers to show how we are solving the
equation. Does anyone have any ideas of how to equal 10? I will allow students time to think and respond, and write
the equations on the board. I will ask them, How do you know that it equals 10? Can you come show me on the
projector? The student will come place the firemen and police officers on the worksheet (not gluing to save time for
this example) so that students have a tangible example of what we are going to be doing. Then, I will write the
equation below. After we have pasted our community helpers and written our equation, we may then color
our helpers. I will then say, lets look back at our last secret club of eight. We found out that 4+4=8, and
2+6=8. How else could i get 10 now? I will have a few students orally respond with how they would solve for 10.
Then, students would return to their desk. At their seat is a worksheet and a bowl of policemen and firefighters. Now
you get to be the makers of your club, and come up with different ways to make 10. This is your ticket for
recess, so make sure you are thinking hard and getting your work done. If you need help, raise your hand
and I will come over.

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?

2. Were the students successful at achieving the lesson objective?

a) If so, provide student evidence.

b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?

3. What would you change about the lesson and why?

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, and low, and write your comments
on the copies.