Lesson plan - Study Island
|Math Lesson: Addition |Grade Level: Kindergarten |
|Lesson Summary: The teacher will begin by asking students what they already know about addition. The teacher will then explain addition by having students act out |
|an addition problem. Students will learn how to draw pictures to help them solve addition problems as the teacher models 3 problems for them. Students will then |
|work in pairs to solve some addition problems in which they must draw pictures in addition to writing number sentences. Advanced learners will solve addition word |
|problems that include 3 addends. Struggling learners will use manipulatives to help them find the answer to some addition word problems. |
|Lesson Objectives: |
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|The students will know… |
|How to solve addition word problems with a maximum sum of 10. |
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|The students will be able to… |
|Solve addition word problems with a maximum sum of 10. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: Write the word “add” and “adding” on the board, and read the words aloud to students. Ask students what they know about these words. Accept several|
|responses from students, and tell students that they are going to be working on adding in the lesson today. |
|Whole-Class Instruction |
|Materials Needed: 3 pieces of chart paper, Guided Practice Problems* for teacher reference, writing utensils, 1 copy of the Independent Practice* per pair of |
|students, drawing supplies |
|Procedure: |
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|Prior to the lesson, prepare three pieces of chart paper that have the Guided Practice Problems written separately on them. |
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|Choose 2 students to stand up in front of the class. Choose another 3 students to stand up in front of the class. Make sure the two groups of students are |
|separated. Ask students to count how many students are in the first group and then to count how many students are in the second group. Record 2 and 3 on the board |
|beside one another. Ask students what would happen if the two groups were put together. Before joining the two groups, accept several responses from students. Make|
|sure students understand that the groups will be combined and the total number of students will be larger than the number in either one of the groups. After the |
|discussion, have the two groups combine, and ask students to count the total number of students that have been joined. Record 5 on the board beside the 2 and 3. |
|Explain to students that they have just added two groups of students together and that there is a special symbol used to show that action. Record an addition |
|symbol in between the 2 and 3. Explain to students that 5 is the answer to the math problem, and there is a special symbol used to show the answer. Record an equal|
|sign in between the addends and 5. |
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|Remind students that the math problem they just solved is an adding, or addition, problem. Write these words on the board for students to see, and have them |
|practice saying them. Ask students to think of situations in which things are added. Elicit several responses from students, leading them to see that things are |
|joined together, or combined, when they are added. |
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|Post the first Guided Practice Problem that you have written on a piece of chart paper. Read it aloud to students. Ask students, “What objects are being added, or |
|joined together?” Elicit responses until a student says, “candy.” Explain to students that you are going to draw pictures to help you solve the problem. Ask |
|students how many pieces of candy Emily had at first. Elicit responses, and draw 3 pieces of candy on the chart paper. Record 3 as the first number in the equation|
|on the chart paper as well. Ask students how many pieces of candy her friend gave her. Elicit responses, and draw 1 piece of candy on the chart paper. Record 1 as |
|the second number in the equation. Model for students how to include the addition symbol and equal sign. Ask students to count the total number of pieces of candy |
|in the picture. Elicit responses until a student says, “4.” Record 4 as the answer on the chart paper. |
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|Repeat this process for the remaining two Guided Practice Problems. Leave the completed pieces of chart paper posted for students to refer to. |
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|Put students into partners, and give each pair a copy of the Independent Practice. Explain to students that they should draw pictures to help them solve the 4 |
|problems. Students should include a drawing as well as an equation for each problem. When students understand the directions, allow them to work with their |
|partners. |
|Advanced Learner |
|Materials Needed: 1 copy of the Advanced Learner Independent Practice* per student, 1 copy of the Advanced Learner Independent Practice* to project under a |
|document camera, a document camera connected to a projector, writing utensils, drawing utensils |
|Procedure: |
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|Tell students that they will be learning how to solve addition problems that involve adding more than just 2 numbers. Give each student a copy of the Advanced |
|Learner Independent Practice, and project a copy of it under a document camera. Read aloud the first problem to students. Model how to draw 2 bears for the first |
|sentence, 2 bears for the second sentence, and 1 bear for the third sentence. Have students do the same on their papers. Show students how to record the numbers 2,|
|2, and 1. Show students how to include the addition symbols and the equal sign. Ask students to count the total number of bears in the picture, and model for them |
|how to write 5 as the answer. |
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|When students understand what they should do on the remaining three problems, allow them to work independently or in partners. |
|Struggling Learner |
|Materials Needed: 5 counters per student, 1 copy of the Independent Practice* per student, 1 copy of the Independent Practice* to project under a document camera, |
|a document camera connected to a projector, writing utensils |
|Procedure: |
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|Give each student a copy of the Independent Practice and 5 counters. Project both under a document camera. Read aloud the first sentence from the first problem to |
|students. Model for students how to use 2 counters to represent the first 2 bears. Have students do the same. Read the second sentence aloud to students, and model|
|how to use 2 more counters to represent the second 2 bears. Read aloud the question to students, and show them how to count all of the counters to find the answer.|
|Ask students, “How many bears did we start out with?” Elicit responses until a student says, “2.” Record 2 in the box with the problem, and have students do the |
|same. Ask students, “How many bears walked up to the 2 bears?” Elicit responses until a student says, “2.” Record 2 in the box with the problem, and have students |
|do the same. Tell students that the bears were added together as you include an addition symbol in between the 2s. Have students do the same. Write an equal sign, |
|and tell students that the equals sign shows the answer. Have students record the answer, 4, next to the equals sign. |
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|Repeat this process for the remaining 3 problems on the Independent Practice. |
*see supplemental resources
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