Presentation/Assigment

Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section.

Standard(s) : (no more than 2-3 standards)

CCSS.MATH.CONTENT."NY K.OA.2 Solve addition and subtraction word problems involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions.” Use drawings to represent the problem. Another standard to be covered is “NY K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to number of objects in another group.”

The secondary standard is “KR4: Identify specific words that express feelings and senses”

Lesson Objective(s): What will students know or be able to do by the end of the lesson?

· Students will be able to add to result unknown 

· Students will be able to take from result unknown

· Students will show how put together with unknowns

· Students will be able to answer all questions given

Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon?

· “K.OA.1 – Represent addition and subtraction”

· Listening.

· Comprehension.

· Proficiency with numbers

· Addition and subtraction.

Assessments: How will you measure progress towards the objective? What criteria will you use?

I will:

· Pay attention to how well the students are absorbing the material.

· Help struggling children by adding and subtracting alongside them.

· • Check to see whether kids can add and subtract sums on their own.

Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful?

I can adapt the content by

· Using actual samples as examples

· Make it hands-on

· Incorporate storytelling

I can adapt the process by

· Asking students to fill in their math journals their solutions so as to keep track their progress

· Let my students regularly know how they are doing in terms of classwork

I can adapt the products by

· Including my students in the choice of sample to be used in the next class’s lesson.

Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc.

· “Scott Foresman, Math 2016 Common Core Student Edition Grade K Volume “

· Cubes

· Pencils

· Plastic glasses

· crayons

Lesson Planning: Complete this section to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students.

Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff to complete this section successfully.

First Five: (5 minutes)

· How will students enter the classroom and get prepared to learn?

· What initial task will students perform that aligns to the objective(s)? How will you review it?

Teacher Actions

Student Actions

· Tell students they will be learning addition and subtraction

· Show the students cubes, pencils, plastic glasses, crayons that will be used

· Ask students to count the apples

· Ask students to count the pencils

· Ask students to count the plastic glasses

· Ask students to count the crayons

· Ask students who wants to volunteer

· Listening

· Observing the sample materials

· Show 5 using their fingers

· Show 4 using their fingers

· Show 7 using their fingers

· Show 3 using their fingers

· Raising their hands to volunteer

Introduction of New Material: (10 minutes)

· How will you build upon the skills/content of recent lessons?

· How will you convey the knowledge and skills of the lesson (explaining, modeling, coaching, inquiry)?

· What will students be doing to process this information?

Teacher Actions

Student Actions

· Tell students: “Today we are doing addition and subtraction."

· Echo count the cubes.

· Give one cubes to the volunteer student. Ask the students to echo count the remaining cubes.

· Show the students the 3 crayons, I then add 2 more. Ask the students to count with me the total crayons with me.

· Listening the teacher

· Echo count from 1-4

· Echo count 1-3

· Echo count from 1-5

Guided Practice: (5 minutes)

· How will you know that students are ready to begin working independently? How will you gather that data?

· What will you do if students are confused or misunderstand?

· What directions will you give to students for independent practice?

Teacher Actions

Student Actions

· Tell the students the story of a mom who had ten eggs and cooked two for her toddler.

· Ask students to draw lines independently in their books for the ten eggs.

· Ask students to cross the eggs cooked.

· Ask students to write the answer to the remaining eggs.

· Ask students if the resultant number is “greater than” or “smaller than” the original number.

· Ask students to say that is called subtraction.

· Students will listen to the story.

· Students will draw ten lines.

· Students will cross two lines

· Students will write 8

· Students will say “smaller”

· Say subtraction with the teacher

Independent Practice: (25-30 minutes)

· What responses do you expect to see from students? Which misconceptions do you anticipate?

· How will you assess the quality of student work? ( rubric, checklist, etc.) How will you gather data?

· How will you elicit and coach student thinking? How will you support students who struggle?

Teacher Actions

Student Actions

· Instruct students to sit down

· Ask them to open page 50

· • Go from seat to seat, checking up on kids while they work alone.

· Ask students additional questions: “How many pencils are left," "What is the total number of books left?” ‘

· Add and subtract with a student finding it hard to do so

· Ask them if the resultant number is greater than or smaller than the original

· Sit down

· Open their books

· Begin doing the activities on their own

· Answer the questions

· Add and subtract with the teacher

· Answer the question

Last Five:(5 minutes)

· How will you assess learning?

· How will your students summarize what they have learned?

· How will students prepare to transition to a new subject or class?

Teacher Actions

Student Actions

· Use the practice and homework sheets to provide the kids with further opportunities to build on the skills and knowledge covered in this session.

· Give other examples of “adding to, "Taking from," putting together," and “taking apart” with unknowns.

· • Instruct students to use their math diaries to keep track of their solutions.

· Assignments,

· Work on addition and subtraction at home

· Review the material in class the next day