Subject: Mathematics Grade: Kindergarten

Teacher: Monica Chavez School: Twin Lakes ES

1. Common Core Learning Standard Addressed: K.OA.1-Represent addition
and subtraction with objects, fingers, mental images, drawings, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
2. Learning Targets: After this lesson, students will be able to show their
knowledge of addition and subtraction and can use the knowledge daily.
3. Relevance/Rationale: This lesson is needed every day and will be used in
upper grades as well as aiding students to comprehend further mathematics.
4. Formative Assessment Criteria for Success: Students will create a test of 5
questions (2 addition questions, 2 subtraction questions, 1 more of their
choosing from addition or subtraction, write equations and have the answers
on the back of the paper). Blocks will be in front of each students paper (quiz),
and a peer will later on complete the students quiz. Creating the test will show
if the student creating the test understands the lesson as well as if they can do
the problems of theirs and others independently. If students can represent the
number problem with the blocks on the paper and get the correct answer, they
have succeeded the assessment.
5. Activities/Tasks: In the lesson students will get to show their creativity and
engage in games to understand the lesson. First the class will split into Boys vs
Girls game, and as a class we will count how many of each gender on each
side. Then I will have some students go to the other side of the room and we
will count how many on each side now so they can see how the number differs
and we practice counting, and I will ask How many more students are on this
side, than that side? Another activity that students will participate in, is a game
of Whos the quickest? The teacher will say a number, which students are
supposed to show on their hand with their fingers and then will add/subtract
with the answer using fingers. Ex Show me 5, * shows 1 hand, as 5 fingers*
Then I say now show me 7, *Holds 1 hand meaning 5 and puts up 2 more
fingers on the other hand* To show students that problems could be written as
equations, I will write different equations on the Whiteboard. In groups that I
divided students will draw a picture under the equation with markers to express
the equation, and can draw freely if the drawings fit the equation ex) 3+1=4,
three blue stars and one pink stars = 4 stars. Students will also make a song or
a beat with instruments (shakers, clapping, hitting the desk) and I will ask them
the amount of parts in their song or beat. Instruments? We will create a song
with various parts and count how many parts we have total, then take parts
away and see how many parts are left over.
6. Resource/Materials: Whiteboard, White erase markers, small whiteboards,
Computer, YouTube, Cereal, tablets, blocks
7. Access for All: For the diversity of students I will have them physically use
their bodies as a lesson, and show the amount of a number and write the
numbers and equations so all students know what I am discussing. By showing
an amount (2 blocks) and writing 2, students can understand how many and
 what the numeral stands for. Students will have the chance to visually and
physically see the material which is helpful for a diverse bunch of students.
8. Modifications/Accommodations: In case of and Disabilities I will have small
whiteboards for students in wheelchair to put on the rails of whiteboard where
other students are writing, have tablets for creating sounds (downloaded piano
and guitar app), videos of addition and subtraction on the tablet.