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Lesson Content

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
 Students will add and subtract within 10 when given a word problem.
 Students will explain their reasoning when solving addition and subtraction word problems.

Prior Knowledge: What prior knowledge should students have for this lesson?
 Students will need to demonstrate an understanding of onetoone correspondence for the numbers 010.
 Students will need to be familiar with the addition, subtraction, and equality symbols.
 Students will need to know how to write the numbers 010.

Guiding Questions: What are the guiding questions for this lesson?
 How many vegetables are we starting with?
 How do we know whether we are adding to or taking away?
 How can we write an equation for our problem?
 How can we check our answer?

Teaching Phase: How will the teacher present the concept or skill to students?
Part One: (formative assessment)
 To assess students prior knowledge the teacher will want to gauge students understanding of the prior knowledge skills listed above. The teacher may choose to do so individually or in a more whole group setting. Ideas for assessing these skills might include:
 The teacher may hold up groups of objects and ask students to state the total number of objects in each group. Repeat this process until you have a firm grasp on students understanding of onetoone correspondence.
 Have students name groups of objects in the classroom and write the corresponding number for each group of objects on a white board or in their math journals. For example, if the classroom has four windows, students will count the number of windows and write the number 4.
 If students are not demonstrating proficiency with these skills additional practice should be given before beginning this lesson.
Part Two:
 Read the story The Surprise Garden by Zoe Hall (or any other book about gardens) to engage the students.
 As you read, discuss the different fruits and vegetables that grew in the garden. Ask students to share which vegetable/fruit from the story is their favorite. Tell students that today they'll be using their favorite fruits and vegetables to help them add and subtract numbers.
 Ask students, "What does "add" or "adding" mean?" Accept student responses and guide them to understand that adding means to compose two numbers to make a larger number  adding more.
 Then ask students, "What does "subtract" mean?" Accept student responses and guide them to understand that subtracting means to decompose two numbers to make a smaller number  taking away.
 Explain and model the directions for the following activity. Tell students you will be passing out white boards for students to write and draw the answers to some addition and subtraction problems on. Tell the students that they will be working together to solve these problems and that they should be following along on their white boards as the teacher models.
 Use the following problem, "We planted 5 corn seeds and 3 tomato seeds in our garden. How many seeds did we plant?"
 Ask students to brainstorm the best way to solve this problem (we can draw it, we can act it out, we can write an equation).
 Guide students to discuss if they will need to be adding to or taking away.
 Pick 5 students (to hold corn) and 3 students (to hold tomatoes) to come to an area visible by all children. (use the attached big vegetable manipulatives for this)
 Ask students what we should do to figure out how many seeds we planted in the garden. Give appropriate think time. Then, ask students to explain how we can represent this problem with an equation on our boards. Have students try to solve the problem and circle their answer on their boards. (This is a great time to talk about different strategies to solve the same problem. Choose students who approached this problem differently to explain their thinking. For students who are unable to write the equation, have them make a drawing to represent the equation. The teacher will want to be sure to demonstrate this at least once for students as well. For this equation they should draw 5 seeds + 3 seeds = 8 seeds. Allowing students to share their strategies will demonstrate for students that often there is more than one way to solve a problem. The teacher should also be diligent to ensure the strategies the students are sharing are appropriate and do not foster any misconceptions).
 Continue this process with more word problems (see attached for a list of ideas). Be sure to mix addition and subtraction and model as needed.
Garden Math Sample Story Problems
Large Fruit/Vegetable Manipulatives

Guided Practice: What activities or exercises will the students complete with teacher guidance?
 Give each student an individual copy of the Garden Math worksheet (attached) or project it on the document camera for easy viewing.
 Work together as a class or in student pairs to solve each of the word problems on the worksheet.
 After completing the worksheet have students explain their problem solving strategies.
 While students are working the teacher should be circulating to ensure that students are completing the worksheet accurately and understanding these new skills.
Garden Math Guided Practice Worksheet

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
 The students will work in math centers to solve garden math addition and subtraction word problems.
 The teacher should prepare the center cards before hand. Printing the cards and laminating them will ensure they'll last for future years.
 Students will view each of the center cards and write the corresponding equation on the student recording sheet. The cards and the recording sheet are numbered.
Garden Math Center Cards
Garden Math Center Student Recording Sheet

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
 To bring this lesson to a close, reread the story The Surprise Garden by Zoe Hall.
 After rereading the story ask students, "How did using vegetables and fruit today help us add and subtract numbers?" Accept students responses.
 Revisit the various student strategies they used throughout the lesson to solve the addition and subtraction problem presented throughout the lesson. Emphasize again how solving problems can be approached in many different ways. This will be a beneficial new idea for students to apply to future lessons.

Summative Assessment
The teacher can collect the student recording sheet from the Independent practice section to gauge student performance. Additionally, the teacher can use observations to gauge student performance and assessment of mastery for the skills in the aligned standard.

Formative Assessment
 To assess students prior knowledge the teacher will want to gauge students understanding of the prior knowledge skills listed above. The teacher may choose to do so individually or in a more whole group setting. Ideas for assessing these skills might include:
 The teacher may hold up groups of objects and ask students to state the total number of objects in each group. Repeat this process until you have a firm grasp on students understanding of onetoone correspondence
 Have students name groups of objects in the classroom and write the corresponding number for each group of objects on a white board or in their math journals. For example, if the classroom has four windows, students will count the number of windows and write the number 4.
 If students are not demonstrating proficiency with these skills additional practice should be given before beginning this lesson.
 The following questions can be asked throughout the lesson to help assess student understanding:
 Did the students choose appropriate strategies for solving the problem?
 Can the students communicate their mathematical thinking?
 Is the students' work accurate?

Feedback to Students
 The teacher will observe students throughout the lesson and ask for student feedback to determine if they understand the concept.
 The teacher will also monitor students during guided practice to determine if they understand addition and subtraction concepts.
Assessment
 Feedback to Students:
 The teacher will observe students throughout the lesson and ask for student feedback to determine if they understand the concept.
 The teacher will also monitor students during guided practice to determine if they understand addition and subtraction concepts.
 Summative Assessment:
The teacher can collect the student recording sheet from the Independent practice section to gauge student performance. Additionally, the teacher can use observations to gauge student performance and assessment of mastery for the skills in the aligned standard.
Accommodations & Recommendations
Additional Information/Instructions
By Author/Submitter
This lesson supports the alignment of Mathematical Practice standards MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them and MAFS.K12.MP.2.1: Reason abstractly and quantitatively.
Source and Access Information
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.