USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K Subject/Content: Math
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCD’s of objectives: action,
behavior, condition, and degree of
Name: Kaela Rudolph
Group Size: Date of Lesson: 2-20-2018
20
Lesson Content
MAFS.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.
MAFS.K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem (Students are not required to
independently read the word problems.)
MAFS.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.,
by using objects or drawings, and record each decomposition by a drawing or equation (e.g.,
5=2+3 and 5=4+1).
MAFS.K.OA.5 Fluently add and subtract within 5.
Students should come away with the understanding of how subtraction connects to addition. I want them
to walk away from this lesson with the understanding that the parts and the whole are the same as
addition, but we apply own knowledge differently than addition taking away from the whole to find the
missing part.
Given direct directions, student will be able to follow them to complete the number bond in the hula
hoops with minimal errors.
Given direct directions, student will be able to cross out object to fill in their equation sentence with
minimal error.
Given direct directions, student will be able to use their equation sentence to fill in their number bond
with minimal errors.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K Subject/Content: Math
mastery, i.e., "C: Given a sentence
written in the past or present tense, errors.
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
 Why are you teaching this
objective?
 Where does this lesson fit
within a larger plan?
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
Name: Kaela Rudolph
Group Size: Date of Lesson: 2-20-2018
20
Given direct direction, student will be able to cross out the subtrahend on their number bon with minimal
I am teaching this objective to build the foundational knowledge of subtraction. This fits into the larger
plan of mathematics by establishing a strong understanding of subtraction before moving into more
complex mathematics. I am teaching it this way to break down the problems step-by-step to help students
grasps the concept of subtraction in smaller chunks. I am using the hula hoops during the concept
development to make a difficult topic more engaging and fun for the students. This is very important
concept to learn because the student need to be able to subtract and will use it through their education
and life.
Formative:
During the concept development, I will be doing quick checks after we complete each hula hoop problem
by asking them to show me on their hands the whole number. Then they must take away the number we
subtracted. They then must show me on their counting hands how many were left. This would give me
data in the moment of who is struggle with the concept development. I would be walking them through
the steps, but my students struggle with this concept sometimes, so I will be able to see the students that
needs support even after guidance. Another formative assessment will be Around the World, if there is
enough time at the end.
Summative:
The summative assessment will be the collected student work. There are problems that we will work out
together on the front, but the last two on the back, they will work out on their own. I will focus on these
problems to see if they can apply the concept on their own.
USF Elementary Education Lesson Plan Template (S 2014) Name: Kaela Rudolph
Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 2-20-2018
20

What Content Knowledge is It is necessary for the teacher to understand number bonds and the difference of how they work for
necessary for a teacher to teach addition and subtraction. They also must know how to use picture to teach students how to take away.
this material?

What background knowledge is The students (kindergarteners) must have the previous knowledge of number bonds and part-part-whole.
necessary for a student to They need to know how to apply number bonds to addition. My students struggled with number bonds
successfully meet these for addition for a while, before grasping the full concept. I know that switching to subtraction with
objectives? number bonds might confuse them, so they will need the lesson chunked out and broken down. Students
also need the background knowledge of using pictures to solve addition problems. This lesson requires
 How will you ensure students’ both of these strategies, so they must have the prior knowledge of number bonds and pictures.
have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?

What misconceptions might They could have the misconception that we are adding instead of subtraction because that is the only way
students have about this content? they have used a number bond.

Lesson Implementation
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K Subject/Content: Math
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher do?
 What will the students do?
 What student data will be
collected during each phase?
Name: Kaela Rudolph
Group Size: Date of Lesson: 2-20-2018
20
Direct instructions
Modeling
Time Who is 1. Call students to the carpet.
responsible 2. Have them sit in a circle around the carpet.
(Teacher or 3. Go over rules for the counting fluency
Students)? a. Don’t be a space invader
b. Hands to yourself
c. Pay attention to be able to say your number when it is your turn
d. Say your number loud and proud.
4. Have students stand in a circle.
5. Count to 100 by tens.
6. They will count to 100 one-by-one.
7. When a student gets to a group of ten number, they sit down (10, 20, 30,
40, 50, 60, 70, 80, 90, 100)
8. Have students stand around the three hula hoops in front of the board.
9. Have six students stand in the whole.
10. Ask how many students are standing? (6)
11. Have 3 students sit down in the part and have the other 3 standing
students move to the other part.
12. Place the 6-number card in the whole.
13. Ask how many are still standing? (3)
14. Then say we had six all together and 3 sat down and there were 3
students left standing. That means 6 take away 3 equals 3.
15. Repeat with 6-4=2
16. Repeat with 6-1=5
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K
 What are other adults in the
room doing? How are they
supporting students’ learning?
 What model of co-teaching are
you using?
Name: Kaela Rudolph
Subject/Content: Math Group Size: Date of Lesson: 2-20-2018
20
17. After the examples, ask them to show you the steps are their counting
hands.
18. Show me the whole number.
19. Take way the number subtracted.
20. Show me how many were left.
21. Have students go back to their seats with a quite bubble and grab a
pencil.
22. Pass out problem set and sticky notes.
23. Have students point to 1 and have them cover up the number bond with
their sticky note.
24. Tell then to look at the hats and cross out 3.
25. Say look at the number sentence, it says we have 6 altogether.
26. Remember that is the subtraction signs, so that means we are taking
away.
27. How many did we take away? (3)
28. Then put three in that box.
29. Show me your pencils when you’re ready.
30. Ask what does this sign mean? = Equal
31. So let’s find out. 6 take away 3 equals?
32. How many are left? (3)
33. So 6 take away 3 equals 3.
34. Now move your sticky note and let’s look at the number bond.
35. What is in the whole spot? (6)
36. We are going to use our number sentence to help us fill in our parts.
37. Remember when we are subtracting, we are taking away from the whole,
so our parts are going to be in different place in our number sentence.
38. Our two parts are going to be what we took away and how make we have
left.
39. How many did we take away? (3)
40. Put three in the first part.
41. How many did we have left? (3)
42. Put that in the other part.
43. Now here is where we it a step further.
44. We are going to cross out the number that we took away, 3.
45. Cross one of the threes out on your number bond.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: K
What will you do if…
What will you do if…
Meeting your students’ needs as
people and as learners
Name: Kaela Rudolph
Subject/Content: Math Group Size: Date of Lesson: 2-20-2018
20
46. Complete 1-4 together following the same steps.
47. Have students complete 5-6 on their own.
48. When students are all done have them turn in their papers to the purple
bin and head back to their seats.
49. If there is enough time, have students stand behind their desk and play
Around the World with subtraction flash cards. Numbers 1-6.
50. Start at one student and have them stand next to another student. Count
to three and show them a flash card with a subtraction problem. The first
to get the problem correct moves on to the next student and you repeat
with a different card. The goal is to see who can go all the way around the
world the most. Everyone gets skittles, but the person who went around
the longest gets a sticker and skittles.
51. Have students go to the carpet for science.
…a student struggles with the content?
If a student is struggle with this concept, they will be pulled for a small group at a later time to
provide extra support and instructions.
…a student masters the content quickly?
Students who master this content quickly will be provided with scaffolded homework that
provides more challenge. This data will be used to provide them with the necessary work for their
needs.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
USF Elementary Education Lesson Plan Template (S 2014) Name: Kaela Rudolph
Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 2-20-2018
20

The content is differentiated throughout the lesson already. All the steps have been broken down
and chunked. A student needing additional support will get that through small groups. Students
needing more challenge during this lesson will receive enrichment when I am walking around. I
will say now that you have master this skill, I want you to come up with a story of your own using
the factor 7 instead of six.

How will you differentiate instruction for students who need additional language support?

For students needing language support, I would talk to the speech teacher to gather data on what
teaching methods would be more effective to better support that student.

Accommodations (If needed) N/A

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials Subtraction flash cards

(What materials will you use? Why Problem set worksheets
did you choose these materials? Sticky notes
Include any resources you used. Hula hoops
This can also include people!) Large number six card