Lesson Plan Template
MAED 3224
Subject: Kindergarten Math Central Focus: Operations and Algebraic Thinking
Common Core Objective: Date taught:
CCSS.MATH.CONTENT.K.OA.A.2: Solve addition and
subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem.
Daily Lesson Objective: Students will be able to solve addition and subtraction word problems within 10 by using
manipulatives or drawings to represent the problem, with 80% accuracy.
Performance- Students will be able to solve addition and subtraction word problems within 10 by using
manipulatives or drawings to represent the problem.
Conditions- Small group and independently
Criteria- Students will earn 1 point for every correct answer on their worksheet. 4/5 (80%) correct answers will
show mastery.
Prerequisite knowledge and skills needed: Students will use decoding strategies to read the word problems.
Problems can be read aloud if necessary. Students will also need to know their numbers 1-10 to fluently
answer the problems correctly.
Activity Description of Activities and Setting Time
1. Engage “Today we are going to learn how to solve word
problems. We are going to use counters and drawings to
help us solve these word problems.”
Review a result unknown problem from day before with
the question of the day: John has 9 pieces of candy. John
eats 3 pieces of candy. How many pieces of candy does
John now?
Model Problem with volunteers to come up to draw
pictures, use manipulatives that include counters or a
number line. (Use dot cam if needed to show counters)
2. Explore Bring all the students back together on the carpet. Write a
(including solutions of major tasks) new question on the smart board.
8 students are sitting at a table. Some students get up from
the table. Now only 2 students are left. How many
students got up from the table?
Teacher will ask a student to read the problem aloud and
then reread the question after finishing to ensure the
students comprehend.
Begin to model the question with a picture. Read the first
part of the question “students are sitting at a table” Draw
8 circles to represent each person. Read the next part,
“Some students get up from the table. Ask students if we
should do anything to the problem now?”
Read: “Now only 2 students are left. How many student
got up from the table?”
How did we get from 8 students down to 2?
Model by crossing out a circle and counting down as you
mark out each circle until you reach 2. Have students
count with you. Ask students what their answer is.
Students answer should be 6 students left the table.
Also model using a number line, ten frame, and follow up
by writing the equation at the end.
Ex. 8 - ___ = 2
Each model allow a different student to try and model.
3. Explain Write one more question on the board.
3 people are running at the park. More people join in on
the run with them. Now they are 9 people running at the
park. How many people joined?
Start by making the equation. Ask students to read the 1st
part of the story problem. What number should the
equation start with? Underline the number 3 in the story
problem before writing the equation.
__3__ ____ = ____
Ask the students to continue reading. “More people joined
in.” What symbol should we put next?
3 + _____ = _____
There was no number in that sentence so we will leave
that part blank. Continue reading, “ Now they are 9
people running in the park. How many people joined?”
We will finish writing the equation and then begin to
solve.
3 + ____ = 9
Now use the number line method to solve.
Start on the number 3 and continue to count until you
reach the number 9. Counting one number for every jump.
The correct answer for the question will be 6.
4. Elaborate/Extend The teacher will pass out an activity to use as an exit
ticket. The exit ticket will have one question, and 3
different ways to solve. 1 by drawing pictures, 1 by using
the number line, and 1 by using the ten frame. Students
only have to use one method to receive credit.
This activity will completed individually. The teacher will
walk around during assessment to check for
understanding through observation and questioning.
5. Evaluate Formative: Understanding checked through observation
(assessment methods) and questioning
Summative: Students will earn 2 points for a correct
response (procedural fluency). 1 points for showing work
that was accurate and matched the word problem
(conceptual understanding). 2 points for choosing the
correct strategy to solve the word problem. (problem
solving)
Rubric will be attached. 4 out of 5 points earned will
show mastery.
Materials/Technology: Smart board, manipulative (counters or connecting cubes), and exit
ticket.
Name: Date:
1, Baby Jim held 7 balloons in his hand. Some of them
flew away. Now he only has 2 balloons. How many
balloons flew away?
Draw a picture to show your thinking.
Show your work using ten frames.
Show your thinking on the number line.
Write a number sentence. What is your final answer?
___ O____ O ___
