Lesson Plan for K-8 Mathematics: Addition and Subtraction

This lesson plan is designed to teach K-8 students about addition and subtraction in mathematics. The plan includes specific objectives, instructional planning, resources, and assignments. The goal is for students to understand the concept of addition and be able to solve basic math problems.

Running head: LESSON PLAN-K8 1
Lesson plan-K8
[Name]
[Institution]

LESSON PLAN
2
Part 1
Section 1: lesson preparation
Teacher Candidate
Name :
Grade level K-1
Date
Unit /subject Mathematics
Instructional pan
title:
Addition & Subtraction
Lesson plan
summary and focus
 At the end of the lesson, the pupils should be able to
understand what addition in mathematics entails
 They should also be able to solve fundamental mathematics
problems under the topic.
Classroom and
students factors or
grouping
• I will group students according to factors such as; fast
learners, those with a disability, and English language learners.
This ensures easy handling of students
• I will arrange the students in a seating position that is
accessible throughout the lesson period (Handal, Watson &
Maher, 2015).
National learning
standards:
The contents of international standards include;
1. Numbers and operations
2. Measurement
3. Algebra
Specific objectives • Students should be able to read and differentiate the

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addition sign and meaning from other signs.
• Students should be able to use the simple ways of tackling
addition problems and solve mathematics problems.
Academic
language
Refers to the language used by teachers and students in understanding
and maintaining classroom instructions (Zainun et al. 2017)
Addition
I will use different coloured balls to illustrate the rules of addition and
involve the students in the act of learning.
Subtraction
Demonstrate using the ball to do subtraction by the assistance of
distinct colours.
Resources ,materia
ls ,equipment and
technology
 White board and a duster
 A laptop and a projector
 Number chart
 Music
 20 Small car toys districted by two colours that’s; red and
green

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Section 2: Instructional planning
Anticipatory set
I will formulate a song that covers simple addition calculation. The will be
recited at the end of the lesson. For an example;
Add one to one ,the answer is 2
Add one to two, the answer is 3
Add one to three,the answer is 4
Time
6 minutes
Multiple means of representation
English learners
For the English learners, I will make my teaching to be mostly
visual through witting on the whiteboard, even just instruction (Gilakjani,
2012). I will also build mainly on group work.
Students with special needs
I will simplify the instruction into smaller tasks. By doing so, the
students with disability will be able to follow and catch up with the rest of
the class (Wadlington, 2008)
Students with gifted abilities
I will offer the problematic questions first as the best curriculum for
talented students (Petersen, 2017). I will also separate the gifted students
from the rest of the class so that they work together as a group.
Early finishers
I will have extra sheets that relate to the topic of study, that they
will work on. The additional worksheets will assist them in continuing
learning and improve their skills in maths
Time
7 minutes
Multiple means of engagement Time

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English language leaners
I will ask them to point the numbers that I will be pointing on the
numbers chat.
Students with special needs
I will use multi-sensory devices to boost their senses, for example,
the use of light systems for visually impaired students.
Students with gifted abilities
I will project an addition question and ask the students to recite the
questions in front of the class.
Early finishers
I will have a quiet corner in the classroom, where I will give them
extra work that corresponds to the lesson. By doing so, the students will be
engaged and focused during my class lesson.
7 minutes
Multiple means of expression
English language learners
I will ask the students to write on the board simple math calculation
like 2+3=? Reason being they are not good enough in communicating in
English.
Students with special needs
I will ask them easy additions questions, for example, 1+1=? , they
have difficulties in understanding
Students with gifted abilities
I will ask them technical questions, not necessarily what I have
taught in class but relevant to the lesson. The pupils will answer by writing
Time
7 minutes

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on the board.
Early finishers
I will ask them to recite and write calculation learned on the board.
This will be done immediately after finishing working to keep student
active.
Assignment
Assignments are offered to improve the understanding capabilities
of the students on the topic learned. According to Sir Jensen (2008), the
more we engage our brains, the more it grows.
ASSIGNMENT
1. 1+3=
2. 2+5=
3. 3+2=
6 minutes

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Part 2
Instruction model in relation to diverse needs of the class
The model ensures high quality interaction in class. The instructor listens to students
and responding accordingly. The model also reduces the fear of failure in students; this is
achieved through one-one interaction between the teacher and the students.
Relevance of the technological resources selected
The technology is favourable to the different categories of students in the class. I used
the projector and the laptop to display on the whiteboard to assist those students with visual
difficulties. I also used multi-coloured car toys, which attract the attention of the students,
especially to those with disability.

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References
Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on
English language teaching. Journal of studies in education, 2(1), 104-113.
Handal, B., Watson, K., & Maher, M. (2015). Multi-positioning Mathematics Class Size:
Teachers' Views. International Journal for Mathematics Teaching & Learning.
Jensen, E. P. (2008). A fresh look at brain-based education. Phi Delta Kappan, 89(6), 408-
417.
Petersen, S., Blankenburg, J. S., & Höffler, T. N. (2017). Challenging 11 gifted students in
science. Teaching Gifted Learners in STEM Subjects: Developing Talent in Science,
Technology, Engineering and Mathematics, 157.
Wadlington, E., & Wadlington, P. L. (2008). Helping students with mathematical
disabilities to succeed. Preventing School Failure: Alternative Education for Children
and Youth, 53(1), 2-7.
Zainun, Z., Muslem, A., Usman, B., & Syamaun, A. (2017, November). The process of
teaching and learning English lesson at modern Islamic boarding school in Banda
Aceh, Indonesia. In National Conference on Teachers' Professional Conference (Vol.
1, pp. 176-188).