LESSON PLAN TEMPLATE (1)

Name: Savannah Wilkinson LaFever Date: 12/7/17

Lesson Title: Students Will Learn How to Add Using Helpful Grade/Level: Kindergarten
Objects
Curriculum Standards Focus Question/Big Idea/Goal
K.OA.A.1 Represent addition and subtraction with objects, How do I add using objects to help me?
fingers, mental images, drawings, sounds, acting out situations,
verbal explanations, expressions, or equations.
K.OA.A.2 Add and subtract within 10 to solve contextual
problems using objects or drawings to represent the problem.

Lesson Objective(s)
The students will be able to add basic numbers using objects to help them.
Vocabulary/ Academic Language
Addition
Equation
Equal too
Plus sign
Equal sign
Total
Sum
Questions for higher order thinking and assessment
Can the students add two numbers together and get the correct total?
Can the students count the objects in the picture, add them together and get a sum?
Can the students examine different color counters on the board and add then together to get a sum?

Assessment/Evaluation

Informal: The students will count and add different numbers together with the teacher on the board. After we count together the students will add together the
different numbers and write the sum they come up with on a dry erase board and hold the answers up for the teacher to see. Then the teacher will say the correct
answer and explain why it is correct.

Formal: The students will work with a partner on a worksheet that will have different addition problems on it. The worksheet will also have them using crayons to
color the objects they will be adding together to help them tell apart the objects they are counting. For example, if problem one is a picture of four apples + six
apples, they will color one set of apples red and the other green. Then the students will add together the red and green apples and get the sum. The teacher will
then collect this assignment to observe what the students have learned.

Materials
Dry erase board
Dry erase markers
Crayons
Worksheets
Counters
Pencils
Powerpoint
Smart Board

Bell Ringer
The students will do a small activity with putting the numbers 1 through 20 in order on a blank number line with the teacher. This will be a good review of the
numbers and the order they come in.

Anticipatory Set
The teacher will dry a number line on the board and have the students start at one number and then count to another number and stop at the total. We will do this
together as a class and the student will be able to get an idea of what addition is. For example, the teacher will start at the number five and then ask the students
to count four numbers past five, the students will land on the number nine. The teacher will then show then that we started with 5 then added four numbers to
five to come up with the sum of nine (5+4=9). Then the teacher will ask for questions and jump into the lesson.

Instruction
The teacher will go over a powerpoint with vocabulary and an overview of what the lesson will be about with the students. The teacher will then begin showing
examples of how addition works by using red and yellow counters. The teacher will put a certain amount of red counters, for example 5, next to a certain amount
of yellow counters, like 3, and have the students help count the total number of counters. The teacher will then show that even though some of the counters are
red and some are yellow they can be put together to make one big number. The teacher will separate the counters and show the students that the 5 red counters
added to the 3 yellow counters made up a total number of 8. The teacher will continue doing this and adding equations so the students can see one number +
another number = a bigger number. After using the counters the teacher will draw pictures of different objects and show the students they can also be used when
adding. Then the teacher will use her fingers to show help with addition.

Guided and Independent Practice

After the instruction part of the lesson the teacher will pass out dry erase boards and markers to all of the students and explain to them that they will be writing
the sum of the addition problems they will be doing with the teacher on the board and holding it up in the air for the teacher to see. The teacher will have a
student come up to the board and put a certain amount of yellow counters on the board, then another student will do the same with red counters. After they do
that the teacher and the students will count out loud the number of red counters and write that number on the board followed by a plus sign, and then count the
yellow counters and write that number on the board after the plus sign followed by an equal sign. The students will then try to add the numbers together
themselves and write the number of their white board and hold it up when they are finished for the teacher to see. The teacher will continue doing this with the
class until she gets an idea of where he students are at understanding the lesson.

Closure
The teacher and students will come back to the board and go over again that adding is just taking one number, for example, 4 and adding 3 to it is just counting up
the number line to get the sum of 7. The teacher will use the number line example again here.
Adaptations to Meet Individual Needs
The teacher will pull individual students during their down time/ center time to go over the addition again, using different objects, stories, and props.

Cross-curricular connections
This lesson also includes English because the teacher will be going over new vocabulary.
 LESSON PLAN TEMPLATE (2)
Name: Savannah Wilkinson LaFever Date: 12\7\17

Lesson Title: Students Will Learn How to Subtract using Objects as Grade/Level: Kindergarten
Visuals
Curriculum Standards Focus Question/Big Idea/Goal
K.OA.A.1 Represent addition and subtraction with objects, How do I subtract using objects to help me?
fingers, mental images, drawings, sounds, acting out situations,
verbal explanations, expressions, or equations.
K.OA.A.2 Add and subtract within 10 to solve contextual
problems using objects or drawings to represent the problem.

Lesson Objective(s)
The students will be able to subtract using objects as visuals to help them.
Vocabulary/ Academic Language
Subtract
Minus
Equation
Equals
Questions for higher order thinking and assessment
If you subtract 7 apples from 10 apples, what is the sum?
If you count the objects in the picture, subtract half the objects, how many are left?
If Sally brings 10 cookies to school and give 3 to Johnny how would you set up an equation for that?

Assessment/Evaluation

Informal: The teacher will draw sticks with a students names on it and have them answer a subtraction question the teacher puts
on the board.

Formal: The students will do worksheets on subtraction individually to show the teacher what they have learned from the
subtraction lesson.

Materials
Dry erase board
Smart board
Markers
Worksheets
Pencils
Counters
Sticks with student names on them

Bell Ringer
The students will come in and do a group worksheet on addition. The worksheet will be a review of the previous addition math lesson. To ensure they remember
how to add properly before moving on to subtraction, the teacher will go over the worksheet with the class and take any questions the students have on addition.

Anticipatory Set
The students will all stand up at his or her desk and the teacher will have the students help her count how many students are in the classroom.
The teacher will then write this number on the board, she will then draw a few students names and have them sit down at his or her desk. The
students will count, with the teachers help, how many students have sat down and then the teacher will write that number on the board. The
teacher will then draw a minus sign in between the numbers and explain what it means. She will then have the students count how many
students are still standing and write a equal sign followed by the number the students have said are still standing. The teacher will then have the
students still standing sit back down and explain what subtraction is.

Instruction
The teacher will have the students come sit at the carpet in the front of the room beside the white board. The teacher will then go over what the
vocabulary for the lesson will be. The teacher will draw pictures on the board to help the students see visuals of the vocabulary. The teacher will
need to go over the words subtraction, minus sign, equation, and equal sign. Some of these words will be a review of the words from the last
lesson. The teacher will then begin the lesson by using counters that are two different colors, one color on the front and one on the back. The
teacher will ask the students to give her a number and then show that number with the counters on the white board and write the total down.
Then the teacher will ask the students to give her a smaller number and turn that amount of counters around to show a different color and the
teacher will write the total number of counters she turned around on the board. The teacher will then show the students how that is subtraction.
And explain to them that when you have a larger number then take a portion of the number away you get a smaller number. The teacher will
continue to show subtraction this way until the students begin to understand the concept of what subtraction is, and then move on to telling the
students stories with subtraction. For example, the teacher will tell the students about a boy named Tommy bringing 10 apples to school and
then giving 6 to his friends, then the teacher will draw this on the board to give the students a visual of the problem and help them to solve the
equation. The teacher will do this enough times for each student to answer one problem and then turn the students to their individual lesson.

Guided and Independent Practice

The students will then do a practice sheet that will have them think about the equations they are given and also use crayons to color coat the
different pictures so they can visually see the problems. The teacher will be available to help the students through the problems and give extra
instruction.

Closure
The students will then all come together as a class again and go over the practice sheet they worked on so that the students can understand if they are learning
and doing the lesson correctly. This will also give them a review of what the class went over in the beginning of the lesson.

Adaptations to Meet Individual Needs

The teacher will meet individual needs by using different kinds of learning styles in the lesson. The teacher uses hand on objects, color coordination, visual aids, and
reading to help students with different learning styles.

Cross-curricular connections
This lesson also includes English because of the introduction of new vocabulary.
 LESSON PLAN TEMPLATE (3)
Name: Savannah Wilkinson LaFever Date: 12\8\17

Lesson Title: Subtraction and Addition practice Grade/Level: Kindergarten

Curriculum Standards Focus Question/Big Idea/Goal
How do I subtract and add?
K.OA.A.1 Represent addition and subtraction with objects,
fingers, mental images, drawings, sounds, acting out situations,
verbal explanations, expressions, or equations.
K.OA.A.2 Add and subtract within 10 to solve contextual
problems using objects or drawings to represent the problem.

Lesson Objective(s)
The students will be able to identify the difference between addition and subtraction problems.
The students will be able to solve addition and subtraction problems.
Vocabulary/ Academic Language
Review of these words:
Sum
Addition
Subtraction
Minus
Equal
Plus
Equation

Questions for higher order thinking and assessment

How do you solve this equation?
How do you explain the difference between subtraction and addition?
How do you define subtraction and addition?

Assessment/Evaluation

Informal: During the review of the addition and subtraction lesson the students will answer out loud as a group the answers of the
equations the teachers will put on the board.

Formal: The students will take a small test over addition and subtraction after they review as a class with the teacher.

Materials
White board
Markers
Counters
Blocks
Test papers
Pencils
Crayons
Dice
Test folders
Bell Ringer
The students will write out a story using either subtraction or addition to help get them interested and focused on the upcoming lesson.

Anticipatory Set
The teacher will write the different parts of a monster on the board (ex. Head, arms, eyes, legs, etc...) and then the teacher will pass a dice around the classroom to
different students and let them tell her what number they come up with. She will then write the number beside the body part and then once all the body parts
have a number beside them the teacher will pass the dice around the room one more time and write a plus or minus sign beside each number and write the
number the student rolls the second times around next to the body part. The teacher will then have the students add or subtract the numbers and then draw out a
monster using the amount of body parts the students came up with when they totaled up the answers.

Instruction
The teacher will be doing a review lesson with the students today. The teacher will go over different problems of addition and subtraction with
the students. The students will have to decide whether the problem is addition or subtraction and help the teacher solve the problem. The
teacher will give extra instruction on the problems as the students need it and help them through every part of the problems to ensure that they
get the concept of the lessons.

Guided and Independent Practice

During this part of the lesson the students will play a game with the teacher. The teacher will draw names sticks and choose students to come up
roll the dice and then do an addition or subtraction problem with the dice. They can use counters, blocks, draw pictures on the board, or use
their fingers, but they cannot only show the equation. The students can also choose a friend if they need help with the problem. This will help the
students get into the lesson and also learn will having fun. After the game the students will go to their seats and get their test folders, put them
up and take a test over addition and subtraction. The teacher will read the test questions out loud as the students take the test.

Closure
The teacher will take up the test and then go over the answer of the test and work out the problems on the board. The teacher will take questions and help the
students who struggled with the test.

Adaptations to Meet Individual Needs

The teacher will pull students during their free time who had trouble with the test and help them with the answers they got wrong. The teacher will use whatever
method the student may need to understand, for example hands on objects.

Cross-curricular connections
This will help with test taking skills and study tips because of the review.
 LESSON PLAN TEMPLATE (4)
Name: Savannah Wilkinson LaFever Date: 12\8\17

Lesson Title: Decomposing the Number Ten into Addend Pairs Grade/Level: Kindergarten
Curriculum Standards Focus Question/Big Idea/Goal
K.OA.A.3 Decompose numbers less than or equal to 10 into How do I decompose numbers less than 10 into addend pairs?
addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1)
by using objects or drawings. Record each decomposition using a
drawing or writing an equation
Lesson Objective(s)
The students will be able to decompose addend pairs.

Vocabulary/ Academic Language

Addend
Decompose
Less than
Equal to
Questions for higher order thinking and assessment
Can you add more than one set of numbers together to get ten? If so, how?
Can you show the teacher two examples of how to get to the number ten by adding?

Assessment/Evaluation

Informal: The teacher will have the students answer out loud to questions in class, so the teacher can examine who is understanding
the lesson.
Formal: The teacher will have the students do a worksheet that will show her what the students know when working alone on the
subject. This will also let the teacher see who she needs to work more with individually or if she needs to go back over the subject
with the entire class.
Materials
White board
Markers
Mini cookies
Worksheets
Paper cookies with magnets (to stick to board)

Bell Ringer
The students will work on an addition worksheet to get their minds focused on addition and be a simple review to remind them
how to add.
Anticipatory Set
The teacher will put the students into groups of ten and have them break apart into smaller groups showing that the different
groups all equal ten but are broken into different groups of smaller numbers.
Instruction
The teacher will have all of the students gather at the front of the classroom and sit on the carpet and show them the new
vocabulary. The teacher will then show that the concept of the lesson for the day will be to take the number ten and break it down
into two different numbers that when added together make the number ten. The teacher will then draw the equation on the
board to show the students that it is just an addition problem backwards, or broken down. The teacher will then place ten cookie
magnets on the board and make different groups with the cookies that will equal to ten. Then the teacher will begin by starting
with ten magnetic cookies and adding an equal sign next to them on the board. Then the teacher will make different equations
that equal the number ten by rearranging the magnetic cookies.

Guided and Independent Practice

After the instruction the teacher will have the students go back to their desk and pass out napkins to every student. Then the
teacher will explain that every student is going to get ten mini cookies, they are not to eat the cookies until the end of the lesson.
The teacher will then explain that every student is going to make up their own way to get to ten by putting the cookies into two
different groups. They will then need to get out a marker and write the equation they just made on the napkin. Then after the
teacher has looked at the equation they made, they can eat their snack. After the students eat their cookies they will clean up and
go back to their seats to work on a short worksheet over decomposing addends that the teacher will take up for a grade.

Closure
After the students eat their cookies they will clean up and go back to their seats and come back together as a class then go over
the worksheet they worked on to ensure the students got the right answer, or they can see why they got the answer wrong.

Adaptations to Meet Individual Needs

This lesson includes, hands on objects, visual aids, and reading and writing. If the students need extra attention or another type of
learning the teacher will meet with them and figure out another way to help them through the lesson. For example if a student has
trouble doing the worksheet because he or she has to read through it the teacher can read it aloud to him or her.

Cross-curricular connections
This lesson includes English as well as math.
 LESSON PLAN TEMPLATE (5)
Name: Savannah Wilkinson LaFever Date: 12\8\17

Lesson Title: Finding Numbers that Make Ten Grade/Level: Kindergarten

Curriculum Standards Focus Question/Big Idea/Goal
K.OA.A.4 Find the number that makes 10, when added to any How do I add different numbers together to make ten?
given number, from 1 to 9 using objects or drawings. Record the
answer using a drawing or writing an equation.
Lesson Objective(s)
The students will be able to identify different numbers that add together to make ten.
Vocabulary/ Academic Language
Addition

Questions for higher order thinking and assessment

Can you make a drawing showing different ways to get to ten?
Can you use objects to show different ways to get to ten?

Assessment/Evaluation

Informal: The students will interact with the teacher throughout the lesson, answering questions and helping her with problems
on the board.

Formal: The students will do a worksheet putting all the past four days lessons together, showing the teacher what they have
learned through out these lessons.
Materials
Blocks
White board
Worksheet
Pencils
Crayons

Bell Ringer
The students will work on practicing either, addition, subtraction, or decomposing numbers from ten. Whichever the student
needs more practice in.

Anticipatory Set
The teacher will bring 10 of the students up front and show that if she puts 4 in one group and 6 in the other it equals ten, but if
she moves 3 from the group of six to the group of four and makes a group of seven and then another group of 3 it still equals ten.

Instruction
The teacher will have the students all come to the carpet and sit In front of the white board. The teacher will then move into the
lesson, by showing them that there are different ways to come up with the sum of ten. (1+9, 2+8, 3+7, 4+6) The teacher will then
show this by using different pictures and using blocks on the carpet with the students. The teacher will draw different visuals on
the board and then sit on the carpet with the students and use blocks to show different ways to reach ten.
Guided and Independent Practice
The students will work in groups and make different equations using blocks to come with ten while the teacher walks around the
class to help student groups individually. After about 10 minutes the teacher will get the students attention and have each group
comes up to the front of the classroom and show a way to get to ten.

Closure
The teacher will get any additional questions and give extra help to the students before switching to another subject.

Adaptations to Meet Individual Needs

The teacher will use reading color coating to help students who need additional help.

Cross-curricular connections
This lesson will help students with social skills and interacting with others because of the group work.
 UNIT PLAN TEMPLATE
Name: Savannah Wilkinson LaFever Date: 12\8\17

Subject/Content: Math Grade Level: Kindergarten

Curriculum Standards Unit Goals

K.OA.A.1 Represent addition and subtraction with objects, The students will be able to add basic numbers
fingers, mental images, drawings, sounds, acting out using objects to help them.
situations, verbal explanations, expressions, or equations.
The students will be able to subtract using objects
K.OA.A.2 Add and subtract within 10 to solve contextual as visuals to help them.
problems using objects or drawings to represent the
problem. The students will be able to identify the difference
between addition and subtraction problems.
K.OA.A.3 Decompose numbers less than or equal to 10 into
addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + The students will be able to solve addition and
1) by using objects or drawings. Record each decomposition subtraction problems.
using a drawing or writing an equation.
The students will be able to decompose addend
K.OA.A.4 Find the number that makes 10, when added to any pairs.
given number, from 1 to 9 using objects or drawings. Record
the answer using a drawing or writing an equation. The students will be able to identify different
numbers that add together to make ten.
Activities Planned
Lesson One: The teacher will use a number line to show how addition works to begin the lesson. Then the teacher
will use different color counters to add visuals to the addition lesson. The teacher will also use drawings, her fingers,
and equations to help explain to the students how to add basic numbers. The students will use dry erase boards to
write their answers to the problems the teacher shows them on the board so the teacher can see how they are
understanding the lesson.
Lesson Two: The teacher will do an activity with the students where they will all stand up and count how many are in
the classroom, then a certain amount will sit down and they will count how many are sitting and how many that left
standing. This will be the introduction to the subtraction lesson. Then the teacher will use counters, drawings, and
equations to teach the students how to subtract basic numbers. After the lesson has been taught the students will
work on a short worksheet to show what they learned during the lesson.
Lesson Three: The teacher and students will do an activity by rolling a dice and coming up with silly amounts of body
parts to put onto a monster drawing, then the students will add and subtract body parts from the monster by
setting up equations first. Then the teacher will do a review over addition and subtracting, taking any questions the
students may have. Then the students will do a test over addition and subtraction.
Lesson Four: The teacher will show students how to decompose the number ten into different addends on the white
board using visuals and equations. Then the students will do an activity with mini cookies. They will show the
teacher an equation and make a visual with the mini cookies so the teacher can see how they are beginning to
understand the lesson.
Lesson Five: The teacher will show how there are many different equations or addition problems to get to the
number ten. The teacher will use different equations along with visuals like blocks, fingers, and counters to teach
the lesson. The teacher will then have the students get in groups and show different ways to get the number ten
using blocks.

Assessment
Lesson One: Informal: The students will count and add different numbers together with the teacher on the board.
After we count together the students will add together the different numbers and write the sum they come up with
on a dry erase board and hold the answers up for the teacher to see. Then the teacher will say the correct answer
and explain why it is correct.

Formal: The students will work with a partner on a worksheet that will have different addition problems on it. The
worksheet will also have them using crayons to color the objects they will be adding together to help them tell apart
the objects they are counting. For example, if problem one is a picture of four apples + six apples, they will color one
set of apples red and the other green. Then the students will add together the red and green apples and get the
sum. The teacher will then collect this assignment to observe what the students have learned.

Lesson Two: Informal: The teacher will draw sticks with a students names on it and have them answer a subtraction
question the teacher puts on the board.

Formal: The students will do worksheets on subtraction individually to show the teacher what they have learned
from the subtraction lesson.

Lesson Three: Informal: During the review of the addition and subtraction lesson the students will answer out loud
as a group the answers of the equations the teachers will put on the board.

Formal: The students will take a small test over addition and subtraction after they review as a class with the
teacher.

Lesson Four: Informal: The teacher will have the students answer out loud to questions in class, so the teacher can
examine who is understanding the lesson.

Formal: The teacher will have the students do a worksheet that will show her what the students know when working
alone on the subject. This will also let the teacher see who she needs to work more with individually or if she needs
to go back over the subject with the entire class.
Lesson Five: Informal: The students will interact with the teacher throughout the lesson, answering questions and
helping her with problems on the board.

Formal: The students will do a worksheet putting all the past four days lessons together, showing the teacher what
they have learned through out these lessons.