Foundational (Big) Ideas: The big ideas of unit 2 that I will be teaching include:

how to use a 5-group and why we use 5-groups; students will learn why counting
with a 5-group can make counting more simple. Addition and subtraction can be
represented multiple ways; how addition and subtraction are used in everyday
scenarios. Lastly, each numeral has a unique symbol and can be represented by a
group of objects.

Importance/Relevance: The content in unit 2 is important to my students because

learning to use math in their everyday lives is the start to having a mathematical
mindset and seeing the importance of why they are learning math. Being able to see
that addition and subtraction will be used almost everyday at home, at school, at the
grocery store and other places is crucial to showing our students the significance of
math. Learning how to correctly write the numerals is also very important because
once they realize that math will be used in their everyday lives, they will see that they
will be working with a lot of numbers and how they need to be able to correctly
present those numbers.

Common Core State Standards (CCSS): CC.K.CC.1, CC.K.CC.2, CC.K.CC.3,

CC.K.CC.4a, CC.K.CC.4b, CC.K.CC.4c, CC.K.CC.5, CC.K.CC.6, CC.K.CC.7,
CC.K.OA.1, CC.K.OA.2, CC.K.OA.3, CC.K.OA.4, CC.K.OA.5, CC.K.MD.3,
CC.K.G.1, CC.K.G.2, CC.K.G.4. All of these standards connect with the big ideas of
unit 2 because they are all practices of using numbers 1-10 and seeing how these
numbers are used in real life. These standards involve students being able to realize
that adding is putting together and subtracting is taking apart, which ties in to the big
idea of students using math in their everyday lives. In this unit, students will be using
scenarios that they are familiar with to meet these CCSS.

Standard for Mathematical Practice: CC.K-12.MP.4 Model with mathematics. I chose

to focus on this practice because it connects to using math in my students everyday
lives, which is apart of many lessons in this unit. For example, I can ask students
about a time they had a toy and their friend gave them another toy so now they have
two toys, etc. and model it with an addition problem. Modeling addition and
subtraction to many scenarios in our classroom and at home will help my students see
the importance of math. I plan to model addition and subtraction as much as possible
in our classroom in order for students to see that simple things they do around the
house can be solved with math!

Section 2: Parent Communication

5-Groups in Numbers 6-10: Unit 2, Lesson 4

Date: Thursday October 29th
Learning Target/Objectives:
- Students can understand why we use 5-groups instead of counting to 5
- Students can use 5-groups to make numbers 6-10
Description/overview of lesson:
-

Whole group discussion of 5-groups comparing to 5 fingers on our hands

Whole group work with building numbers 6-10 using 5-groups on counting mat
Small groups of 6 work on page 49 in student workbook (during math stations)
Exit card assessment

TASK

Students will count and build numbers 6-10 using 5-groups on a counting mat. Students must show they built
the numbers using a 5-group, plus single chips, to form the number. Students must understand that we use 5groups instead of 5 single chips to make our counting easier and more fluent. Students should be able to
connect a 5-group to 5 fingers. We know that when we show both hands, we can count 10. We know this
because each hand has 5 fingers and we dont have to count every single one; 5-groups should work the same
way in counting. When we see a 5-group we should automatically know that it is 5 instead of counting each
individual chip.

How can the task be solved?

o 1: students will build each number 6-10 correctly but only using single chips, not using the 5groups
o 2: students will build each number 6-10 correctly using the 5-groups and single chips
o 3: students will not build numbers 6-10 correctly, not understanding the concept of 5-groups or
building numbers
o What misconceptions/errors might occur?
o Students may think that building the numbers correctly using single chips is all I am looking
for. The idea of this is for students to utilize building numbers with the 5-groups

What particular challenges might the task present to students who are struggling or students who
are English Language Learners?
o Some students still do not know what the numerals 1-10 look like so this will be difficult for them
trying to build this symbol when they do not know what the amount of that number looks like
o I will have these students (3 specifically) build numbers 1-10 with single chips then my mentor
teacher and I will work closely with them to replace a 5-group when needed in numbers 6-10.
The letters they sit on during instruction are close to the teacher as well. This activity will be
more of them building numbers 1-10 rather than utilizing the 5-groups for 6-10, but that is what is
necessary for these 3 students.

***** Diverse Learners: Like Van de Walle talks about in chapter 6, I will centralize attention to these students,
bringing them closer to my board and use gestures to further their instruction.

What resources (including smartnesses) or tools will students have to use in their work that will
give them entry into, and help them reason through, the task?
Students can relate a 5-group to 5 fingers on their hand. They know when they hold up their hand that
there are 5 fingers, without counting each finger. If students use their smartnesses to relate both of these
tools, they will better understand the reasoning behind 5 groups.
When building numbers 6-10 on a counting mat, students can use the idea of counting up from 5 to build
the number once a 5-group is in place. If the student can understand that 6 = 5+1, and other addition
problems, they will know that 6 is a 5-group and 1 single chip

BEFORE/LAUNCH (10 minutes)

All right kindergarteners, you have been counting with Mrs. Watts on the counting cards and we know when
we see the top row of dots (show counting card, point to top row), that there are 5 dots. We dont have to count
each dot because we already know there are 5, which makes it easier for us to count the rest of the dots! Lets
practice counting on a few number cards, remembering that there are 5 dots on the top row
- Hold up 6 card, count with students: 56.
- Hold up 7 card, count with students: 56,7.
- Continue for cards 8, 9, 10
Do I want you to count out each single dot? No! I want you to really practice counting the top row as 5 and
counting the single dots beyond the top row. See, it was much quicker to remember that our top row had 5 dots,
then to count each dot again! We do this when we count on our hands too. Watch: when I hold up one hand,
you know I am showing you the number 5. When I hold up both hands, you know that I am showing you the
number 10. We know this because each hand has 5 fingers on it and we know this without having to count each
finger again. This makes our counting a bit quicker and easier! Today, we are going to be building numbers
using our 5-groups. Each of you will get your own counting mat, your own 5-group strips and your own single
chips. You will build the number 6 like this, (show students 5-group and 1 single chip on counting mat). Who
would like to come up and show us how we would build the number 7? Im looking for quiet hands.
- Student builds 7 using 5-group and 2 singles, in front of class, on teachers counting mat
Great! See, instead of using 7 single chips, we did a 5-group and 2 singles. Just like if we were counting on
our fingers, we know that 7 is a whole hand plus 2 fingers. Now you are all going to try on your own. When
Mrs. Watts and I hand you a counting mat and baggie, you may begin. Remember, we are staying on our
assigned letters and we are working on this task alone, quietly, so we do not interrupt others learning.

DURING/EXPLORE (15-20 minutes)

Students will be working independently, with individual counting materials

- Hand out counting mat and bag of supplies to each student at carpet
- Walk around and observe students building numbers 6-10

Remember to use your 5-groups! If you need to use your hands and fingers to help you count, do so! For
every hand we use, that is a 5-group on our mat.
Possible Student Solutions

For each possible solution: One Use this column to note which
question you will use to probe
students are using each
student understandings and one strategy.
question you will use to extend
or advance student
understandings
Student builds numbers correctly
- Did you remember to use your
but forgets to use 5-groups
5-groups? If we counted these
right now, we would have to
count each individual chip.
- Count each individual chip, then
replace with 5-group and recount.
Was it quicker to count with our
5-group? See if you can rebuild
this number adding in a 5-group
instead, to make your counting
quicker.
Student builds numbers incorrectly, - The number is 7, but did you
using wrong amount of chips in
build the number 7? Lets count.
general
The number is 7 but you have 9
chips below. How can you rebuild
the number 7 with the correct
amount of chips? Try counting
with your fingers to help.
Student builds numbers correctly
- I see you used your 5-groups,
but only uses 5-groups on some
but not on all of your numbers.
numbers
Count each chip. Were sound
numbers quicker to count than the
numbers without 5-groups? Try to
rebuild your numbers using a 5group in each set. Was it quicker
to count with the 5-groups?
What assistance will you give or what questions will you ask a student or group who becomes frustrated and
requests more direction and guidance?
- Lets remember that a 5-group is like our 5 fingers, we already know there are 5. Try placing a 5-group down first and
add single chips from there to build your number.
What will you do if a student or group finishes early? How will you extend the task to provide additional
challenge?
- If a student finishes early, they made build numbers 1-5 with single chips
- For additional challenge, students can build numbers 11 and up using 5-groups
What will you do if a student or group focuses on non-mathematical aspects of the task, or something other
than the task?
- Kindergarteners, lets focus on our math. This is a skill that will make counting easier for us! I dont want it to be hard
for you, so you need to practice this skill that HELPS us count easier. If you can show me that you are trying you best
and focusing on your work, we will do a brain break dance after our activity.

AFTER/SUMMARIZE

- Call on students to share out loud for each number 6-10 and how they built it; if they used a 5-group and how
many single chips they used.

How will students strategies be shared?

- Students will verbally share their work, left on their board at the carpet. Other students may use their eyes
to look at students board.
What are three questions you can use to connect across the three strategies/solutions
- Some of you forgot to use the 5-groups but still had the correct amount of chips. You counted
correctly, but it wasnt the quickest way to count. We use 5-groups to help us count quicker!
- Some of us mixed our numbers up a bit and had different amounts under each number. We have to
remember to use our fingers to help if we are having trouble. If we are building the number 7, we can
hold up 1 hand (a 5-group) and 2 fingers (2 single chips).

Thank you all for being great listeners today, I would like for you to put all of your 5-groups and
chips back into your bag. Place the bag on top of your mat. Mrs. Watts and I will come around and
collect your mat and bag. If we have collected your mat and bag, you may grab your coat and quietly
line up at the door for recess.

Materials Needed:
-

Counting cards (with dots)

Counting mat for each student
Bag of 5-groups and single chips for each student
Exit slip

Exit Slip:
Draw 8 using a 5-group.
Circle the 5-group

Assessment
- Math being assessed: working with a 5-group, if students understand why we use
5-groups and if they can draw a number using a 5-group
- Students will fill out an exit slip, where they draw the number 8, using a 5-group
and must circle their 5-group
- I will be looking for students to draw 8 dots, like my example, with 5 dots on top
and 8 dots below. Students should circle their 5-group (5 dots on top)
- I will record my analysis by using a checklist of points. 1) students drew 8 dots,
circling the 5 group, 2) students drew 8 dots, not circling the 5-group, 3) students
did not draw 8 dots

I will give immediate feedback when students are done with their exit slip. I will
go over how to draw 8 using a 5-group by counting out 5 and circling it, then
drawing 3 more below it to equal 8 dots in total.

GROUPWORTHY LESSON: Unit 2, Lesson 5

Date: Monday, November 2nd
-

Learning Target/Objectives:
Students will be able to create addition and subtraction story problems involving their
families

Description/overview of lesson:
- Whole group lesson and examples of family math stories
Students work in groups of 4 to create addition/subtraction problems
- Student workbook page 51-52 done during math stations
THE GROUPWORTHY TASK
Briefly describe the task:

List the mathematical abilities that are required for the group to complete the task:
- Create an addition/subtraction family story and share problem with group members
- Draw correct amount of items for each number in story problem
- Write addition/subtraction problem on paper using correct symbols
- Present final equal to teacher
- Collect materials, clean up work station
Connection to diverse learners: This task connects to specific diverse learners in my class
because they can write the addition or subtraction paper on paper for the final product and they
can think about their family to brainstorm story problems. With the help of their group members
doing the adding and subtracting of items, this student will be able to write numbers and present
them in an equation.
Groupworthiness: How will you structure the task to promote equal participation?
- Along with giving each student an individual role, I will explain each role to the students
so they are aware of their job and the expectations. Each role includes a product, where
equal participation is needed to create these products. I will promote equal participation
by discussing positive group effort and how we work as a team in many aspects.

Directions:
Verbal instructions will be given for this task, along with a one-word task card to each group
member.
- Create
- Draw
- Write
- Present
-

Create

Draw

Write

Present

The create task will be to come up with an addition or subtraction story problem,
involving their family. The Draw task will be to draw a picture to represent the story
problem. The write task will be to write the story problem as an equation on paper. The
present task will be in charge of presenting the final products to the teacher for approval.
The whole group instructions will be verbally explaining each task above. The task cards
are for each student to remember their job and for the teacher to know who is in charge of
what task.

GROUP AND INDIVIDUAL ACCOUNTABILITY

What group product will the group produce?
-

Each group will produce a drawing of their math story and a written equation of their
math story.
- Create: partner creates an addition or subtraction story for group to use
- Write: partner writes the addition or subtraction story using a number equation
- Draw: partner draws out the addition or subtraction story problem with pictures
Present: partner gathers all thoughts from group and presents poster board with written
and drawn story problems
What individual product will each individual student produce?
- Each student will fill out a participation grade slip
Students will circle 4 if they gave their best effort, 3 if they good effort, 2 if they gave
bad effort, and a 1 if they gave no effort.
1

SUPPORT
What interventions will you use to promote equal participation?
- I will provide norms and students will be taking the participation quiz above. The norms will be
explained while giving the group directions; what is expected of each group member and what is
expected of the groups as a whole.
SUMMARY/CLOSING
After groups complete the task, what will the class do?
- When each group has finished and been approved by a teacher, I will have each group share
their story problem out loud to the class.
What important ideas do you want to make sure students walk away with?
- We use math everyday, at school, at home and at other places
- Creating a group product requires each members best effort

Assessment
- math being assessed: creating addition/subtraction story problems
- the task will be to create a group poster including: a written equation and drawn equation.
- I will use a checklist of students work to assess each groups work
- Criteria: students created a story problem, a written equation of the story problem
including ___ (+ or ) ___ = ___, a drawn equation with pictures representing the story
problem, both parts glued onto group paper, group paper presented to teacher
- Analysis: I will record students work by creating a checklist whether or not a group 1)
number equation, 2) picture representation, 3) glued onto poster, 4) presented to teacher
- I will give immediate feedback when each group is presenting. If an equation is correct, I
will tell the students how they did a nice job and finished correctly. If an equation needs
some help, I will count and brainstorm with the whole class how we can fix the story
problem.

Unit 2, Lesson 6
Date: Tuesday, November 3rd
Learning Target/Objectives:
-

Students will create addition and subtraction problems involving the playground
Students will order numbers 1-10

Description/overview of lesson:
-

Whole group examples of playground addition and subtraction story problems on white boards
Independent work on creating playground stories (assessment)

Students workbook page 53-54 done during math stations

TASK

Include a description of the main high-level mathematical task of the lesson.

Students will create addition and subtraction problems, using the playground as a visual. Students
will be coming up with their own idea of a story problems, drawing out their story problems with
pictures and writing an equation to go along with their playground story problem.

***** High-Level Cognitive Demand task: In chapter 2, Van de Walle talks about how when doing
mathematics a high-level demand task requires students to access relevant knowledge in working
through the task. This task requires students to use their knowledge of an actual scenario that could
take place on the playground. For example, students will use their knowledge and visualize problems
such as, 3 friends are playing together then 2 more friends join them. They will use this knowledge to
come up with a drawing and number equation to support their thinking and work through the task.

How can the task be solved?

What are three solutions or strategies you think students will use?
1: Students will be able to verbalize a playground scenario but not draw or write it out
2: Students have trouble coming up with a playground scenario to create an addition or subtraction
problem
3: Students can verbalize a playground scenario story problem and connect it to numbers, but have
trouble drawing it out with pictures

- What misconceptions/errors might occur?

Students may have a hard time connecting the playground scenario to pictures and numbers
What particular challenges might the task present to students who are struggling or students who are
English Language Learners?
- Struggling students may have a difficult time with counting, adding and subtracting the scenario
numbers
-

How will you address these challenges?

I will use Van de Walles strategy of peer-assisted learning to pair struggling learners with some
experts. By doing this, the struggling learners will work with the other students to come up with
story problems. These will be partner guided, to assist the struggling learners in addition and
subtraction.

What resources (including smartnesses) or tools will students have to use in their
work that will give them entry into, and help them reason through, the task?
All of my students play on the playground each day, so they are bringing in prior knowledge of scenarios.
Students will use counting on their fingers to act our numbers when needed. White boards will be provided
to each student so they can draw and write our their scenarios when thought of.

BEFORE/LAUNCH (15 minutes)

How will you introduce the activity so as to provide access to all students while maintaining the
cognitive demand of the task?
Kindergarteners, remember yesterday when we created addition and subtraction stories using our
family? Today we will be creating addition and subtraction stories using the playground! We all
love to play on the playground and addition/subtraction takes place all of the time out there
without us even knowing it! Lets brainstorm some examples how about: 3 students are playing
then 1 more students joins them. That is addition! If there are 3 students then 1 more student joins,

that is 3 + 1! 3+1 = 4. See, we did math on our playground. Lets try another. How about if 5
students were on the swings but 1 student leaves to use the bathroom, that is 5 1! 5 1 = 4. We
just did another math problem on the playground! There are so many math problems we can create
when we think about what goes on outside. Lets draw one out together on the board. Who has a
math problem from the playground that they would like to share? (call on student) 1 student is on
the slide then 2 other students come to the slide good, so there was 1 student and 2 other students
joined, now we have 3 students. We can draw this out. (draw 1 student, then draw 2 more
students). We can also write this out (1 + 2 = 3) on board. Wasnt that cool kindergarteners? What
I like about these math problems is that you can create your own ideas, based on what YOU do on
the playground.
Now I want you to try coming up with your own addition or subtraction playground problem.
First, you think of something that happens on the playground. Next, try drawing it out to help you
see it better. Last, you can match your pictures to numbers to create a math equation! When Mrs.
Watts and I come around, you will get a white board and a marker. Try to come up with one story
problem using the playground. Draw it out in pictures, then write it in numbers, just like we did
together on the board.
- Hand out white board and marker to each student

DURING/EXPLORE (10 minutes)

-

Students will be working individually on the carpet.

3 students who need academic support, will be paired with 3 students (Peer-Assisted Learning,
Van de Walle)

Possible Student Solutions

Student can verbalize a playground

scenario, but can not draw or write
it out

Student can not come up with a

playground scenario

Student can verbalize scenario and

write it in numbers but has trouble
drawing it out in pictures

For each possible solution: One

question you will use to probe
student understandings and one
question you will use to extend
or advance student
understandings
- Now that you have your
scenario, have you tried using
your fingers to help you? Every
time you add something, add a
finger. If you take away
something, drop a finger.
- Look at my drawing on the
board, are there the same amount
of people drawn as the number? 3
people and the number 3. Try
matching your picture to your
number.
- When you are outside, is there
ever a time when a friend joins
you or leaves you?
- Think: how many friends did
you start with? and how many
friends did you end up with?
- When I drew 1 person, did it
match with the number in my
equation? When I drew two more
people, did it match with the
number in the equation?

Use this column to note which

students are using each
strategy.

- We know that each number can

be represented by an amount we
draw, how can you draw the
amount for each number in your
story problem?

What assistance will you give or what questions will you ask a student or group who becomes
frustrated and requests more direction and guidance?
- Lets review the problem we did together on the board. I came up with a playground scenario, I first drew
it out, then I wrote my numbers to match my story problem! If you are still having trouble, ask your
neighbor if they can help you.
What will you do if a student or group finishes early? How will you extend the task to provide
additional challenge?
- If a student finishes early, they may create another story problem to share. They may also help a
struggling neighbor, if needed.
What will you do if a student or group focuses on non-mathematical aspects of the task, or
something other than the task?
- Kindergarteners, lets stay focused. It is really important that we take the time to understand how math is
used in places all around us, like our playground. We need to try our best and focus on creating a problem
to share with the class today. I am confident in all of you and if you need help, there are many helping
friends around.

AFTER/SUMMARIZE (5-10 minutes)

How will students strategies be shared?

- Students will come up in front of the class and share their story problems on their individual
white boards.
What are three questions you can use to connect across the three strategies/solutions?
- Does it make sense to draw 5 swings if there are only 3 swings in our problem? No! We
want to make sure that we connect our drawings AND our math equation together
- Some of us had some trouble thinking of a playground scenario to use. Is math used
everyday on the playground? Yes. All we need to do is visualize ourselves out there and
there will be many subtraction and addition stories coming to mind.
- If we have trouble drawing out a scenario what can we do? What do we do when we
count on our fingers? We add a finger for every number. If we want to draw out the
number 4, try using your fingers. 4 fingers = 4 pictures.
Thank you everyone for giving your best effort today and coming up with real math
equations! Next time youre outside, try and think of addition and subtraction scenarios
that are happening around you. I bet there are a lot!

Assessment
- Math being assessed: students can create and model playground math stories, and
students can order numbers 1-10
- Students will complete student workbook page where they model a playground math
story on one page and order numbers 1-10 on the back page
- Criteria: I will be looking for a drawing that represents an addition or subtraction
problem modeled in the playground picture ___ (+ or -) ___ = ___. On the back page, I
will be looking for the numbers 1-10 in correct order and written in correct form as well
- Analysis: I will use a check mark if students did each page correctly, or a keep trying
comment if students did not fully understand each page

My feedback will be given in comments on the students workbook pages, but also in a
review the next day depending on whether many students understood or did not
understand the idea

Short Lesson Planning Template: Unit 2, Lesson 7

Date: Wednesday, November 4th
Learning Target/Objectives:
- Students will explore equal to and non equal to concepts
- Students will explore arrangements of numbers and how a number does not change when the
arrangement of it does
- Students will write numbers 1-10
Description/overview of lesson:

Include a brief description of lesson task or activities.

Equal to and non equal to examples
Arrangement of number example
Page 57-58 in student workbook
Exit slip

Introduction/Before/Launch: (10 mins)

What does = mean? So not equal means?
Examples of 6 = 6, 6 not equal to 8, etc.
Examples with dots, 7 dots = 7 dots
Switch arrangement of 7, ask students if they are equal
Ask if 5 = 5 dots
Explain how even if they arent in the same order, we can still count them and they are equal
Examples of equal to dots and non equal to dots, examples of two different arrangements for same number
Directions: Mrs. Watts and I will hand everyone a white board and marker, when I say, please work by
yourself, quietly on your letter

Explore/During: (15 minutes)

Now on your white boards, write 7 then pick equal to or non equal to 7 (hold them up when done)
Write 4, equal to or not equal to 9 (hold them up when done)
Write 5 equal to or non equal to 5 (hold them up when done)
Now, draw 9 dots. Put a line down the middle of your board and draw 9 dots in a different arrangement. Count
them. Theyre still equal! 9 = 9.
Now, draw 4 dots. Put a line down the middle of your board and draw 4 dots in a different arrangement. Count
them. Theyre still equal! 4 = 4.
Now, write the number 5 = and draw the amount of dots it is equal to.
Try it again, but draw an amount of dots that 5 is not equal to. Remember to switch you = sign to non equal
sign.

If I draw 6 dots = 10 dots, is it still ok if I write the equal sign in between? no why not? because they are
not equal, you have to write the non equal sign
Why is it important that I use the correct sign, equal to or non equal to?

How can I tell if both sides or equal or not? count them!

After/Summarize/Closure: How will you end the lesson? What strategies/solutions/ideas do you want to
emphasize or have students share? What are two-three questions you can ask to probe or extend students
understandings or connect across students/groups ideas? (list estimated time, in minutes, for each part of the
summary)
Students erase boards, out markers and boards back in bin
Kindergarteners, lets remember that it is very important that we count both numbers on each side because even
if it is not in the same order, it could still be equal!
What are some other ways we use the equal to or non equal to signs?
Why do you think this sign is an equal sign with a line through it?

Materials Needed:
- White boards
- Dry erase markers
- Student workbook page 57-58
- Exit slip

Assessment
- Math being assessed: determining if two pictures are equal or non equal to each
other
- Students will circle the sign = or non = (using actual sign on slip) when
comparing the numeral 5 and 4 dots
- Criteria: I will be looking for students to circle the non equal to sign
- Analysis: I will keep track of observations during discussion and explore time
whether students are correctly stating if a number is equal to or non equal to
another, or not. Next to the students name, I will mark a check mark if students
are correctly understanding the material and an x if students are not correctly
understanding the material
- I will write feedback/comments on students exit slips for them when they are
returned. I will also give feedback to the whole group once I collect the exit slips,
going over the correct sign they should have circled on their exit slip and why

Short Lesson Planning Template: Unit 2, Lesson 8

Date: Thursday, November 5th
Learning Target/Objectives:
- Students will write the number 7
- Students will draw 7 objects
Description/overview of lesson:

Include a brief description of lesson task or activities.

Practice drawing 7 objects on board, whole group
Create 7 turkey art project
Student workbook page 59-60 (during math stations)

Introduction/Before/Launch: (7 minutes)
Write number 7, draw 7 objects and count to 7 on fingers in front of class

We just showed the number 7 in three different ways!

I will be calling on friends who are sitting quietly, to come add 1 on the turkeys 7 feathers on the
board
Call on students to draw 7 feathers, whole group
Call students to draw 7 objects on board
Count out loud with class to check work

Explore/During: (20 minutes)

Students will cut out 7 feathers and glue on turkey body
Students will write the number 7 on the turkeys body
Students will draw 7 circles by the turkeys feet

Why is it important that we count the feathers to make sure there are 7?
What are some differences youve noticed while watching each classmate write a 7 on the group
paper?
How can we check to see if we drew 7 objects each time?

After/Summarize/Closure: (3 minutes)
Thank you kindergarteners, I see some very great 7s up here on the board! Lets remember to
always count the objects we drew to make sure our drawing matches our number. It is always
smart to double-check your work!
Lastly, who can raise a quiet hand if they would like to share their 7 turkey?

Materials Needed:
- Student work books
- Turkey bodies
- Colored paper for turkey feathers
- Glue
- Scissors
Assessment
- Math being assessed: drawing 7 things, writing the number 7
- The students will cut and glue 7 feathers onto their turkeys body, write the number 7 and
draw 7 circles on the turkey
- Criteria: I will be looking for the correct amount of feathers (7), a 7 drawn on the turkey,
and 7 circles drawn on the turkey
- I will keep a checklist marking whether each student 1) has 7 feathers, 2) wrote the
number 7, 3) drew 7 circles
- I will give feedback when the students share their turkeys when finished. We will point
and count to the feathers, checking for 7. I will walk around and give helpful feedback to
students needing extra assistance and positive feedback for students who do not need
further assistance

Short Lesson Planning Template: Unit 2, Lesson 9

Date: Friday, November 6th

Learning Target/Objectives:
- Students will make groups of 6-10 using 5-groups
- Students will notice multiple arrangements for each number
Description/overview of lesson:
- Whole group at carpet working with number mats
- Student workbook page done at math stations

Include a brief description of lesson task or activities.

Students will arrange numbers 6-10 with 5-groups and single chips
Students will do a gallery walk to view multiple arrangements
Student workbook page 61-62
Exit card will have students draw two different arrangements of the number 10

Introduction/Before/Launch: How will you introduce, activate prior knowledge,

and/or give directions? (5 mins)
Kindergarteners, remember how we talked about how each number can be arranged
differently but it is still the same number? Today we are going to arrange numbers 6-10
on our counting mats so we can see all of the different arrangements done by your
classmates
Each of you will have your own mat and counting materials, you will make numbers 6-10
on your board then you will be sharing them with the class
Show teacher counting mat for example of building numbers 6-10 on mat

Explore/During: What are three questions you can ask to probe and/or extend
student thinking while they work? (20 mins)

Have students build numbers 6-10 on their boards

Without moving, take a look around. Do you see some different arrangements of
numbers, different than yours?
How can you utilize your 5-groups into each number?
Take a look at your 8 and how you arranged it. Think in your head, how you could
possibly arrange it different next time?
Have students do gallery walk, with counting mats in the middle

After/Summarize/Closure: (5 mins)
What are some numbers you noticed on other boards, that were arranged different than
yours?
If we use two 5-groups to arrange the number 10, will everyones arrangement look the
same?
Thanks for doing such a great job viewing others work. Now lets neatly put our boards on
table 1, with all of your counting materials in a bag on top of your board.
When you return to your seat, you will draw me two different arrangements of the
number 10

Materials Needed:
- Counting mats
- 5-groups and single chips

Student workbooks

Assessment
- Math being assessed: building numbers 6-10 using 5 groups
- The students will use a 5-group manipulative and single dot manipulatives to
build numbers
- I will use a checklist of observed strategies to record students
- Criteria: while observing; I will be looking for students to use a 5-group piece
instead of using 5 single pieces and only using the single pieces to build up from
the number 5. I will be looking for students to count saying 56 5..6, 7
etc. instead of 1..2..3..4..5..6..7..
- I will take notes for anecdotal records, while observing students build numbers
- I will provide feedback while the students are exploring and building numbers, to
help them further understand the methods we are working with

Short Lesson Planning Template: Unit 2, Lesson 10

Date: Monday, November 9th
Learning Target/Objectives:
- Students will create addition stories for numbers 6, 7, 8
- Students will notice changes in numbers using pattern poster
Description/overview of lesson:
-

Whole group review of addition and subtraction using fingers

Math talk to notice patterns in numbers on poster
Stamping math stories
Student workbook page 63-64 (done during math stations)

Introduction/Before/Launch: (10 mins)

We have created math problems using our family and using the playground. Lets review a bit. Who can give
me a scenario we can at out with our fingers?
Call on students
Act out 3 equations on fingers with whole group
Now we are going to do a math talk, using this number poster (show poster)

Explore/During: (15 mins)

I want you to look at this poster. Notice each number 0-20. Now turn to your partner and tell them something
you notice about all of the numbers
Come back to whole group, call on students to share
Now turn to your partner and tell them something you notice about the numbers 10 and 20
Come back to whole group, call on students to share
Turn to your partner and tell them something you notice about the numbers on the left side and the numbers on
the right side.
Come back to whole group, call on students to share
Students stamp addition stories for numbers 6,7, 8 individually

Why is the number 10 the only number all in a box?

Why are there no dots by the number zero?

What changed in the dots, as the numbers got higher?

After/Summarize/Closure:
By looking at this poster, we noticed many patterns. We can see that each number has one more dot than the
previous number. The larger the number, the more dots. Each dot represents 1 part of the total amount.
If 10 looks like this (point to 10 dots in box) and 20 looks like this (point to 20 dots in two boxes of 10), what
do you think 30 might look like?
Why were there no 5-groups used for numbers 0-4?

Materials Needed:
-

Pattern poster
Student workbooks
Stamps
Ink pads
Paper

Assessment
- Math being assessed: students can represent addition problems with pictures
(stamps)
- Students will pick two number cards, and then represent each number with a
picture. Students will add the two numbers, and count them to find their total
- Criteria: I will be looking for students to stamp out each of the two numbers they
are given, students to use a + sign to add the two numbers and an = sign to total
the two numbers. I will be looking for students to correctly add the two numbers
together and write the total number (equation form)
- Analysis: For each student, I will record whether or not they added two numbers
correctly and whether or not they have two number and a total in equation form
- I will give feedback when the students share their equations at their tables. I will
walk around and have students count their numbers to make sure the total is
correct. For the students who did not understand the general idea of drawing
pictures in an equation, I will give then extended feedback after the lesson.
Short Lesson Planning Template: Unit 2, Lesson 11
Date: Tuesday, November 10th
Learning Target/Objectives:
- Students will create and solve addition and subtraction garden stories
- Students will write the number 9 and draw 9 objects
Description/overview of lesson:
-

Whole group discussion and acting out of garden scenarios

Student workbook page 65-66 (during math stations)
Apple tree equations

Introduction/Before/Launch: (15 mins)

We have worked on family scenarios and playground scenarios. Today we will be creating garden scenarios!
Who can raise a quiet hand and tell me something they may find in a garden
Call on 5 students to share
Create and act out 2-3 garden scenarios together, making sure students are using fingers to act out addition or
subtraction
Practice writing number 9 on board
Show example of apple tree on smart board

Explore/During: (15 mins)

Students will pick two numbers cards
Students will glue apples onto tree
Students add both numbers together and total them, writing them in the equation

How many red apples do you have?

How many green apples do you have?

How many apples do you have, in total?

After/Summarize/Closure:
Share apple tree equations
Count equations out loud with group

Materials Needed:
-

Apple tree paper

Apple cut outs
Glue
Student workbooks

Assessment
- Math being assessed: students can create and add addition problems
- The students will be given two numbers cards, for example 4 and 3. Students will
glue 4 apples on the tree and 3 red apples on the tree. Underneath the apple tree,
students will write 4 + 3 = 7. Students will be using apples to create addition
problems and solving them.
- I will be using students products to assess
- Criteria: I will be looking for students to have a written equation that correctly
matches the amount of apples they have in their tree
- Analysis: For this assessment, I will keep a check mark or an X for each student.
They either have an equation that correctly matches their apples (check) or they
do not have either (X)
- I will give feedback immediately after students are done with their projects. Once
I collect the apple tress, we will go over some equations as a group and count
together as a class

Short Lesson Planning Template: Unit 2, Lesson 12

Date: Wednesday, November 11th
Learning Target/Objectives:
- Students will build numbers 1-10 on counting mat
- Students will explore +1 relationship between each number
Description/overview of lesson:

Include a brief description of lesson task or activities.

Building 1-10 on counting mats
Talking about relationships between each consecutive number
Discussing +1 relationship

Introduction/Before/Launch: (10 mins)

Write 1+1, 2+1, 3+1, 4+1, etc. on board and have students notice that each time you add 1 to a number, you get
the next highest number.
Discussion on +1 relationship
Now we will build numbers 1-10 so we can see how each number gets bigger by 1
Each of you will have your own board. We will be using bears today instead of 5-groups and single chips so
you need to show me that you can handle the bears or we can put them away

Explore/During: (15 mins)

Have students build 1-10 on counting mats with bears
Call on students to discuss +1 relationship

How can we see the +1 pattern on our mats?

Is there a certain direction that our numbers seem to be moving?

By looking at our mats, how can we tell which number is the largest?

After/Summarize/Closure: How will you end the lesson? What strategies/solutions/ideas do you want to
emphasize or have students share? What are two-three questions you can ask to probe or extend students
understandings or connect across students/groups ideas? (list estimated time, in minutes, for each part of the
summary)
We noticed today that each number is 1 greater than the number before. When we count, we add 1 each time.
We added 1 more bear for each number because each number has a +1 amount!
Will a number pus 1, always be the next highest number?
Do you think this +1 pattern will continue for every number higher than 10?

Materials Needed:
-

Counting mats
Bears

Assessment
- Math being assessed: understanding of +1 concept when numbers get bigger
- The students will participate in a math discussion and build numbers 1-10 on their
counting mats

I will be using notes of observed strategies

Criteria: I will be looking for students to build each number 1-10 on their
counting math, for students to discuss patterns with neighbors and for students to
add +1 on their fingers for each number
Analysis: I will have each students names with notes on how they built their
numbers and what they discussed about patterns and seeing a +1 relationship
between each number
I will be giving direct feedback during the discussion portion and explore portion
of this lesson. While students are building their numbers, I will be asking
questions to further their thinking and better understand what they are thinking for
my notes

Short Lesson Planning Template: Unit 2, Lesson 13

Date: Thursday, November 12th
Learning Target/Objectives:
- Students will explore triangles and their attributes
Description/overview of lesson:

Include a brief description of lesson task or activities.

Whole group discussion of triangles
Table group sorting of shapes
Workbook page 69-70
Exit slip

Introduction/Before/Launch:
Draw triangle on board
Triangle discussion- how do you know its a triangle
Pass out triangles to each student, explore
Discuss sides, corners, how its flat, different sizes, colors

Explore/During: What are three questions you can ask to probe and/or extend student thinking while they
work? (list estimated time, in minutes, for each key event during exploration)
Each table group with get 8 circles, 8 squares, 8 rectangles and 8 triangles
Students will sort them
Group discussion on shapes, triangle attributes

I see some big triangles and some small triangles; do they both still count as triangles?

How many sides are you looking for in a triangle?

How many corners should each triangle have?

After/Summarize/Closure: How will you end the lesson? What strategies/solutions/ideas do you want to
emphasize or have students share? What are two-three questions you can ask to probe or extend students
understandings or connect across students/groups ideas? (list estimated time, in minutes, for each part of the
summary)

Triangles can be big, small, red, blue, etc. Triangles ALL have 3 sides and 3 corners, but size, length and color
can change, right?

Call on students to show 1 small triangle, 1 large, different colors, etc.

If our shape had more than 3 sides and 3 corners, could it still be a triangle?
If not, what shape would it be?

After we are all cleaned up, I would like for you to please draw 3 triangles on your paper, remember they dont
have to be exactly the same.

Materials Needed:
-

triangles for whole group discussion

8 of each shape for table groups
exit slip

Assessment
- Math being assessed: students can draw a triangle
- Students will draw 5 triangles on their exit slip
- Criteria: Students drew 5 triangles, students drew triangles correctly with three
straight sides
- Analysis: I will have a checklist whether or not the students drew 1) 5 triangles, 2)
triangles but not correctly, 3) did not draw triangles
- I will give feedback the next day as a review before their next math lesson. I will
go over drawing a triangle on a board and counting how many triangles we draw.