General Lesson Plan Template

Grade Level / Content Area Teacher Candidate Name Date of Lesson

Kindergarten- Math lesson 2 Victoria Slack 3/6-3/9

Content Area Standards (InTASC 4; InTASC 7)

CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at one)
CCSS.MATH.CONTENT.K.01.A.1
Represent addition and subtraction with objects, fingers, mental images, drawing, sounds (e.g. claps), acting
out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The number of objects ins
the same regardless of their arrangement or the order in which they were counted.
Learning Outcomes (InTASC 1; InTASC 7)
Students can subtract using manipulative at a basic level
Students can add using two tens frames to count higher
**Students begin to understand the concept of subtraction
Important Concepts for the Lesson (InTASC 4; InTASC 7)
The student will begin to understand how to subtract
students will understand what subtraction and addition mean
Students will add more fluently within 5
Students will understand how to start counting forward from a number other than 1
Essential Prior Knowledge for New Learning (InTASC 4; InTASC 7)
Students need to be able to count forward starting a number other than 1
**Students need to be able to identify numbers between 0 and 30
Students need to know how to use a tens frame
Flexible and Responsive Instruction (InTASC 1; InTASC 2; InTASC 7)
Special Needs **I will have them start with smaller numbers, I don't want them to become
Students overwhelmed. When they are pulling bears they should have no more than 10. With
the tens frame, I will only make them roll once to add to 10. With the domino game, I
will have the reverse the game so they will put two domino parts together first and
figure out how many dots there are and then find the number. I will also provide the
students with manipulatives and number lines.

Advanced **For the students that understand the concepts more quickly, I will give them higher
Students numbers to identify with the domino game. I will have the students take higher
numbers, and I will have dice with larger numbers then 1-6 and this will challenge the
students more. I will create higher-level games for the students that challenge them, I
want them to try the games that everyone else is doing first and then when I see them
go through it quickly, I will provide them with more work. The students can even try to
write subtraction equations and think of how they can represent what they are doing
through an equation

Instructional Procedures (InTASC 4; InTASC 5; InTASC 6; InTASC 7; InTASC 8)

Revised 11/9/2018
Review I will begin my lesson by talking with the students about how to properly use a tens
frame. It has been a while since the students have used a tens frame with math and I
want to refresh their memory. I want to review with the students to make sure they are
taking their time and they are adding the correct amount of bingo dots and not
overfilling their board. I will also talk with the students about when we add, we are
taking to smaller numbers and putting them together to create a bigger number
**I will review with the students about the different ways that they can sort by color,
shape, or size. I will pull out the list they created at the beginning of the year on
different ways to sort.
** I will talk with the students about what it means to subtract.
** On the next day of doing these stations I will review with the students about what
happened yesterday and if any problems need to be fixed.

Anticipatory Set After reviewing the information I will have a tens frame that is overfilled and asked the
students if this is correct. The students will help me to make sure the tens frame is put
together correctly. I will then roll the dice once and try to add more bingo dots to the
same tens frame. The students will tell me I need another frame, this will help them to
remember to slow down and make sure they are putting the correct number on the
frame.

Direct Instruction / I will then follow by showing the students the first station by taking a small hand full of
Modeling bears and count them. I will then ** roll a dice and count the dots, and take away from
the pile of bears, and then recount the pile to see how many they have left. **
**I will talk with the students quickly about the rest of the stations. Many of the stations
are similar to the past station but are changed to be more difficult.

Checking for After each station that I explain, I will ask the students if they understand the
Understanding information and if I need to explain it a bit more. Some students will say they need
(Formative more explanation so I will take the time to go over the stations in a bit more detail to
Assessments) make sure all the students understand what they should be doing. **I will walk around
the room to check on the student's progress as well.
To assess the student’s prior knowledge I will ask the students “Is this how you use a
tens frame?”
**I will also ask the students “Do you know what this number is?” I will point to a few
different numbers between 1-30
I will have the students count along with me after pointing to a random number and
counting up 5 more numbers.

Guided Practice **For students that are struggling I will make sure they are taking a smaller amount of
bears, I do not want them to become overwhelmed with having a lot of objects in front
of them and getting confused with taking away.
** For more advanced students I will have a dice with larger numbers on them, and
have them take larger amounts of bears. I will also have the students see if they can
figure out how they have after they take away a certain amount without having to count
them again. I will ask them questions to see how they know that is the right number
and have them explain to me what they are doing and the process that they go through
to get the final number.

Tens frame adding: Based on what I saw the students doing the days prior I felt that
the students need more practice so I decided to have the same game. This time the
students roll the dice more times then they did before. This will allow the students to
count higher.
**The students will begin with one tens frame already filled, and then they roll the dice
three times, each time they continue to add bingo dots to new tens frames. After rolling
three times, the students will again count all the dots and see how many they end up
with. For the students that are still struggling, I will still have them start with a tens
frame already filled but only have them roll the dice twice and count their bingo dots.
** For more advanced students I will have them start with a two full tens frame, roll the
Revised 11/9/2018
 dice twice. After they roll the dice, they will add bingo dots to a second or third frame.
They will count all the dots to figure out how many they have added to the frame. I will
talk with the students about how they got all of the dots in their frames. I will also ask
them if they think they can get that many using a different method to make them think
on a deeper level.

**Sorting: Another station that I had was a sorting station, this allowed the student to
practice on their one to one counting. Students will sort beads, pasta, ribbon, etc. into
cups of egg cartons. I will sort them by color, size, texture, etc. The students will count
how many objects they have in each group, and sort them from highest to lowest. The
skill of counting one to one is used in many of the lessons throughout the week, so I
wanted the students to practice this skill. The students can also begin to think about
which pile has the most and what the difference is between the biggest and smallest
piles.

It Takes Two: Domino game: I noticed the students were still struggling with the
concept of how to build up to a number. I wanted to make sure the students were still
working on adding using different materials. This is a difficult concept so the more
practice they have the better. The students will look at the top piece of the puzzle and
identify that number. Then the students will look for two domino pieces, add up all the
dots and see if the two numbers add up to the top number.
**There will be multiple sets of games so as the students finish one packet of games
they will continue to pull out more. If the students are going through this game fast, I
will have them write down what they think an addition equation would be to represent
the puzzle they just solved.
** If students are still struggling with the game, I will have them put together to pieces
of a domino together first, count all the dots, and then find the top number.

Closure After the students have made their second rotation, I will have the students clean up
their station completely and meet me back at the carpet. I will talk with the students
about what I saw the students doing at their math stations. I will also take this time to
explain to the students any problems that I saw.

Summative As the students are finishing up their rotations, I will be walking around and seeing how
Assessment the students did at each station. I will write down the students that are still having
trouble or do not understand the information. **As I go to the students at the stations I
will ask them to explain their work, this will help me to know if the students understood
the concept.

Independent Click here to enter text.

Practice (optional)

Lesson Timeline (Summary of Instruction )

Review / Anticipatory Set Direct Instruction / Questions / Guided Practice / Closure /
Formative Assessments Summative Assessment

Revised 11/9/2018
I will begin my lesson by talking I will talk with the students quickly The students will be separated into
with the students about how to about the stations. Many of the four math groups.
properly use a tens frame. stations are similar to the past
station but are changed to be Subtraction Bears station: The
I will review with the students more difficult. students will grab a handful of bears,
about the different ways that they To assess the student’s prior they will then take a dice and see
can sort. knowledge I will ask the students how many bears they need to
remove.
“Is this how you use a tens
I will talk with the students about
what it means to subtract. frame?” Tens frame adding: The students will
On the next day, I will review the “Do you know what this number begin with one tens frame already
station and if any problems need is?” I will point to a few different filled, and then they roll the dice
to be fixed. numbers between 1-30 three times, each time they continue
I will have the students count to add bingo dots to new tens
After reviewing the information I frames. After rolling three times, the
along with me after pointing to a
will have a tens frame that is students will again count all the dots
overfilled and asked the students random number and counting up and see how many they end up with.
if this is correct. 5 more numbers.
Sorting: Students will sort bead,
After each station that I explain, I pasta, ribbon, etc. into cups of egg
will ask the students if they cartons. The students will count how
understand the information and if many objects they have in each
I need to explain it a bit more. group, and sort them from highest to
I will walk around the room to lowest.
check on the student's progress It Takes Two: Domino game: The
as well. students will look at the top piece of
the puzzle and identify that number.
I will ask the students to show me Then the students will look for two
what they are doing and explain domino pieces, add up all the dots
how they are solving the and see if the two numbers add up to
problems. the top number.
I will ask the students how they
know if that is the final answer. I will have the students clean up their
I will ask the students is there station completely and meet me
other ways to get the same back at the carpet. I will talk with the
answer, using different numbers. students about what I saw the
I will ask the students if they start students doing at their math stations.
at a certain number, can they
continue without starting over. I will walk around and see how the
students did at each station.
I will write down the students that are
still having trouble or do not
understand the information.

Lesson Materials and Supplies (InTASC 5; InTASC 7; InTASC 8)

Domino puzzle game
sorting bears
cups
egg cartons
beads
dry pasta
ribbons
tens frames
bingo dots
dice

Other Required Components Specific to Individual Course

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Revised 11/9/2018