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Lesson Plan

Addition up to 10 - Compose Numbers to 10 - Drawing Models

Kindergarten (K) - Math

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

LEARNING TARGET

Learners can show ways to read and produce addition models from addition sentences using "and" and "is".

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

LEARNING PROGRESSION

PREREQUISITE SKILL

Learners can show ways to complete addition sentences with "and" and "is".

EXTENSION SKILL

Learners can show ways to match addition models to written form.

DURATION

  • 8 min Guided Practice
  • 20 min Independent Practice
  • 7 min Exit Ticket

MATERIALS

VOCABULARY

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

TEACHING RESOURCES

CENTERS & TASK CARDS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

Addition With Model Drawing math center for Kindergarten (K) grade.

Includes: Printable digital download

  • 12 problem task cards
  • 1 student response worksheet
  • 1 answer key

Use:

  • Single-student or great for a thinking pair activity

Storage:

  • 4x6 design makes for perfect photo box storage

IEP GOAL WORKBOOKS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Goals Available

WORKSHEET PACKS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Worksheet Packs Available

5 AND 1 INTERVENTIONS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Interventions Available

GAMES

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Games Available

ACTIVITIES

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Activities Available

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

LESSON INSTRUCTION

INTRODUCTION

INSTRUCTION

GUIDED PRACTICE

Start the lesson by introducing the new concept to be learned and explaining how to complete the problem, demonstrating how to do it step-by-step. The students will work on a problem together, with the teacher circulating to provide learning support as needed. Once students have finished, the teacher will review the solutions and explain any misconceptions.

    INDEPENDENT PRACTICE

    Students are expected to work independently on most tasks. However, there are some activities where pair or group work may be more appropriate. These should be used sparingly and with a clear purpose.

      HOMEWORK

      Homework is not practiced in all schools.  In this curriculum, homework is used for additional practice from daily lessons.  Assignment of homework should be done on a case-by-case basis and working in conjunction with the student's home support team.

        EXIT TICKET

        After the practice and misconception review, instruct the students to complete the Exit Ticket.  This is a formative assessment to inform teaching for future lessons.

          ASSESSMENT

          Summative assessment evaluates student learning at the end of a large lesson or unit. Summative assessments are the end progress monitoring point in data collection.

            CLOSURE

            Closing the lesson is an important part of the instructional process. It allows students to summarize what they have learned and gives them a chance to ask any final questions. The closure should also provide a smooth transition to the next lesson.

              EXTENSION

              INTERVENTION

              Lesson extension for additional independent practice or pair work opportunities to solidify learning in longer-term memory.

              VIDEOS

              No Video Available

              Special Education Teaching Resources and IEP Goal Bank | TeachTastic

              TEACHING TIPS

              Special Education Teaching Resources and IEP Goal Bank | TeachTastic

              STUDENT MISCONCEPTIONS

              Special Education Teaching Resources and IEP Goal Bank | TeachTastic

              STANDARD

              Common Core Standard:

              K.OA.A.1 Part 1 - Represent addition with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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