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Elementary Education Lesson Plan

TEACHERS NAME: Katie Collins SUBJECT/S: Mathematics TIME FRAME: 30 minutes total Hook- 2 minutes Teaching Content- 20 minutes Guided Practice- 2 minutes Independent Practice- 5 minutes Closure- 1 minute NJCCCS AND COMMON CORE INDICATOR(S): CCSS.Math.Content.K.CC.OA.A.1- Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. clap), acting out situations, verbal explanations, expressions, or equations. ENDURING UNDERSTANDING: I want my students to understand the meaning of the addition symbol and the variety of ways to add. ESSENTIAL QUESTION(S): What does the addition symbol mean and how can we add? LESSON OUTCOMES Content Outcome: The students will know the meaning of the addition symbol. Performance Outcome: The students will sing along with an addition/subtraction son as well as use manipulatives to practice addition. CONTENT SUMMARY AND BACKGROUND KNOWLEDGE: This lesson focuses on the addition symbol. It guides students into understanding the meaning of the addition symbol and offers ways that they are able to add using manipulatives. This lesson was taught previously, but was incomplete by the students. In addition, there were many students that were still having difficulty with adding objects. Therefore, this lesson needed to be revisited in order to ensure that all students understand the addition concept. By using manipulatives, students are able to hold 3-dimensional objects in their hand and put them together to add. However, students do need to write their problems and their answers on a piece of paper so that they are able to see the numbers being written out. Students will be able to associate the written number with the number that was represented with their manipulatives. To prepare myself for this lesson, I need to understand the addition concept. I need to be prepared for students who may struggle or exceed in this lesson. By the end of this revisited lesson, students will learn the meaning of the addition symbol and what it means to put objects together to add. ASSESSMENT OF STUDENT LEARNING: The students will be assessed through a fish bowl game. I will walk around the classroom with a fish bowl filled with small paper fish. Each student will take a fish from the bowl and will copy the addition problem onto their Fish Addition Worksheet. Students will use their plastic chips to solve the addition problem. Then, students will put their answers onto their Fish Addition Worksheet. Students will continue this problem for about 10 rounds. This will allow students to practice their addition skills using the addition symbol. As the students are working on their problems, I will walk around the classroom to guide them when necessary. Afterwards, I will collect the worksheets to view how well the students did during this addition activity. The students answers will GRADE: Kindergarten LESSON & UNIT TOPIC: The Addition Symbol/Addition

provide me feedback on whether this is a concept that needs to be revisited, or if we can move onto another lesson. CONNECTIONS: Describe how this lessons background preparation, content, practice, and follow-up will connect to the following, which are critical to learning success: prior learning- This lesson was introduced to the students on Friday. Because they were not able to complete this assignment and students still struggled with the addition symbol, I will revisit this lesson to ensure that they understand the concept. content and instruction in other subject areas- We had a beach day on Friday where students discovered things about the beach and the ocean. This lesson continues the beach theme, but also reinforces the addition symbol in math. varied cultural perspectives and/or contributions- Students will associate this lesson with the beach theme that was taught to them by Mrs. Galaida on Friday. Students will make connections with the different sea animals they talked about. home and family- Students will be able to go home to their families and demonstrate how they have learned addition. They can also let them know what they did during their mathematics lesson. students daily lives- Students will be able to add objects in and outside of school. They will also be able to look at written numbers and practice their addition knowledge. use of technology- In this lesson, students will sing the addition song on the Smart Board to familiarize themselves with what to do with an addition symbol. During this song students can dance on the rug. learning community principles Students will dance and sing with their classmates to remind themselves the meaning of the addition symbol. During this time, students will see their peers as colleagues. TEACHER RESOURCES: Fish Addition Worksheet (18 copies- 1 per student) 19 pencils 22 small paper fish Several plastic chips for manipulatives 1 small fish bowl Dry erase board Dry erase marker Smart Board Access to Internet to display http://www.youtube.com/watch?v=feRV7t5djwY Bell, J.; Bell, M.; Beer, D.W.; Freedman, D.; Goodsell, N.; Hanvey, N.; Leslie, D.; Morrison, K. (2007). Every day Mathematics: Teachers Guide to Activities- Kindergarten. Chicago: Wright Group/McGraw-Hill


1 copy of Fish Addition Worksheet Several plastic chips for manipulatives LEARNING EXPERIENCE STEP-BY-STEP PROCEDURE: Hook I will ask the students to please join me on the rug because today we are going to learn about the addition symbol. But first, we are going to watch a small video. Teaching of Content Describe, step-by-step, how you will teach the actual content. This might be through talk, demonstration, text reading, read aloud, student investigation, viewing video, viewing visuals, and/or other approaches. I will show the video to the students and have them sing along with the music. This introduces the addition symbol, and has the students practicing what the addition symbol means. After the video, I will ask the students to please return to their seats. I will tell the students that we will be working with small fish to practice using the addition symbol. I will tell the students that each of them will grab a fish out of the bowl. Once they receive the fish, they are to write the problem on their Fish Addition Worksheet. I will display this step on the white board. I will take a small fish from the fish bowl. I will tell the students the addition problem that is on the small fish and I will write it up on the board. Next, I will use the plastic chips to figure out how to solve my addition problem. This demonstration will help the students understand what they need to do when it is their turn. I will walk around the classroom and allow the students to pick out a fish out of the fish bowl. As the students are working on their addition problems, I will walk around the classroom to see if any of the students need guidance. Checking for Understanding The students will be asked the questions that are shown below. They will answer the questions aloud. I will ask students at random while I am making my way around the classroom. What techniques are you using to make sure you have the right answer for your addition problem? How did you get that answer? Guided Practice As the students are working on their addition problem, I will be walking around the classroom to give guidance when necessary. I will not tell the students exactly what to do, but I will ask them to make sure they are counting their manipulatives and matching them to their addition problem. Independent Practice While I am working with students who need some guidance, the other students will be working independently. They will need to use the manipulatives on their own

and read the numbers that are on the fish. For this activity, students need to have number recognition in order to accurately complete their addition problems. Closure I will ask the students, at random, to give me one of their addition problems and tell me what they got for an answer. Then, I will ask the students what the meaning of the addition symbol.