KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Marissa Weidner

Cooperating Teacher:
Group Size:
Grade Level:

24

Mrs. Confer
Allotted Time
Kindergarten

Date:

3/30/15
Coop. Initials

20 Minutes
Subject or Topic:

Addition

STANDARD:
2.1.K.C: Use concrete objects, drawings, diagrams or models to group objects into sets of
ten; separate objects into equal parts.
2.1.K.F: Use concrete objects to solve addition and subtraction problems.
2.2.K.B: Represent and explain the results of adding and subtracting sets of objects up to
and including ten, using math vocabulary
I. Performance Objectives (Learning Outcomes):
The kindergarten students will be able to use manipulatives to add numbers together to
make the sum of 10 and know the addition symbols and terminology.
II.Instructional Materials
Whiteboard
Whiteboard markers
Work Mats
Linking Cubes
Student whiteboard
Student whiteboard markers
Terminology signs
III.Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
Prerequisite Skills:
Following directions
Using ten frames
Knowledge of numbers from 0 - 10
Key Vocabulary:
Addition: the process of combining 2 or more numbers into one sum
Plus: in addition to
Equals: the same as

Sum: the total amount

Big Idea:
Knowing how to add numbers together is very important for students to not only be
successful in school, but in everyday life. This is a skill that all children need to know
how to do.
IV.Implementation
A. Introduction
Bring the students together to the carpet area.
Remind the students of the work that they have been doing with the 10
frames with Mrs. Confer.
Tell them that today, we are going to learn how to add two numbers together
to get a sum and record our findings in an addition sentence.
Introduce the story to the students, The Mission of Addition by Brian P.
Cleary.
Set a purpose for reading: look for signs and listen for clues that tell us we
need to add.
B. Development
After reading the story, remind the students of the symbols that were in the
book.
Post them on the whiteboard and define each one.
Addition/Plus sign: Combine two numbers together.
Equals sign: the comparison of the two numbers. The quantities are the
same on both sides.
The + symbol lets us know that we need to combine the two numbers
together to find the sum. Ex. 4 + 6 equals 10
Sum is another word for answer (or total). We say sum when we are
looking for the total when we are using addition.
Can you say sum? Who can remind us what sum means?
Do a couple of problems on the whiteboard while the students are at the
carpet, pointing out that they first need to read the entire addition sentence
before doing any work. Model how to use the manipulatives (linking cubes)
while finding the sum.
Have them go back to their seats and give them each a work mat and linking
cubes.
Explain to the students that they are going to be using the linking cubes and
the work mat to add two numbers together to find the sum. (The sums will
not all total to 10!)
Write the addition sentence on the board. Read it to them first and then have
them say it with you.
Direct them by having them place the first number of cubes in the first
circle. Then have them do the same with the second number of cubes.
Now lets add these linking cubes together to find our sum.

 Count them together as a class.

Whats the sum everyone?
I am going to pick a friend who can write our sum on the board and another
friend who can read our addition sentence to us.
C. Closure
Have the students put all of their materials down and place their hands in
their laps.
Review the addition symbols one more time.
What is this called again? (point to it) Who can tell me what it means?
Collect all of their materials and give them some addition problems orally.
Use sums up to 5 and have them hold up fingers to show the sum.
D. Accommodations/Differentiation
For students who struggle with following directions, have them partner with
students who can follow directions and understand the concept being taught.
For students who are not strong in math, work individually with them for a
few minutes at their spot as they are completing the activity to make sure that
they understand what is supposed to be done.
E. Assessment/Evaluation Plan
1. Formative: Collect a worksheet that students will complete on day 2.
2. Summative: No summative assessment for this lesson.
V.Reflective Response
A. Personal Reflection
Were my instructions clear on how to complete the activity?

Did the students understand the concept that I was teaching them?

Was there anything that I couldve done to make the lesson better?