ED 411 PLANNING TEMPLATE

IC2 Lesson A
Overview and Context
Your name: Sophia Little
Grade level and school: Kindergarten, Wine Elementary School (virtual zoom lesson)
Title of lesson/activity: The Equal Symbol
Teaching date(s) and time(s): Jan 25th, 9:30 a.m.
Estimated time for lesson/activity: 15-20 minutes
Overview of lesson: Students will follow along with slides. First, students will be
introduced to the addition sign and learn what it means. Then
students will watch as the teacher models different number stories
and shows where to put the addition and equal symbol. Students
will practice writing the addition symbol and equal symbol in
number stories they solve. They will get a chance to draw on the
screen and practice drawing these symbols.
Context of lesson:

Sources: “Tuesday Lesson 5.10 The Addition Symbol” Created by Sophia

Little and Hannah Socha

Learning Goals
Connection to Standards Learning Goals Assessment Connection to
Activities
CCSS.MATH.CONTENT.K.OA.A.1 Students will be able to … Informal – listen
Understand addition as putting ● Understand the meaning to students’
together and adding to, and of the addition symbol contributions to
understand subtraction as taking apart ● Use the addition symbol discussion, and
and taking from. when solving number look at seesaw
stories. assignment.
CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects
in one group is greater than, less than,
or equal to the number of objects in
another group, e.g., by using matching
and counting strategies.
http://www.corestandards.org/Math/Co
ntent/K/CC/

Common Core State Standards

(Practices)
• CCSS.MATH.PRACTICE.MP2 Reas
on abstractly and quantitatively.

Attending to the Mathematics

Thinking through the Students have prior knowledge with number stories, number
mathematics: sentences, and addition problems. They also just had a lesson on
Solve the problem(s) or complete the the equal symbol, so will most likely have more confidence when
task(s) that you will pose to students. What
drawing in where the equal sign should go. Students may mix up
challenges and opportunities are afforded
by each problem or task? What where the equal sign and addition sign go, and I will emphasize
mathematical point are you trying to make and ask students to think about what two numbers are being added
with each problem or task? together. Overall, I want students to understand explicitly what the
addition symbol means, and where it goes in regards to a number
sentence.

Attending to the Learners

Anticipating student ideas: Anticipated prior knowledge:
Explain what you think will be students’ prior Some students may have prior knowledge regarding equal signs
knowledge about the content, including the
from writing number sentences. They also might have this prior
alternative ideas or challenges you
anticipate students might face and how you knowledge with addition symbols. They might not explicitly know or
plan to work with each of these challenges explicitly talk about the addition symbol, they may have just seen
during the discussion. them in number sentences before. They have written number
sentences before, and have written addition signs so I am
Also explain your ideas about how students
are likely to respond to the tasks in the wondering what they will say about this lesson.
discussion and how you might use these
likely responses to focus students on the A challenge or alternative idea from students may
intended content.
be due to miscounting what is on the screen. I plan to work
through these by either asking the student to recount or recount
with them. I might have students draw on the screen to count, or
point to the objects so they can count them. I think this adaption
will help them count because if we were in the classroom students
could hold cubes in their hands and physically be able to count
them. I may ask other students if they have a different answer from
this alternative idea and ask them to explain themselves, or see if
anyone wants to show what they are thinking.

Anticipated student responses:

I will use their responses to guide instruction as I go
on with the lesson. If students seem to be confused, I can slow
down and spend more time on each slide. If students are bored, I
can try to challenge them more, and have them come up with their
own problems or try to annotate the number stories on the screen.
I have also included a slide at the end that has all
their names on it in a grid. This way, students can write the equal
sign and the addition symbol on the screen.

Making the content accessible to Before starting the lesson, I will make sure to check that all
all students: students can see the screen. This can be done by having students
Explain what you are doing to consider how give a thumbs up if they can clearly see the screen or a thumbs
to make the task and the work make sense
down if not. I usually make sure students can see my screen
and make it possible for different students
to get into the work. Identify particular before each lesson and each time I share. I will make sure to
students/groups of students and what you provide ample wait time for students both when they are thinking
are paying attention to in terms of access as through a problem and when sharing their ideas. I will provide
you plan the lesson.
opportunities for students to share their ideas other than just
 speaking (using a whiteboard and marker, pen and paper, or
annotating on the screen). In regards to virtual learning, this lesson
plan/slideshow has been made with the idea that we would be
teaching it virtually. Therefore, there is a video for a timer, we
share our screen with the slideshow, and students can annotate on
the screen if desired. Both the students and I have been in the
virtual learning setting all year therefore are accustomed to this
environment.
Anticipating issues that could I plan to be intentional about calling on particular students, in order
arise that might serve to to refrain from reproducing patterns that tend to exclude or
reproduce patterns that marginalize students. For example, I will make sure we are also
marginalize some groups of calling on girls in our classes, and display their competence. I do
students: not want to reproduce the stereotype that girls are not as good as
Identify things you are doing specifically in boys at math/science. I want to make sure to call on all students,
this lesson to counter particular patterns
not just students who we know are very strong in mathematics.
that are prone to marginalizing with respect
to particular groups of students. Even if students are showing an equal sign when the two
representations are not equal, I want to call on that student to have
them explain their thinking. Many students figure it out while talking
and realize their mistake, and they also can display mathematical
competence while having a different answer

Considering how you might One specific student comes to mind who my mentor teacher has
deliberately position particular placed in the “needs more support” math group, and I want to
students or make explicit highlight her competence in this discussion. I want her as well as
particular kinds of competence the other students to see her as competent! Overall, I do want all
to broaden the children’s ideas the students to see every single one of themselves and each other
about who and what is “smart” as competent. However, our society has certain prejudices,
in mathematics: racism, sexism, other isms, in place that I must pay critical
Identify particular students whose attention to and push back against these with intent and passion in
competence and contributions you will be
all that I do.
seeking to highlight, as well as reminders to
yourself about the kinds of mathematical
competence you will be seeking to highlight. Another specific student I want to highlight was previously
How are you thinking about identities and mentioned above, who does not usually participate at all during
status as you think about this?
our class. This student has his camera on, and sometimes will
laugh or smile when my mentor teacher or I say something or
read something that makes the students giggle. This student also
does their seesaw jobs and I notice that they do particularly well
on these activities. I attended a meeting with this student and their
mom, and she expressed concern that this student is super shy
and that it is interfering with their growth and development. For
these reasons, I want to highlight this students competence and
hopefully allow them to take more risks. I will ask them to give me
thumbs up or down to see if they agree where the addition symbol
and equal symbol should go if they are uncomfortable with
sharing out.

Considering how you will attend I have been able to build strong relationships with my students,
to your developing relationships even despite this virtual setting. This was something I was worried
with each of your students: about in the beginning of the year, because I recognize that I
Reflect on your evolving relationships with cannot have a successful, supportive, and loving classroom
different children and identify children or
without building relationships with each and every students. Since I
ways of relating that you want to be looking
out for during the discussion. How are you have been able to talk with each student in my class, they seem to
thinking about identities and status as you feel a sense of comfort and excitement when I am in class. When
think about this?
we do breakout rooms, many of the students ask my mentor
teacher if they can go with me to the breakout room, which makes
me really happy! Because of these relationships I have been able
to build, I want to be sure I am reaching each and every student
and that all of them get a chance to share their ideas and let their
voice be heard. As a white woman, I have privilege that I must
recognize. I want to make sure I am calling on all the students, not
just the boys, girls, or white students. I also want to ensure I am
calling on students of all different “levels” and “understandings” of
mathematics. In order to do so, I will have a class list printed out
next to me and make some tallies of who is participating and who I
am eliciting to one another.

Instructional Sequence
Materials: ● 5.10 The Addition Symbol Lesson

● Whiteboard and marker and/or paper and pencil/pen

Time Main Steps Describing What the Teacher Notes and

components and Students Will Do: Reminders
Communicate HOW, not just WHAT, you plan on (including
teaching, and provide enough specificity that someone management
else could teach from your plan. This includes scripting considerations)
the key questions you plan to ask.
4 min Set-up Today we are going to talk about the addition symbol! Depending on
classroom routines,
Go over materials and “I can” statements. you might direct
students to use a
Check for understanding hand signal to
Does anyone remember what we talked about last show that they
week? Right the equal symbol! Can anyone remember have solved the
what it means? problem (e.g.,
thumb to chest). Or
Today we are talking about the addition symbol. Go me too symbol.
through vocab slide and talk about how addition symbol
has lots of names and means to add, join, combine or
put together.
Make sure to emphasize this throughout the lesson.
(mentor teacher suggestion)

Pose the problem

Model two different number stories and emphasize to
students where they should put the addition and equal
symbol. Be explicit.
1 min Launching of Start going through practice problems. Emphasize you Remember to
the Discussion want students to think about what two numbers are make use of wait
being combined and think about where the addition and time.
equal symbol will go.

9 min Orchestration Invite a student to share how many there are total for Make sure that all
of the each problem. Then ask what two numbers we are students can see
Discussion: combining/adding/joining. the recordings that
Collecting you make on the
Approaches Then ask a student to draw the addition symbol in one virtual board, or
of the purple boxes, where it should go. Ask someone piece of paper you
else to draw in the equal symbol. Ask student how they are displaying. The
knew it should go where they drew it. recordings should
remain visible
May need to make some comments about what other throughout the
students should be doing as a classmate shares their discussion.
thinking:
● As _____ is explaining their thinking, try to see
if you know what they did. I may ask you to
explain how they thought about it.

You may need to ask specific questions to learn more

about the student’s thinking.

Invite other students to make sense of this approach.

● Who can say in their own words how ____
figured out the number of dots?
● Who has a question for ____?
● Who can add onto what ____ said?

1 min Conclusion Tell the class: today we talked about the addition
symbol. Can someone remind us what it means?

Have students draw addition symbol and equal symbol

in their rectangle. Go over SeeSaw assignment.

SeeSaw Activity
 Developing Your Practice

Learning goal for self: State One goal I have is to practice being more explicit in my reaching. I
at least one learning goal that notice that sometimes I start talking too much, and it can distract from
you have for yourself, with the point of the lesson. I think that this can help all the students
regard to your teaching. In other understand the lesson more effectively, and provides more inclusivity.
words, what are you working on If I am explicit and direct in my instruction, it is more likely that more
to improve your teaching students understand and thus can become better at math, or
practice? whatever subject it is!