KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Erin Crawford Date: April 23, 2019

Cooperating Teacher: Lisa Gross Coop. Initials:
________________
Group Size: 12 students & 15 students Allotted Time: 30 minutes Grade Level: Kindergarten
Subject or Topic: Dice Addition Section: 931

STANDARD: (PA Common Core):

 K.CC.7 - Compare two numbers between 1 and 10 presented as written numerals.

 K.OA.1 - Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations
 K.OA.2 - Solve addition/add within 10, e.g., by using objects or drawings to represent the
problem.
 K.OA.5- Fluently add up to 5.

I. Performance Objectives (Learning Outcomes)

 Students will be able to solve addition facts up to five.
 Students will be able to compare numbers after adding to determine the greater or lesser number.

II. Instructional Materials

 Blank tens frames-laminated (1 per student)
 Dice- one with 0-2, one with 0-3 (2 per student)
 Dry erase markers
 Document Camera
 Smartboard

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)

Prerequisite skills
 Counting on
 Basic understanding of how to use a ten frame
 Knowledge of number 1 through 5
 Basic addition skills

Key Vocabulary
 Add- putting numbers together to get a larger number
 Counting on- begin counting from the largest number and add the second number to it
 Greater- the larger number
 Plus- the addition symbol
 Total- the amount you get when adding numbers together
 Sum- result of adding two or more numbers

Big Idea
 Children will develop fluency with addition facts.
New Content
 Greater and Lesser Numbers
o Determining which numbers are greater and which are less
 Total
o Discussing that addition totals are called a sum
o Adding to find the total
 Counting on
o Start on the larger number and count up

IV. Implementation

A. Introduction –
 Ask the students if they remember different ways we have added in class so far.
 Tell them all the activities they have done, if any were missed.
o Frog hops on the number line, adding dots on dominoes, and rolling dice In Roll and
Record.
 Introduce anchor chart demonstrating ways to find a sum.
o Show students a number line and how to count on.
 Tell them, "Today we are going to play a game called Dice Addition that will help you practice
adding small numbers quickly! This skill takes a lot of practice, so let's try it together first and
then you will get to play with a partner!"

B. Development –
I do
 Demonstrate the game by playing two to three rounds on the smart board.
 Below are the steps to the game.
o Give each player a ten frame and a pair of Dice Addition dice.
o Players roll their dice and announce the resulting addition equation (for example, 2+3=5).
o The player with the highest total, colors one space on a blank ten frame. If players have
the same totals, they both color a space on their ten frames.
o The game ends when one player fills a ten frame.
o In the case of a tie between the two players for a roll, have each student roll again until
one child's total is greater than the other students.
 For the modeling, roll the dice on the smart board for all of the students to see. Roll two dice for
both player one and player two, self-talk through ways you solve the two number addition
problems from the dice.
 Demonstrate counting on from one of the two numbers (2…3, 4, 5), preferably the larger number.
o Show how to count on both in your head (whisper your thinking aloud) and on a number
line.
 Then determine which sum is the greatest and then mark the tens frame that corresponds with the
player side.
 Make sure to demonstrate coloring the ten frame on the smart board, marking the tens frame
square with an X.
o If later students are confused by coloring in the tens frame, remove from the game and
allow children to determine which person rolled the higher total and announce it orally
instead of keeping track.
We do
 Continue playing the game on the smart board; complete three more rounds.
 Ask the students to assist you in solving the problems you have rolled on your dice.
 Split the class in half, forming two groups. One group will be player one on the board and the
other group player two on the board.
 Roll the dice on the board for the two groups and then have the students turn and talk at their
table groups to find the sum of their dice.
 Then have the students share the sums they found, allow them to explain their thinking.
 Then ask the class which group had the greater sum, compare, and then mark the ten frame with
an X appropriately.

You do
 Have children pair up to play the game.
 Pass out a ten frame to each student and a pair of dice to each student.
 Have the students begin playing in their pairs using the materials in front of them.
 Briefly show the students how to roll the dice and record it on their smaller ten frames.
 Then have the students play the game.
 As they play, circulate and observe their addition strategies and ask them to explain how they
know which player's total is greater.

C. Closure –
 Clean up the game materials, (place them in the math center).
 Ask the students to share different strategies they used to solve their addition problems and which
addition problems they found easiest to solve.
 Remind the students to keep practicing their addition skills to help them become quicker with
solving the problems.

D. Accommodations / Differentiation -
 For students who struggle with addition, provide them with a number line so they will be able to
visualize the addition sentence they are solving.
 For students who are more advanced, provide them with the opportunity to instead of marking a
ten frame square for the greater number; allow them to mark as square for the lowest or smaller
number, after completing a few rounds with the greater number.

E. Assessment/Evaluation plan
1. Formative
 Use a checklist to monitor their addition strategies and if they are
able to explain the strategies they are using, while circulating and
observing. Write a minus if they do not understand, a check if they
meet the expectations and a plus if they surpass the expectations
(completing the activity both with the greater and lower version).
2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives

Student Objectives-
• Students will be able to solve addition facts up to five.
• Students will be able to compare numbers after adding to determine the greater or lesser number.

Today the students focused on simple addition and being able to solve the problems with more
speed. The students did great in participating and seemed to be able to follow along well as the gradual
release occurred. They were able to participate in group activities well, as well as playing a math game
with multiple steps. We focused on two main ways to find our sums and they were counting on and using
a number line. The students as a whole seemed to take well the both ideas and used them in their game.
Below is an evaluation of their performance:

AM (Performance)- 5 Secure out of 12

5 Developing out of 12
2 Limited out of 12

(Method)- 3 out of 12 counted on

8 out of 12 used the number line
1 out of 12 used both the number line and counting on

PM (Performance)- 10 Secure out of 15

3 Developing out of 15
2 Limited out of 15

(Method)- 6 out of 15 counted on

7 out of 15 used the number line
2 out of 15 used both the number line and counting on

We will continue to practice out simple addition up to five in the upcoming weeks as kindergarten
comes to a close.

B. Personal Reflection
1. How clear was I in my modeling? Was it engaging?
I believe I was clear in my modeling. After talking with my cooperating teacher and observing
professor, they expressed that my modeling was clear. The flow from the I do to we do to you do, was
smooth and allowed for gradual release. The students were also engaged during the group game during
the we do, turn and talks throughout the lesson and during the individual games with a partner.

2. Was I able to pace my lesson to fit the allotted time?

I was just about able to fit my lesson into the allotted time. My maximum time was 30 minutes
and I remained at that for the afternoon students and went to about 35 minutes with my morning students.
Even though I went slightly over, I feel as though the students were still able to pay attention and
participate in the lesson.

3. How could this lesson be improved?

This lesson could be improved, as I am sure all of my lessons could be improved, by me asking
more “why” questions to the students. Asking a student why they answered the way they did and/or if
they are able to explain how they solved a problem. This would show me my student’s deeper
understanding, or lack thereof, of a topic.

VI. Resources

Everyday mathematics series grade k (Vol. 2). (2014). Columbus, OH: McGraw-Hill Education.

Image of Tens Frame

Student Checklist for Exit Ticket

AM
Student Secure/Developing/ Addition Method Additional Notes
Name
Limited (count on/number line)

Caleb S CO

Claire S CO

Griffin D #L Some assistance needed to

get started

Nora S #L

Parker S S #L and CO

Phillip L #L Needed help to determine

sum

Piper D #L Could tell the parts, hard

time finding sum, prompting
to use # line to assist

Gracie L #L Tried using fingers, so

helped with #line
Carson D #L Could tell parts aloud but not
the sum aloud. Could tell the
greater sum though.

Parker K D Claimed CO needed #L Needed help finding the sum.

Claimed he was counting on
but was only naming parts.
Prompted to use the # line.

Blake S CO

Corrinne D #L Some assistance needed to

get started

PM

Student Secure/Developing/ Addition Method Additional Notes

Name
Limited (count on/number line)

Bella L #L Not able to take two parts and add

them together to get a sum without
assistance.

Francesco D CO Needed occasional guidance on

how to take the two parts and
combine them into a whole. Would
just try to look at the numbers and
determine who had the greater
sum.

Phillip D CO and #L Did not understand the idea of

counting on, was just counting
from 1 up to the sum (example
2+2….1,2,3,4). Was shown, used
the number line as well.

Jaxon S #L

Shayla S #L and CO

Kaedyn S CO

Samantha L #L Not able to take two parts and add

them together to get a sum without
assistance.

Vincent S CO

Lucas S CO
 Leah S #L

Paige S #L

Quinn S #L

Margaret S CO

Jackson D #L Was only saying the parts aloud

and not finding a sum. Was trying
to guess the greater sum by looking
at the numbers. Shown how to use
the number line appropriately.

Thomas S CO

Secure/Developing/Limited Column

L- Limited understanding (minimally demonstrated skill)

D- Developing (intermittently demonstrated skill)

S- Secure (consistently demonstrates skill)

Addition Method Column

CO – Counting on

#L – Number line