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Joining Numbers Lesson Plan

Materials/Equipment: math workbooks,


clipart pictures, dry erase marker,
pencils, YouTube video Additions What
You Call It

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Logical/Math
Musical
Interpersonal

Curriculum Integration:
Music
Social Studies
Science
Technology
Writing

Math
Reading
Theatre
Art

PE
Health

TEKS Achieved: K.b1C, Kb1F,


K.b3A, K.b3B, K.b3C

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:

Cooperative Groups
Hands-On
Technology
Centers
Independent Activities Simulation
Charts/Graphs/Maps Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

Submitted by: Christine Gatlin


Grade Level: Kindergarten

Subject/Topic: Math

Rationale:
Objectives:

TSW model the action of joining to represent addition and the action of separating to
represent.
TSW solve word problems using objects and drawings to find sums up to 10 and
differences within 10.
TSW explain the strategies used to solve problems involving adding within 10 using
spoken words, concrete and pictorial models, and number sentences.
TSW analyze mathematical relationships to connect and communicate mathematical
ideas.
TSW select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. Begin the lesson by calling students to the carpet and watching the YouTube video
"Addition's What You Call It.
Information Giving: After the video, remind the students that this week they have been
joining or combing two groups of numbers to make one bigger group, which is called
addition. Tell them that we are going to continue to practice this by counting different

pictures of objects and then combining those two numbers to make one bigger number.
Begin the group activity by putting on the board the pictures of the dogs and cats. On the
board, put a line for the number in the first picture and then the word and and then
another line for the 2nd number in the pictures. Then the word is and another line for the
sum number. You will say 8 dogs and 3 cats is 11 animals. Continue to do this as a group
with all the picture (the toys, the animals, and the school supplies). During this time, have
the students say the sentence with you using the words and and is. After calling on
students to determine the number, have the class count them together so we can check
and make sure the answer is correct.
Modeling: After doing the group activity at the rug, send the students back to their desk
by color and explain that all they need to do is get a pencil and wait for directions. The
students workbooks will already be turned to page 371 and I will model how to do the first
few pages together (pg. 371-373). Walk the students through each problem. Walk around
making sure the students are completing the problem correctly.
Check for Understanding: I will check for understanding during our group activity on the
rug by calling on different students to help count the pictures and determine the sum.
After the student has answered, the class will count together to check that the answer is
correct and to check for understanding. I will also check for understanding while
completing the workbook assignment by completing the first few pages together and
calling of different students to check each students understanding. I will also walk around
during this time, observing and checking that each student is getting the correct answer
and understanding what we are doing.
Guided Practice: The guided practice will take place on the rug before the students
complete the workbook independently. The activity is explained above under information
giving and is the activity where the students will count the pictures on the board and help
fill in the number sentence as you call on students. You will call on individual students and
then as a class check the answer by counting out loud as a class.
Independent Practice: The students will complete pages 372-375 in their books. You will
do pages 371 to 372 together and then you will have the students complete the pages 373
to 375 independently. During this time, it is important to walk around and make sure each
student is completing the problems correctly. If they are not, you can help them
individually. For the first 2 pages, call on students and then count as a class to check that
the answer is correct.
Closure: After each student is done with their workbook, have them raise their hand so
you can check and make sure each answer is correct. As a closure have them explain a few
problems to you to check for understanding and to provide them with their next activity.

If a problem is wrong, have them correct it after explaining what he or she did wrong, if
they cannot determine on their own.

Enrichment/Extension: For an extension, have the students complete a roll an equation


activity. In this activity, the students will have two dice and they will roll them. They will
use each number on the dice for the addition equation. For example, if they wrote a 5 and
a 2, they will write 5 and 2 and then they will add the numbers together and write is 7.
So the completed sentence will say 5 and 2 is 7.
Accommodations: (what YOU will do to modify your lesson)
1. (for a child with special needs) For my student with special needs, I will provide her
with a tool that props her math book up so she is able to write in it. I will also
assist her in writing if she gets tired or is having a hard time reaching the
workbook.
2. (for a student that is an ELL) For my students who are ELL, I will provide them
with manipulatives (counters) so they will have a visual to help them count and solve
the addition problems.
Assessment/Evaluation (Students): I will assess the students throughout the lesson by
calling on each student for answers during the group activity and independent activity in
their workbook. I will also check for understanding by walking around and checking that
they are completing their workbook successfully. At the end, I will assess each workbook
and make sure they completed each problem correctly so that I am able to tell who
understands it and who doesnt before we move on learning actual addition problems later
this week.
Assessment/Evaluation (Self): I will check and see how the students enjoyed the video or
if it is too advanced for them. I will also check and see if the students are able to see the
clipart pictures I provided or if I need to make them even larger. I will check and see if
the students are able to complete the workbook lesson or if they need a more hands on
activity to understand this new concept.