Teacher: Jennifer Rumore Grade: Kindergarten Time Allotted: 80 minutes Lesson: Adding Sets Lesson Overview: This lesson is intended to be the first lesson in an Addition Unit. It will expand on the students’ knowledge of numbers one through ten. Since the concept of addition will be introduced for the first time, the Behavioral Model and Direct Instruction strategy will be used. Goal: The student will add two sets of figures with answers up to ten. Standards: National Standard:Math

NCMT: Number and Operations Strand: Understand numbers, ways of representing numbers, relationships among numbers, and number systems Pre-K–2 Expectations: In prekindergarten through grade 2 all students should– count with understanding and recognize "how many" in sets of objects;

NCMT: Representation Instructional programs from prekindergarten through grade 12 should enable

all students to— Create and use representations to organize, record, and communicate

mathematical ideas NYS Standard: Math

MST 3: Students will understand the concepts of and become proficient with the skills of mathematics; communicate and reason mathematically; become problem solvers by using appropriate tools and strategies; through the integrated study of number sense and operations, algebra, geometry, measurement, and statistics and probability.

Problem Solving Strand: K.PS.8 Use manipulatives (e.g., tiles, blocks) to model the action in problems Number Sense and Operations Strand: K.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection (1 to 10) National Standard: ELA

English: Applying Language Skills K-12.12:

Students will use spoken, written, and visual language to accomplish their own purposes.

NYS Standard: ELA

ELA Standard 1: Information and Understanding Students will read, write, listen, and speak to acquire information and understanding.

Key Idea: As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.

Objective: Given the “Adding Sets” worksheet, the student will combine two sets into one set to find the total number of objects in both sets, adding 10/10 sets correctly. Materials: Adding Sets Powerpoint Presentation (see pg.6) Manipulatives- Pretzels, dried beans, 10 small toys “Adding Sets” worksheet (see pg. 7) Stickers Paper Markers Use of Technology: SmartBoard for Anticipatory Set Overhead projector for activity #3 Computer Billy Bear Math Game: http://www.billybear4kids.com/games/mapedit/math1.htm Anticipatory Set: The teacher will place the counting activity on the Smartboard. This Activity will have pictures of objects in sets with up to ten objects, and numbers to match to the sets. As a class the students will take turns going to the Smartboard to count the number of objects in one set and match the set to the correct number. The teacher will ask the class, “Do any of you count at home?” and “What if I wanted to know how many were in two sets? What would you do to find that out?” Possible Answers: “I counted how many Pokemon cards I have” or “I counted how many necklaces I have.” And “I would count both sets together.” or “I would add.” Their answers will help the teacher to pre-assess their knowledge of addition and counting. The fun game and use of the Smartboard will help the teacher to focus and motivate the class. The transfer will occur when the teacher tells the students, “In this lesson we are going to learn about adding sets, which can, for example, help to you find

out how many new toys and old toys you have altogether or how many Yankee and Dodgers cards you have altogether. Teacher will then say, “Now I will teach you about how to add sets.” Development: This lesson is based in the Behavioral Model for instruction and uses the strategy of Direct Instruction. The teacher will present how to add sets with a PowerPoint presentation. Slide 1: What is addition? Slide 2: Counting One Set Slide 3: Counting Two Sets Slide 4: Making One BIG Set Slide 5: What is the answer? After each slide the teacher will show the students a set, and ask the students to chorally answer how many are in a set she is showing to check for understanding. The teacher will then say, “Next, let’s see if we can remember what we do when we add two sets.” Guided Practice: The teacher says, “Now let’s do it together.” Activity #1 The teacher will give each student three paper plates each with the numbers 1-3 on them, and ten pretzels. The teacher will tell the students, “ I am going to tell you to put the pretzels on plates one and two.” For example, the teacher might say “Put 2 pretzels on plate one and 3 pretzels on plate two.” The teacher will have the students count how many pretzels are on each plate and call out the answer together. Next the teacher will have the students dump the pretzels from plate one and plate two both onto plate three. Finally, the teacher will have the students count how many pretzels are on plate 3 and call out the answer. The teacher will then say, “Very good! Two plus three equals five!” After repeated trial, the students may eat the pretzels as a reward! During this time the teacher will be walking around monitoring to ensure that all students are participating and answering correctly. Activity # 2 The teacher will start with a container with 10 small toys in it and one empty container. The teacher will then tell the students that she is going to call two of the up to the front of the room at a time to play an adding game. She will then ask each of the two children to reach into the tub and take as many toys as they want, just not all of them. When each student has their toys, they will count how many they grabbed out loud as they place

them into the empty container. The teacher will ask the rest of the class to count along in their heads to ensure that they are involved. The teacher will ask the students, “How many toys do you two have in all?” The two students will then count the total together. To check for understanding the teacher will then ask the class to give thumbs up if they think their classmates are right, or thumbs down if they think they are wrong. To ensure that all students understand and are participating, the teacher will be sure to call every student to the front of the room. Activity #3 Using an overhead projector and a bag of dried beans, or any other small manipulative, the teacher will tell the students that they will be helping to solve some addition problems. The teacher will write a simple addition problem on the overhead that will equal no more than 10 when solved. Then the teacher will demonstrate solving the problem with the beans. For example she will say, “The problem is 2 plus 5, so first I will grab two beans and then I will grab 5 more. Now I want to count all of the beans from both groups. 1, 2, 3, 4, 5, 6, 7. 2 plus 5 equals 7.” Once the teacher has written another problem she will ask for a volunteer to come demonstrate solving the problem with the beans on the overhead like she did. When each child has solved their problem the teacher will ask the rest of the class to give a thumbs up of they agree or a thumbs down if they disagree to check for understanding. Once the students have reached mastery in each of these activities, the teacher will say, “Now that you have all learned how to add two sets, you will work on some activities alone.” Closure: The students will respond in chorally to the following questions: 1. Let’s count to 10.

2. What happens when you add? Independent Practice: If time allows, the teacher will ask the students to draw or use stickers to make a picture of two sets of their choice and then the final big set with the total on a sheet of paper. For a home assignment, the teacher will hand out the “Adding Sets” worksheet and instruct the children to complete it at home. Accommodations: For students with learning disabilities and visual impairment, the teacher will give a print out of the PowerPoint to follow as the teacher presents.

For students with behavior problems the teacher will use a) structured classroom routines, b) proximity, and c) specific praise, reminders and reprimands. For students with high ability, the teacher will allow the students to work on the classroom computer to play the Billy Bear for Kids addition game found at http://www.billybear4kids.com/games/mapedit/math1.htm. Evaluation: Diagnostic: Questioning in the AS. Formative: CFU during the PPT and Guided Practice. Summative: “Adding Sets” worksheet for Independent Practice. Reflection: 1. Is this lesson appropriate for the Behavioral Model and the strategy of Direct

Instruction? 2. Do I engage my students’ interest and draw on their prior knowledge in my

Anticipatory Set by having the match numbers and sets on the Smartboard? Where my questions about adding appropriate for an anticipatory set?

3. Is my PowerPoint presentation an adequate way to help my students master the lesson topic?

4. Does my use of manipulatives in my guided practice allow me to recognize when my students have reached mastery?

5. Are the thumbs up and down and good way to make sure all students are following the practice?

6. Is asking my students to count a set after I have presented a slide during my Powerpoint presentation an efficient formative assessment?

7. Is the “Adding Sets” worksheet an appropriate independent practice activity? Is it an appropriate Summative Assessment?

Adding Sets

Name: Date: Directions: Add the sets to find the answer. Write your answer on the line. 1. + = ____ 2. + = ____ 3. + = ____ 4. + = ____ 5. = ____

6. + = ____ 7. + = ____ 8. + = ____ 9. + = ____ 10. + = ____