Lesson Plan Template

NAME: Zsara Joyce Abuyo

DATE: December 1, 2016

Lesson Name: Write More Addition Sentences Grade Level (s): K

Common Core Content Standards:

CCSS.MATH.CONTENT.K.OA.A.1 Represent addition and subtraction with
objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word
problems, and add and subtract within 10, e.g., by using objects or drawings
to represent the problem.

Learning Objectives:
Content Objective-
Students will be able to:
Understand addition as putting together and adding to.
Make sense of problems and solve addition word problems within 10 and
record the equation.

Language Objectives-
Students will achieve the content objective by:
Listening to a partner explain how to solve addition word problems.
Writing the numbers that accurately represent the number sentence.

English Language Development (ELD) Standards and Proficiency Levels-

Collaborative Exchanging information and ideas
Emerging: Contribute to conversations and express ideas by asking and
answering yes-no and wh- questions and responding using gestures,
words, and simple phrases
Expanding: Contribute to class, group, and partner discussions by
listening attentively, following turn-taking rules, and asking and answering
questions.
Bridging: Contribute to class, group, and partner discussions by listening
attentively, following turn-taking rules, and asking and answering
questions.

Academic Language Requirements:

Specialized Vocabulary and/or Tier 2 More, adding, joining, first set, second
Words set, total
Formal and Informal Assessments:
I will be using a combination of formal and informal assessments to check to see
if students have demonstrated that they have met the lesson objectives.

For the informal assessment, I will be listening to students tell their addition
problems based on the number sentence. I plan on doing this by calling students
to do the problem with me and listen to their addition problem. I will also be
walking around the room listening to students tell their partners their word
problem when they are dismissed to do their independent work.

For the formal assessment, I will be checking page 196 of the GoMath workbook.
This page is where students will be able to create their own word problem and
show how they solved their problem by drawing pictures and writing a complete
number sentence.

Procedure-Instructional Strategies and Learning Tasks to Support Student

Learning:
ANTICIPATORY SET:
I will introduce the lesson by saying that we have been learning about addition,
then I will ask students to show me the addition symbol with their arms. Some of
the ways that we have been solving problems with addition is by drawing pictures
and today I would like for us to listen the sets of numbers in each problem.

Procedure

1. I will have students gather their whiteboards and join me on the rug.
Before doing an application problem from the Eureka workbook, I will
teach students how to organize their sets of numbers into 5-frames. First I
will ask students to show me their 5-finger set. Then ask them to show
me the number 7, using their 5-finger set. [Students should show 5 fingers
on one hand and 2 on the other.] Then ask other numbers like 6 and 10.
Then I will have students draw a set of 8 using their 5-set. I will emphasize
that it is easier to organize their drawings when the symbols they draw are
the same size. After giving students time to do this and looking at their
work, I will show my board and explain why I set up a 5 on the top row and
3 right below, emphasizing that it is the 5 set. I will ask students to show
another number, 9, and look at their work. I will have show some student
examples.
2. After, I will ask students an application problem from Eureka workbook
that will get students to think about solving word problems:
Ming had 5 raisins. Dan had 2 raisings. How many raisins are there in
all? I will remind students to use their 5-frames to organize their thinking.
Students will solve this problem by drawing pictures, using a number
bond, and writing a number sentence. While students are working on this,
I will be looking around each students work and see if anyone is having
 trouble and assist them. After a few minutes, I will have students come up
and explain their thinking. I will ask them, which set was first and which set
was being added.
3. Students will put their whiteboards away and grab then GoMath
workbooks. We will be working on page 192A-196.
4. I will model the first problem in page 192A (3 + _ = 5). There were 3 boats
in the water. A few boats decided to join them. How many boats are there
in total? I will be referring to the drawings above the numbers. I see that
there are 3 boats in the first set. Show me with your fingers how many
boats there are in the first set. Then I will look at the second set, How
many boars are being added to the first set? [2]. Write the number, and
then lead students to count the total amount [5]. I will also have students
circle the set that we started with, Show me the set that we started with.
5. In the second problem, I will be doing the same procedure, and continue
the emphasis on first set, second set, and total. In the third problem, I will
have a student come up and work on it. Throughout these problems, I will
ask students to show me the number in each sets using their fingers as
well as have them repeat the number sentences.
6. Page 192B: Number 1, I will have another student come up and tell an
addition word problem about the sets. For number 2, I will read the
direction: How many more counters would you place to model a way to
make 8? Have students show me with their fingers how many more
counters do we need to add, then have them draw. Number 3, count the
number of paintbrushes together and everyone will write the number.
7. Page 193: I will say an addition problem, There were 4 birds on the
branch and 1 more bird decided to join them. How many birds are there in
total? Then I will ask students to circle the bird that is joining the other
birds, and ask them how many birds. Then I will ask students How many
birds did we start with? Following that, I will have them count the total,
and then trace the numbers.
8. Page 194: I will say an addition word problem and students need to listen
to the directions. During this time, I will have students talk to their partner
during some parts of the problems. I will ask students to turn to their
partner and share their number sentence.
There were some ants. Three more ants come to visit. Then there
were seven ants. How many ants were there before?
o How many ants come to visit? [3]
o Circle the ants that were being added.
o How many ants were there before? How do you know? [4]
o How many ants are there now? [7] Trace to complete the
addition sentence
There were some words. Seven more worms wiggled over. Then there
were nine worms. How many worms were there to start? [9]
Some bugs were playing. Four more bugs came to play. Then there
were ten bugs. How many bugs were there before? [6]
9. Page 195: I will do the same procedure as I did for page 192A. I will model
the first two problems because it is different from previous addition
 problems as the first set is an unknown digit. For the first problem, I will
say, I had some butterflies in my garden. 5 more butterflies join them.
Now there are 8 butterflies, how many butterflies did I start with? Before
solving these problems, students will circle the set that is being added,
which would be the second set. Then I will have students solve for the
unknown number, which is the first set that we started with. To solve this, I
will model my thinking out loud: I know there are 8 total butterflies, and I
see that this number is being added to another number that I dont know.
What can I do to the number 5 to get to 8? Then count from 5 to 8. I will
draw 3 circles to represent butterflies. For the next two problems, I will
guide students then eventually have students come up and show the
class. During these times, I will have students talk to their partner and
share their number sentence.
10. Page 196, I will be using this as an assessment. Students will create a
word problem and solve it. They are also required to show pictures, a
complete number sentence. I will go around the room to check student
work.
11. If there is time at the end, we will play an addition math game where I
have all students on the rug and students will take turn saying addition
word problems using their classmates. For example, Student 1 will be the
person saying the problem, Three friends went to the park [Student 1
chooses Student 2, 3, and 4]. Then they saw two more friends [Student 5
and 6 is chosen to come up]. How many people went to the park? Then
students will raise their hand to say the answer.
DIFFERENTIATION
ELL students: When I am walking around checking student work, I will restate the
problem for the ELL students. If they are not understanding the question, I will
ask guiding questions that will help them.

CLOSURE:
Students will review what they learned when we are working on page 196, where
they create their own word problem and solve it.

Resources and Materials:

Whiteboard & whiteboard marker.
Pencil
Eureka Common Core Math, Lesson 8 Application Problem
GoMath, page 192A-196