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BSU Elementary & Early Childhood Education Department
Lesson Plan Template
Teacher Name: Hayley Gaynor
Which Essential Question(s) does this lesson help to address?
How do we use a number line to subtract by counting forward?
How do we add & subtract with zero?
Where do numbers from an equation go on the number line?
Lesson Topic Lesson Duration
Number Lines 1hr 30 Mins
Standard(s) to be addressed in this lesson:
K.CC.A.2 Count forward beginning from a given number within the known sequence
(instead of having to begin at one)
K.OA.A.1 Representing addition and subtraction with object, fingers, mental images,
drawings, sounds, acting out situations, verbal expressions, or equations.
K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within
10, e.g., by using objects or drawings to represent the problem.
Learning Outcomes:
The students will be able to use a number line. They will be able to find and iden-
tify points on a number line. And the students will be able to add numbers using a num-
ber line.
Assessments
(include all that are relevant, formal and informal)
Pre-Assessment Formative Assessment Summative Assessment
-Worksheet for number -Lesson Closing
addition
-Roll and hop worksheet
X
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Accommodations (from 504 Plans/ Modifications for English Learners
IEPs)
Pair verbal with visual To prepare English Learners for the
Boundaries when writing lesson with the class, preview words that
Break down multi-step directions will be used and what they mean.
Extra time to process, respond, formulate
Targeted Academic Language (key vocabulary and content knowledge)
-Number Line
-Addition
-Zero
-Equals
-Plus
-Starting number
-Jumping number
What should students know and be able to do prior to starting this lesson?
Should know how to engage in an activity for a short amount of time, able to listen to the
teacher talking, and knows the numbers form 1-20.
Anticipated student pre-conceptions and misconceptions (from pre-assessment):
Not understanding what order the numbers go in.
Instructional Items
(explain in detail; attach extra items)
Materials for Students Resources (such as texts, Tools (such as anchor
and Teacher videos, websites, etc.) charts, scientific or
mathematical equipment,
etc.)
Tape, note cards for whole
Laptops, Worksheet for group
number addition, number X
line, dice, and bears.
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Lesson Delivery
This is specific to the content area you are teaching, including an explanation of:
" Differentiation Strategies (highlight these in your steps below)
" Safe Learning Environment (include examples in your steps below)
" Step-by-Step Procedures (be specific below)
Lesson Opening (Introduction, Activate prior knowledge, Build Background)
To work on the student prior knowledge bring up other games they have played
in math previously like counting bears, toss the chips, dominoes, and rock and roll. bring
the students knowledge of theses games and relate it to number lines.
During the Lesson (Teaching, Asking questions throughout lesson) – obtaining forma-
tive evaluation information
1. For the whole group launch there will be a long line of tape on the floor with
flash cards of number 0-20 on the line. This will make a life size number line
for the students to visualize. I will show the students how to use the the num-
ber line. I will choose a student to give me an equation hopefully something
easy like 5+2 or 4+6. If I have one student give the equation and one do the
jumping on the number line that and we repeat the process ten times that
would give each student a chance to do either the equation or jumping. Explain
this the students before allowing them turns that way the know to except that
their turn initials either giving the equations or jumping.
2. From here I will introduce the centers which will be laptops for imagine learn-
ing, para table, teacher guided table, and review table.
3. Laptops for imagine learning will be at the back corner table the students know
how to get on and off with minimal help.
4. At the para table there will be going a worksheet of addition on number lines.
This worksheet is similar to ones they have been working on all week.
5. The review table will have the games that the students have previously worked
on like dominoes and rock and roll.
6. At the teacher guided table the students will be doing a new game called Roll
and Hop. The students will roll a pair of dice the first number will be the num-
ber that their bear will start on the number line and the second number will be
how many jumps the bear jumps. The students will record their numbers on
the dice and the answer from the number line on a paper.
Lesson Closing (Going back to learning outcome, activity for practice, going into exten-
sion of lesson, summative assessment)
I will ask the students all the different ways we have learned how to add and
bring up anything that may have confused the students during the activities.
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Extension of Lesson (activity to inform summative assessment)
After Roll and Hop is taught at the teacher table the students will be able to do it
at the review tables during a different day.
List of Lesson Resources (use an appropriate citation style):
https://www.teacherspayteachers.com/Product/Number-Line-Addition-Hopping-
Along-the-Number-Line-Student-Activities-784819
