Molloy College

Division of Education

Taylor Keteltas Professor Wisnewski

EDU 341 03 November 13, 2017
Kindergarten Addition Word Problems Math

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After an interactive read-aloud of Animals on Board by Stuart J. Murphy, students will complete
an Addition Word Problems worksheet and fill out a four question exit ticket, accurately
answering 3 out of 4 questions.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Mathematics Standard: New York State Next Generation Mathematics Learning Standard
NY-K.0A
Domain: Operations and Algebraic Thinking
Cluster: Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.
Standard: Solve addition and subtraction word problems within 10.

Indicator: This will be evident when students use addition to solve word problems.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards (Literacy and Informational Text)
Key Ideas and Details
IRL2: Identify a main topic or idea in a text and retell important details.

Indicator: This will be evident when teacher models and asks students to answer
addition word problems pertaining to the book.

INSTRUCTIONAL RESOURCES

 Whiteboard
 Markers
 Stuffed Animals
 Two-color counters
 Animals on Board by Stuart J. Murphy
 Addition Word Problems #1 worksheet (struggling, average, and advanced)
 Addition Word Problems #2 worksheet (Independent Practice)
 Chart Paper
 Exit Ticket
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
  Key words for addition worksheet

MOTIVATION (Engaging the learner(s)*)

Teacher will give three stuffed animals to a student. Then, teacher will give another student two
stuffed animals and instruct them to give their stuffed animals to the student who already has
three. Teacher will ask students to explain what just occurred and determine how many stuffed
animals the student started with, what changed, and how many they ended up with.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. After the motivation, students will gather onto the carpet and teacher will begin an
interactive read-aloud of the book Animals on Board by Stuart J. Murphy. Teacher will
tell students to pay close attention to the word problems in the book. (Do you recognize
any word problems in this book? Can you list the word problems?)

2. After the interactive-read aloud, teacher will return to a few pages in the book and ask
students to say the word problem that is present on the page. (What are some word
problems you can identify on the page? Can you name the word problem?)

3. Teacher will write one number sentence on the board and show students how it can be
solved using start, change, result and two-color counters. A volunteer will come up to the
whiteboard to write another number sentence from the book and teacher will guide the
class in solving it together. (Can you indicate what the word problem is? Can we discuss
how to solve the word problem?)

4. Students will return to their desks and will receive two-color counters and an Addition
Word Problems worksheet. Teacher will model one problem by creating a number
sentence from the word problems worksheet. (Do you know how to apply two-color
counters to adding? Can you discover how you would use two-color counters yourself?)

5. With a partner, students will use two-color counters to complete the rest of the worksheet
and will write their number sentences onto a piece of chart paper. Each pair will share at
least one of the number sentences they created. (Can you construct a list of number
sentences from the word problem questions? Can you explain how you got that answer?)

6. To finish the lesson, students will receive an exit ticket that will have four questions on it
that pertain to solving addition word problems. Teacher will use the exit ticket to assess
the students understanding of the topic. (Can you compose a number sentence for this
addition word problem and solve it? Can you write your answer?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Interactive Read-Aloud
Indicator: This will be evident when the teacher reads aloud Animals on Board by Stuart
J. Murphy and actively asks questions.

Partner Work
Indicator: This will be evident when students work in pairs to complete an Addition
Word Problems worksheet.

Modeling
Indicator: This will be evident when the teacher models one of the word problems by
using the two-color counters and making a number sentence.

ADAPTATIONS (Exceptionality*)
The student who is gifted will design and create their own book, like Animals on Board by Stuart
J. Murphy, that features addition word problems throughout.

The student who is an English learner will receive a key words for addition worksheet to help
them navigate through the addition word problems.

DIFFERENTIATION OF INSTRUCTION

Visual Learners will benefit from modeling of the word problems on the whiteboard and the
images in Animals on Board by Stuart J. Murphy.

Kinesthetic Learners will benefit from the two-color counter manipulatives that are used
throughout the lesson.

Auditory Learners will benefit from the interactive read-aloud of Animals on Board by Stuart J.
Murphy.

Struggling Students will be given the Addition Word Problems worksheet with the first and
second number filled into the number sentence to assist them in determining the correct answer.

Average Students will be given the Addition Word Problems worksheet with each box empty,
therefore the average students will fill it in themselves.

Advanced Students will be given the Addition Word Problems worksheet with the addition and
equal sign missing, therefore the advanced students will fill it in themselves.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Following the lesson, students will fill out a four question exit ticket, accurately answering 3 out
of 4 questions.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INDEPENDENT PRACTICE

Students will each take home a total of 10 two-color counters and complete an Addition Word
Problem worksheet for independent practice.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT
Direct Teacher Intervention: Following the lesson, students who need direct teacher intervention
will use the stuffed animals to act out addition word problems with a partner.

Academic Enrichment: Following the lesson, students who need academic enrichment will create
and write three to four of their own addition word problems, write a number sentence, and solve
it.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES
New York State Education Department. (2017). New York State Next Generation

Language Arts Learning Standards. Retrieved November 11, 2017, from

http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf

New York State Education Department. (2017). New York State Next Generation Mathematics

Standards. Retrieved November 11, 2017, from

http://www.nysed.gov/common/nysed/files/nys-next-generation-mathematics-p-12-

standards.pdf

Addition Word Problems/Printable Worksheets – Worksheetfun. Retrieved November 11,

2017, from http://www.worksheetfun.com/category/math-worksheetfunmenu/word-

problems/addition-word-problems/

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language