Differentiated Lesson Plan Template

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do? How does the objective connect to your
achievement goal?

OBJ: Students will add 1 to numbers 19 to see the Targets:

pattern of the next number using 5group drawings and K.OA.1.1 Represent addition and subtraction with
equations. objects, fingers, mental images, drawings, sounds (e.g.,
claps), acting out situations, verbal explanations,
EQ: How can we add 1 to numbers 19 to see the pattern? expressions, or equations.

K.OA.1.4 For any number from 1 to 9, find the number

that makes 10 when added to the given number, e.g., by
using objects or drawings, and record the answer with a
drawing or equation.

By the end of kindergarten, students are expected to know

how to fluently add and subtract within 5. If students can
understand the relationship of adding one more to
numbers 1-9 during this lesson then they will be able to
build higher number equations with the use of resources
and tools. Some students might be able to fluently add
and subtract without the use of tools as well.
PREREQUISITE SKILLS DIAGNOSTIC
What will your students need to know to How will you assess students mastery of
master the grade-level objective? these foundational skills?

Embedded Fluency Previously we did a lesson where students were able to

K.OA.1.5 Fluently add and subtract within 5. add 1 to numbers 1-5 to see the pattern of the next
number using drawings and objects. Students who
K.OA.1.2 Solve addition and subtraction word problems, struggled with that lesson will be pulled to small group
and add and subtract within 10, e.g., by using objects or with the teacher prior to the whole group lesson for a
drawings to represent the problem (1 Students are not review of numbers 1-5 in preparation for additional
required to independently read the word problems.) numbers 6-9.

K.CC.2.4c Understand that each successive number name If student are able to actively complete the application
refers to a quantity that is one larger. problem (see introduction of new material) they will
prove ready for the next step during the lesson.

Johns Hopkins University School of Education

Lesson Plan Template
Revised September 2016
Teach For America, Inc. All Rights Reserved 1
 Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?
Informal:
Concept development (during lesson, same day) will serve as a way to informally assess students ability to master
the objective. During the lesson I will be looking to make sure students can properly demonstrate the equation based
on continuously adding the number 1 to numbers 1-9. If students cannot draw the 5-group drawings then I will
know they need to use a manipulative such as linking cubes in order to grasp the concept better and properly display
the number sentence.

Stations: (after lesson and problem set, same day) will serve as a way to informally assess students ability to master
the objective. During centers, students will be given different forms of manipulatives to use when creating their
number sentences.

Centers: Center work for the week will be directly aligned to the objectives we are working to master. Students will
be able have their weekly check in to showcase the work they completed.

Formal:
The problem set (after lesson, same day) will be the best way for me to formally assess students mastery. This is
not a graded assignment but will serve merely for instructional purpose when moving forward. If students can
master the problem set with ease then centers will serve as a way to reinforce their learning. If students are
struggling with the problem set then they will be given the opportunity to come to small group prior to being release
to their math center.

Arts Integration:
There will be an arts integration project as part of wrapping up the unit. While the final module assessment will
prove mastery on the content right now, the project on addition and subtraction overall will serve as mastery on the
content that will be remembered years down the road. Students will construct their own addition and subtraction
story problem with a drawing to match. Students can either read their story aloud to the class, act it out or write a
song and dance. Either way, they will have to present their drawing to go with it and may use more objects to
showcase their story problem if they choose.

Source: www.pinterest.com

Lesson Plan Template- Differentiating Instruction

Revised September 2016
Teach For America, Inc. All Rights Reserved 2
 LEARNER VARIANCE
What are your students strengths, needs, and preferences? How will you differentiate for
readiness, interest, and/ or learning profile?

Student strengths:
In math, students tend to hold themselves accountable to their work and as long as they have the proper resources
they are excited to learn new material.

Student needs:
Students must have something to keep them actively involved in the lesson. If there is nothing for them to reference
then they tend to get lost in the lesson pretty easily.

Student preferences:
My kids prefer to have a visual aid to support what they are learning. They also love doing any type of talking,
singing, or dancing.

Differentiation for
Student readiness:
Majority of my students are passing math and have grasped on to the concepts we are learning about. The biggest
problem is that some students need a lot more time to accomplish their work. In order to support student readiness I
have created the opportunity to participate in different ways when answering questions throughout the lesson. For
example, students who can add with ease can conduct further thinking of crea ting their own story problems for their
equations while students who need additional time to complete their equations will continue to use their math
manipulatives. My introduction of new material also gives me a way to informally assess to see which kids are
getting a better grasp of the material and which kids need more time to develop that fluency.

Student interest:
Because my students love singing and dancing, we always have a math brain break at the beginning of the lesson.
This gives them an opportunity to do something they love while reinforcing their material. During the assessment
piece, I have also incorporated an arts integration piece that will allow students to showcase their creativity by
talking, creating a skit, or singing and dancing to s howcase their math problem.

Student learning profile:

The way in which each student prefers to work is displayed in their opportunity to work with different
manipulatives during their math stations. It is also represented in the guided practice when students will get a chance
to share their answers in different ways. Some will use manipulatives, some drawings, and some will even teach
the material back to the rest of the students.

Preplanning
KEY POINTS
What three to five key points will you emphasize?

Students will be able to

1. Recognize if a number is more or less than any give number between 1-9
2. Recognize patterns in equations
3. Represent addition using different forms such as manipulatives, drawings, fingers, and equations
4. Add the number 1 to any number 1-9
5. Construct a number sentence using the appropriate number and symbols

Lesson Plan Template- Differentiating Instruction

Revised September 2016
Teach For America, Inc. All Rights Reserved 3
 Lesson Cycle
OPENING (5 min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Before any math lesson, we always take a math brain break. For this lesson we will do a (S) 10 Linking
counting song counting up to 10 by 1s and down from 10 by 1s. We will also watch pirate cubes
addition which reinforces what students already know while preparing them to build on.
(T) Projector screen
https://www.youtube.com/watch?v=6RfIKqkvHTY
https://www.youtube.com/watch?v=WT_wvvEvkw4

Before we begin our concept development, we are going to practice working with numbers
one more and one less! We have done this before and you did so wonderful that I thought we
could keep practicing to help us get even better! This will be important to todays lesson to
help us build number sentences adding on the number 1 to numbers 1-9. We already know how
to add on to numbers up to 5 but today you get to do 4 new numbers! You might even see
some patterns like before! Since we are such experts already, this will be a quick review before
we learn the new numbers. Stick with me!

Review of past material to build off of - Fluency Practice:

Building 1 More and 1 Less Towers

Note: Students practice counting up and down by 1 more or 1 less to support the addition of 1
using 5-groups and equations.
Guide students through the process of building a tower while stating the pattern as 1 more.
Maintain consistency in the language: (Place one block.) 1 more is 2. (Place another block.)
1 more is 3. (Place another block.) 1 more is 4. Continue to 10.

Disassemble the tower while stating the pattern as 1 less. Challenge students to stop at a
certain number, and then, change directions so that they state the pattern of 1 more or 1 less
starting from numbers other than 1 or 10.
T: Take apart your tower while saying, 1 less. Stop when you get to 5.
S: 10. 1 less is 9. 9. 1 less is 8. 8. 1 less is 7. 7. 1 less is 6. 6. 1 less is 5.
T: Stop! Now put it back together while saying, 1 more. Stop when you get to 7.
S: 5. 1 more is 6. 6. 1 more is 7.
T: Stop!

Continue changing directions several more times. It might be helpful to use a stick of cubes
that shows a color change at 5 to facilitate identifying the number of cubes in the tower.

Lesson Plan Template- Differentiating Instruction

Revised September 2016
Teach For America, Inc. All Rights Reserved 4
 INTRODUCTION OF NEW MATERIAL (5 min.) MATERIALS
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
(S) 10 linking cubes,
Introductory Instruction small square of blue
paper to represent a
Now that we have practiced one less and one more using towers, let s do some story watering hole
problems! I will be showing the work you do on the anchor chart while you do your work with (optional)
your partner. You will not need to write on your whiteboard yet but I do expect you participate
so you can discuss your work with your turn-and-talk partner as we go. This is just practice for (T) Anchor chart
now but as soon as we finish todays lesson you should be able to do this again with no and markers
problem! Now, we really have to use our imaginations for this one because our cubes are going
to be dinosaurs! Lets get started!

Note:
Teacher will walk around throughout the application problem to ensure students are being
successful in their work and beginning to make sense of the objective. Teacher will stop and
listen in on discussion of students. If students are struggling to complete the work together, the
teacher will join them and guide where necessary. Before adding on another cube I will draw
what we are showing on the anchor chart so that students who are still struggling have a visual
representation of the work they are doing and can reference that for additional support. After
we have made it to our last number, I will stop to address the fact that we are going to move
forward as to understand the work we just did and keep trying to master it. Students who might
not fully grasp it yet, will have additional practice and th e introductory attempt will help them
begin to generate their thoughts prior and better ask questions during the actual lesson.

Application Problem:
Pretend your cubes are dinosaurs. 1 dinosaur went to the watering hole because he was thirsty.
Move 1 of your cubes to the watering hole to show the thirsty dinosaur going to get his drink. 1
more dinosaur got thirsty, too. Add another cube to the one by the watering hole. How many
thirsty dinosaurs are there now? Turn to your partner and talk about an addition sentence that
would tell what you just did. Another dinosaur got thirsty! Take her to the watering hole, too!
Now, how many dinosaurs are at the watering hole? Talk to your partner about the new
addition sentence. Keep acting out the story until all the dinosaurs are drinking water. Do you
notice any patterns?

Allow time for student discussion

Note:
Acting out the lesson objective with concrete materials gives students a conceptual
understanding of the resulting number sentence, which is fundamental to discussions about
patterns during the Concept Development.

Lesson Plan Template- Differentiating Instruction

Revised September 2016
Teach For America, Inc. All Rights Reserved 5
 Lesson Cycle
GUIDED PRACTICE (15 min.) MATERIALS
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
T: Student A, please come up and roll the die. What number did you get? (T) Number path on
S: 4. the floor, large foam
T: Show us the number 4 on the number path on the floor while the rest of the class finds it on die
their number path. We want to add 1 to our number. Find the answer on your number paths,
and raise your hand when you know. On my signal, you can tell me the answer together. (S) Number path,
S: 5. personal white
T: Yes! We need to make a number sentence. Lets write and read the number sentence board, linking cubes
together. S: 4 + 1 = 5.
T: Good. Student B, please come up and roll the die.
S: I got a 6.
T: Show us the number 6 on the number path on the floor while the rest of the class finds it on NOTE: Some
their number path. We want to add 1 to our number. Find the answer on your number paths, students will get to
and raise your hand when you know. On my signal, you can tell me the answer together. keep their cubes to
S: 7. help them while we
T: Read and write the number sentence. use the number path
S: 6 + 1 = 7. and some will draw
the number sentence
Repeat the activity several times, having students act out and record the equation each time. out. When students
Continue to list the equations on the board as well. teach it, some can
come up with their
T: Does anyone notice any patterns? own story problems
S: We just hopped to the next number each time on the path. We added 1 on each time. Its like to reinforce the
finding the next bigger number. equation.
T: I like your ideas! Turn your boards over to the blank side. We are g oing to talk about the
pattern some more.
T: Draw 1 dot in the 5-group way. Now, draw an empty circle next to it to show that we are
adding 1. (Demonstrate.) How many circles do we have now?
S: 2.
T: What is our number sentence?
S: 1 + 1 = 2.
T: Write your number sentence next to your picture. Now, draw 2 the 5-group way. Draw an
empty circle next to it to show that we are adding 1 again. (Demonstrate.)
T: How many now?
S: 3.
T: What is the number sentence?
S: 2 + 1 = 3.
T: Yes! Write that number sentence under the picture. Now, work with your partner to see if
you can keep going with the pattern until you have 10 dots in all. Dont forget to draw the
picture and write your number sentence each time.
(Circulate during the exercise to ensure that students understand. You may wish to ask pairs of
students to present their work on chart paper or on the board.)

T: Who would like to tell something about patterns they noticed in their work?
S: It is like what we did on the number path. When you are add ing 1, the answer is always just
the next number! 1 more is the same as plus 1.
T: Lets read all of the number sentences that you made!
S: 1 + 1 = 2; 2 + 1 = 3; 3 + 1 = 4, etc.

Lesson Plan Template- Differentiating Instruction

Revised September 2016
Teach For America, Inc. All Rights Reserved 6
 INDEPENDENT PRACTICE (20 min.) MATERIALS
How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
(S) Problem set
Students will have the opportunity to do two different forms of independent practice. The first
will include a practice at station rotations using the objective from todays lesson. (S) deck of cards,
The second one being their problem set which they are required to do daily. dice, linking cubes,
bears, hands, crayon
Stations: for drawings
Students will get to go to 4 different stations and must complete one problem at each sta tion.
Once they have done their 4 rotations, they can complete the remainder of their work at the
station of their choice. If students choose to go in order from number 1-9 they may do so but if
they want to practice out of order there will also be 2 different ways to find the starting number
at each station. There will be a deck of cards and some dice.

Teacher will produce premade number sentences that allow students to pick their first initial
number and fill in the blank for the result.
Ex. ___ + 1 = ____

Rotation 1: Linking cubes

Rotation 2: Counting bears
Rotation 3: Finger manipulation (see right)
Rotation 4: Drawings

Source: www.pinterest.com

Problem Set Complete together:

Teacher will read the directions from each section to the students while they complete the
work in pairs and share out answers before proceeding to the next section. This will prove if
students truly mastered the objective of todays lesson now that they have had multiple
chances to practice.

T: Use the number path to add. Writing the number in the box. Color the circles to match. Use
a different color to show one more.
S: Complete problems 1-9 15 minutes
Note: Teacher will circulate the room during the problem set to ensure students understand the
directions and are being successful in their work.
T: Fill in the number sentence. Color the circles
S: Complete final 2 problems being creative with their own numbers and adding 1 to them 5
minutes
Note: Students who had difficulty with the problem set will be marked on the clipboard as I
circulate the room. Those students will come to a quick review lesson to do some more work
with the objective before moving into their math center.

Johns Hopkins University School of Education

Lesson Plan Template- Differentiating Instruction

Revised September 2016
Teach For America, Inc. All Rights Reserved 7
 Lesson Cycle
CLOSING (10 min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Invite students to review their solutions for the Problem Set. They should check work by (S) Problem set
comparing answers with a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be addressed in the Debrief. Guide student s in a
conversation to debrief the Problem Set and process the lesson.

Look at the first page of your Problem Set. Do your 5-groups look exactly like your
partners? Why or why not?
Look at the last two problems. Do your 5-groups and number sentences look exactly
like your partners? Why or why not?
How is using the number path like using 5-group drawings? Which one do you like to
use more? Why?
Think back to building 1 more and 1 less towers. How are counting forward and
adding 1 the same?
Imagine that you are talking to an alien who does not know about adding 1. How
would you tell the alien about what we did today? How would you describe the
pattern we found?
Think about the thirsty dinosaurs in our Application Problem. Was there a pattern in
your addition sentences for that problem?

Guided Practice Example: Problem Set Example:

Johns Hopkins University School of Education

Lesson Plan Template- Differentiating Instruction
Revised September 2016
Teach For America, Inc. All Rights Reserved 8
 References:

Laureate Education, Inc. (Executive Producer). (2012). Differentiating instruction.

Baltimore, MD: Author. Ongoing Assessment.

Laureate Education, Inc. (Executive Producer). (2012). Differentiating instruction.

Baltimore, MD: Author. Managing Differentiated Classrooms.

Laureate Education, Inc. (Executive Producer). (2012). VFE: Integrated social studies and arts

lesson. Baltimore, MD: Author.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom.

Alexandria, VA: ASCD.

Lesson Plan Template- Differentiating Instruction

Revised September 2016
Teach For America, Inc. All Rights Reserved 9