Lesson plan - Study Island
|Math Lesson: Addition Facts |Grade Level: Kindergarten |
|Lesson Summary: The teacher will begin by leading a discussion on what addition is. Students will then receive a set of addition facts that they are expected to |
|know. The teacher will demonstrate how to create models of each problem to find the answer, and then students will create their own models to find the answers to |
|each of the problems. For independent practice, students will play a partner game in which they will draw addition fact cards and decide which partner drew the |
|larger sum. Advanced learners will create models to find the missing addend in some addition facts. Struggling learners will work with the teacher to make models |
|of the addition facts on flashcards that they can take home to study. |
|Lesson Objectives: |
| |
|The students will know… |
|Addition facts up to a maximum sum of 5. |
| |
|The students will be able to… |
|Recall addition facts up to a maximum sum of 5. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
| |
|Kinesthetic/Tactile |
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|Pre-Assessment: Ask students, “What is addition?” Elicit several responses from students, leading to understand that addition is the act of combining. |
|Whole-Class Instruction |
|Materials Needed: 1 copy of the Fact Strips* that have been cut apart and stapled together per student, 1 copy of the Fact Strips* to project under a document |
|camera, a document camera connected to a projector, writing utensils, 5 small counters per student, 1 set of pre-cut Fact Cards* per pair of students |
|Procedure: |
| |
|Tell students that there are some addition problems that they need to know by memory and that today they are going to begin practicing them. Give each student 5 |
|small counters and a copy of the Fact Strips that have been cut into two strips and stapled together. Project a copy of the Fact Strips and 5 counters under a |
|document camera. Tell students that they are going to create models for each fact to help them find the answers to the problems. |
| |
|Show students the first problem, 0 + 0. Model the problem under the document camera, and provide a “think aloud” for students. You might say, “The first number is |
|0, so I will use 0 counters. The second number is 0, so I will use 0 counters. I have a total of 0 counters, so that is the answer.” Have students record 0 as the |
|answer to the first problem. |
| |
|Show students the second problem, 0 + 1 and 1 + 0. Model each problem for students, showing them that the answer is the same even when the addends are reversed. |
|Have students record 1 as the answer for both problems. |
| |
|Repeat modeling each of the problems for students. If you feel that students are comfortable modeling the problems by themselves or with a partner, have them work |
|on a few problems on their own. Make sure to go over the correct answers when they finish. Have students put their names on their strips. You may want students to |
|take home the strips to practice with their parents, or you may want to keep them and hand them out for a few minutes daily to practice. |
| |
|Put students in partners, and give each pair a set of pre-cut Fact Cards. Have students sort the cards so that each partner has an equal amount of cards placed |
|face down on the table. Tell students that they will practice their addition facts by playing a game. Explain to students the rules of the game. Both players |
|should choose the top card from their piles and turn it over so that the problem shows. Each player should figure out the answer to his/her own problem. The player|
|with the higher sum gets to keep the pair of cards and add it back to his/her pile. In the case of a tie, both players shuffle their cards back in the pile and |
|draw again. If one player disagrees with the other player’s answer, s/he may use counters to model the problem to find the true answer. Play continues until time |
|is up or until one player has claimed all cards. |
|Advanced Learner |
|Materials Needed: 1 copy of the Advanced Learner Activity* per student, 1 copy of the Advanced Learner Activity* to project under a document camera, a document |
|camera connected to a projector, 5 counters per student, writing utensils |
|Procedure: |
| |
|Give each student 5 counters and a copy of the Advanced Learner Activity, and project a copy of it under a document camera. Tell students that they are going to be|
|working backwards on some addition problems to find the two numbers that are being added together. |
| |
|Have students look at the first problem, 1 + = 3. Explain to students that in this problem, they already know the answer, 3. Place one counter under the |
|document camera to represent the first addend in the problem. Have students do the same. Demonstrate how to count up from 1 to 3 to find the missing addend. Have |
|students count up with you. Place 2 counters under the document camera to show the entire problem, 1 + 2 = 3. Students should do the same. Emphasize that they |
|should check the answer by counting the total number of counters to make sure that it is 3. Have students record 2 as the missing addend for the first problem. |
| |
|If necessary, model a few other problems from the Advanced Learner Activity. When students understand how to do it on their own, allow them to work independently. |
|Struggling Learner |
|Materials Needed: 1 copy of the Fact Cards* per student, 1 copy of the Fact Cards* to project under a document camera, a document camera connected to a projector, |
|1 pair of scissors per student, 5 counters per student, writing utensils, 1 plastic baggie per student |
|Procedure: |
| |
|Give each student a copy of the Struggling Learner Flashcards and 5 counters. Project a copy of the Flashcards under the document camera. Tell students that they |
|are going to create some models of addition facts that they can take home to practice. |
| |
|Point to the first card, 0 + 0. Tell students that they are going to make a model of that fact. Explain to students that 0 means they should use no counters. Ask |
|students how many counters are in the model. Students should say 0. Model for students how to record 0 as the answer for the 0 + 0 card. |
| |
|Repeat modeling for students how to use the counters to create pictures for each of the flashcards. Make sure students draw the models for each card (with the |
|exception of the 0 + 0) card. See the answer key to the Fact Cards in supplemental resources, if necessary. When you see that students can make the models and draw|
|them on their own, allow students to work independently. When students finish, give them each a pair of scissors to cut out the flashcards. Give students a plastic|
|baggie to hold their flashcards, which they can take home to review with their parents. |
*see supplemental resources
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