Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
5E Lesson Plan Math
Grade Level: Kindergarten
Subject Area: Math
Lesson Title: Contextual Sums and
Unit Number: 4
Lesson Length: 5
Minuends
Days
Lesson Overview: This unit bundles students expectations that address modeling,
representing, and explaining the operations needed and the strategies used to solve addition
and subtraction problems involving sums and minuends to 5. During this unit, students revisit
contextual sums and minuends to 5. Repeated exposure to real-world problem situations to
distinguish between joining, separating, and part-part-whole situations and the operations
needed to solve the problem. Students explore a variety of strategies and representations with
emphasis on orally explaining models and representations and justifying solution strategies.
Unit Objectives:
Students will…
 Revisit contextual sums and minuend to 5
 Continue to examine the context of the problem situation to distinguish between joining,
separating, and part-part-whole situations and the operations needed to solve the
problem.
 Explore a variety of strategies and representations with emphasis on orally explaining
models and representations and justifying solution strategies.
Standards addressed:
TEKS:
K.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
K.1B Use a problem-solving model that incorporates analyzing given information, formulating
a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution.
K.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.
K.1D communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate
K.1E Create and use representations to organize, record and communicate mathematical
ideas.
K.1F Analyze mathematical relationships to connect and communicate mathematical ideas.
K.1G Display, explain and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
K.3A Model the action of joining to represent addition and the action of separating to represent
subtraction.
K.3B Solve word problems using objects and drawings to find sums up to 10 and differences
within 10.
K.3C Explain the strategies used to solve problems involving adding and subtracting within 10
using spoken words, concrete and pictorial models, and number sentences.
ELPS:
ELPS.c.1C Use strategic learning techniques such as concept mapping, drawing, memorizing,
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Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
ELPS.c.2G Learn new language structures, expressions, and basic and academic vocabulary
heard during classroom instruction and interactions.
ELPS.c.2I Demonstrate listening comprehension of increasingly complex spoken English by
following directions, retelling or summarizing spoken messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and gradelevel
ELPS.c.3B Expand and internalize initial English vocabulary by learning and using highfrequency English words necessary for identifying and describing people, places, and objects,
by retelling simple stories and basic information represented or supported by pictures, and by
learning and using routine language needed for classroom communication.
ELPS.c.3D Speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency.
ELPS.c.3H Narrate, describe, and explain with increasing specificity and detail as more
English is acquired.
Misconceptions:
Some students may think a problem can only be solved one way rather than realizing a variety
of strategies can be used to solve the problem.
Some students may think certain key words always indicate the operation to be used to solve
a problem rather than using the context of the situation to determine if the situation depicts
joining or separation.
Some students may think every math problem is unique rather than realizing many math
problems have the same mathematical structure.
Some students may think problem-solving strategies have no relationship rather than
recognizing the relationship between different strategies that can be used to solve a problem.
Vocabulary:
Addend: A number being added or joined together with another number(s).
Compose numbers: To combine parts or smaller values to form a number.
Counting (natural) numbers: The set of positive numbers that begins at one and increases
by increments of one each time {1,2,3,…,n}
Difference: The remaining amount after the subtrahend has been subtracted from the
minuend.
Minuend: A number from which another number will be subtracted
Number sentence: A mathematical statement composed of numbers, and/or an unknown(s),
and/or an operator(s), and an equally or unequally symbol.
Subtrahend: A number to be subtracted from a minuend
Sum: The total when two or more addends are joined
Whole numbers: The set of counting (natural) numbers and zero {0, 1, 2, 3…n}
Related Vocabulary
-Addition
-Addition symbol
-Change amount
-Count on
-Equal symbol
-Five frame
-Number path
-One-to-one correspondence
-Plus
-Problem situation -Quantity
-Separate
-Sketch
-Start amount
-Take away
-Total
-Unknown
List of Materials:
One poster with Mrs. Plus at the top.
2
-count all
-Count backwards
-Join
-Number
-Part-part-whole mat
-Remove
-Result amount
-Subtraction -Subtraction symbol
-Value
Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
One poster with Little Minus at the top.
Addition mat with Mrs. Plus at the top 1 per student (Day 1)
Subtraction mat with Little minus at the top 1 per student (Day 2)
Addition/Subtraction mat 1 per student (Day 3-4)
Apples, cookies, counters, cut outs
Book: “Apple Farmer Annie” by Monica Wellington or “The Picnic at Apple Park” by Alma Flor
Ada.
Book: “Pete the Cat and His Four Groovy Buttons” by James Dean
Projector, computer and speakers for video https://www.youtube.com/watch?v=V7YMN2ia8z4
(Pete the Cat)
5 groovy buttons per each student
INSTRUCTIONAL SEQUENCE
Phase Engage/explore/explain
Day 1
Before this activity the teacher will create a poster with Mrs. Plus at the top.
You will need Cut outs or copies of apples or 5-10 real apples, counters
Activity:
Tell the students that today you will be working on addition problems and that you will bring
back the character that helped us in the past to understand that term. (If you haven’t worked
with this character before make copies and create them, present them to students together
with the poems Appendix 1)
Take out Mrs. Plus- Remind the children that this loving person is very generous and at the
end after she helps us we always will have more because we will be adding.
Recite the poem: “I’m a giver I add more if you have a few or some. Let’s put them all
together. I’m Mrs. plus I will give you more and more.”
Tell the students that you are going to represent addition problems in a poster. Display the
poster with Mrs. Plus at the top.
To represent the stories you will use, I do, we do, and you do illustrating the addition problems
in the poster. You will represent the first two problems, then you will do the same using the
help of the students, and finally the students will go to their seats and will represent the
problem on their own, using counters or cut outs and illustrating the solving problem method
used. They also will include a number sentence.
1. Begin by telling addition stories. Ask two students to be volunteers. Give one of the
students two apples and the other student three. Ask the students to stand in opposite
sides of the room. Tell an addition story similar to this “Anna” has 2 apples. “Miguel” has
3. How many apples do they have together? Indicate that together they have more
apples at the end and that is considered an addition problem. Refer to the poster with
Mrs. Plus at the top and illustrate this problem by using cut outs or drawings, then write
a number sentence representing how you solved the problem. Tell them that using the
addition symbol called plus you will join the two different parts to make a whole.
2. Repeat several times, allowing different students to recreate the problems and help you
by illustrating and writing the number sentences on the white board.
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Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
3. Instruct students to go to their seats. Give to each student a set of 5 counters and an
addition worksheet similar to the poster with Mrs. Plus at the top (Appendix 2). Give the
students different addition problems to represent with the counters or cut outs, then,
allow them time to illustrate their answer and write a number sentence.
2
+
3
=
5
4. Explain to students that today they have learned how to add two sets of objects together.
This is called addition. When two addends are joined together, he answer is called the sum.
What’s the teacher doing?
What are the students doing?
Introduces Concept and vocabulary.
Attentive listening to the instructions given by the teacher.
Demonstrating interest in the lesson.
Uses guiding questions/ real word problems to
model addition.
Uses the three different steps I do, We do, and
You do, to guide students to independent
work.
Walking around the room to see how students
are doing.
Helping students that are struggling to
understand the concept, following activities or
finishing independent work.
Monitoring students to keep them on task.
Encouraging use of proper language (Use of
vocabulary and complete sentences) from
students.
Phase Engage/explore/explain
4
Responding to questions demonstrating their own entry
point of understanding.
Recording observations and/or generalizations.
Explaining, listening, defining and questioning.
Providing reasonable responses to real-world problems.
Interacting in a positive and supporting manner.
Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
Day 2
Activity:
Before this activity the teacher will create a poster with Little Minus at the top.
You will need cut outs or copies of cookies or 5-10 real cookies, counters
Activity:
Tell the students that today you will be working on subtraction problems and that you will bring
back the character that helped us in the past to understand that term. (If you haven’t worked
with this character before make copies and create them, present them to students together
with the poems Appendix 3)
Then take out Little minus- Remind the children about how this character likes to eat a lot, and
at the end we will have less because we will be subtracting.
Recite the poem: “I am a little hungry boy. I eat cookies like them all. If you leave them
out you’ll have less and less and maybe none”.
Tell the students that you are going to represent subtraction problems in a poster. Display the
poster with Little Minus at the top.
To represent the stories you will use, I do, we do, you do illustrating the subtraction problems
in the poster, you will represent the first two problems, then you will do the same using the
help of the students, and finally the students will go to their seats and will represent the
problem on their own, using counters or cut outs and illustrating the solving problem method
used. They also will include a number sentence.
1. Begin by telling subtraction stories. Ask three students to be volunteers. Give to one of
the students a plate with four cookies. Ask the two other students to stand near the
student holding the plate with the four cookies. Tell a subtraction story similar to this
“Carly” had 4 cookies. “Maria and Paula” came over to visit her. Each girl ate 1 cookie
(instruct students to get a cookie and eat it). Ask to the other students. How many
cookies were eaten? Each girl ate 1 cookie. How many cookies are left? Indicate that at
the end they will have less cookies and that is considered a subtraction problem. Refer
to the poster with Little Minus at the top and illustrate this problem by using cut outs or
drawings, then write a number sentence representing how you solved the problem.
2. Repeat several times, allowing different students to recreate the problems and help you
by illustrating and writing the number sentences on the white board.
3. Instruct students to go to their seats, give to each student a set of 5 counters and a
subtraction worksheet similar to the poster with Little Minus at the top (Appendix 4).
Give the students different subtraction problems to represent with the counters or cut
outs, then, allow them time to illustrate their answer and write a number sentence. After
that students will come out with their own subtraction problems, first recreating them
with counters, then illustrating their work and finally drawing number sentences to
represent them.
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Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
4
3
=
1
4. Explain to students that today they have learned how to subtract from one set. This is called
subtraction and we use it to find the difference, which is the remaining amount after the
subtrahend, has been subtracted from the minuend.
What’s the teacher doing?
What are the student’s doing?
Introduces the concept and vocabulary.
Attentive listening to the instructions given by
the teacher.
Uses guiding questions/ real world problems
to model subtraction.
Uses the three different steps I do, We do,
and You do, to guide students to
independent work.
Demonstrating interest in the lesson.
Responding to questions; demonstrating their
own entry point of understanding.
Recording observations and/or generalizations.
Walking around the room to see how
student are doing.
Helping students that are struggling to
understand the concept, following activities
or finishing independent work.
Explaining, listening, defining and questioning.
Providing reasonable responses to real-world
problems.
Interacting in a positive and supporting manner.
Monitoring students to keep them on task.
Encouraging use of proper language (Use of
vocabulary and complete sentences) from
students.
Phase Engage/explore/explain
Day 3
Activity:
Tell the students that today you are going to work on a poster with two different sides. At the
top of one side is Mrs. Plus and on the other side is Little Minus. Display the poster with the
two characters.
1. Read one of the following books to the students to create background knowledge and
content. “Apple Farmer Annie” by Monica Wellington or “The Picnic at Apple Park” by
Alma Flor Ada. These also can be found in youtube.
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Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
2. Tell the students the following story: The Owens’s family, Mr. Owens, Mrs. Owens and
their children Lisa, John and Sarah, went to the apple farm to get some apples and
have some fun. The kids were very excited to see the different kinds of apples, red,
green and yellow, and all the products made of apples like juice, cider, caramel apples
and apple pies. On the farm they found some real-world problems that I want you to
help me solve.
3. To represent the stories you will use, I do, we do, and you do illustrating the addition or
subtraction problems in the appropriate side of poster. First the teacher will represent
the first two problems. Then the teacher will do the same using the help of the students.
Finally, the students will go to their seats and will represent the problems on their own,
using counters or cut outs illustrating the problem solving method used. They also will
include a number sentence.
4. Instruct students to go to their seats. Give each student a set of 5 counters and a
worksheet similar to the poster with Mrs. Plus and Little Minus at the top (Appendix 5).
Give the students different addition and subtraction problems to represent with counters
or cut outs. Then, allow time for them to determine the kind of problem they have to
work on and choose a side (addition/subtraction) to illustrate their answer and write a
number sentence.
Addition
a) John Picked 3 green apples, Sarah picked 2 more. How many green apples do they
have in total?
b) Lisa got 1 caramel apple and Mom got 2 more for the other kids. How many caramel
apples they have in all?
c) Dad and Sarah picked 2 red ripe apples, later they got 2 more. How many red apples
do they have in all?
d) John and Lisa picked 4 yellow apples together. If Lisa picked 3 of them, how many
yellow apples did John pick?
e) Mom bought 1 jar of apple juice to take home and 1 more to give to Grandma Owens,
how many jars did she buy in total?
Subtraction
a) Mom got 4 red apples, Lisa ate 1 of them. How many red apples do they have left?
b) There were 5 red apples in a tree. The Owens kids picked 3 of them. How many are
left?
c) In a basket there were 4 yellow apples, at the end there were only 2 left, how many
yellow apples did the Owens eat?
d) Dad bought 5 slices of apple pie. At the end of the day there were no pie slices left.
How many pie slices did they eat?
e) 3 green apples fell from a tree, if there were 4 at the beginning, how many apples are
still in the tree?
5. Tell the students they have learned the differences between addition and subtraction
and that we will keep working on these two skills for two more days.
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Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
What’s the teacher doing?
What are the students doing?
Introduces concepts and vocabulary.
Uses guiding questions/ real world
problems to model addition and
subtraction.
Uses the three different steps I do, We
do, and You do, to guide students to
independent work.
Walking around the room to see how
student are doing.
Helping students that are struggling to
understand the concepts, following
activities or finishing independent work.
Attentive listening to the instructions given by the
teacher.
Demonstrating interest in the lesson.
Responding to questions, demonstrating their own
entry point of understanding.
Recording observations and/or generalizations.
Explaining, listening, defining and questioning.
Providing reasonable responses to real-world
problems.
Interacting in a positive and supporting manner.
Monitoring students to keep them on
task.
Encouraging use of proper language
(Use of vocabulary and complete
sentences) from students.
Phase Explain, Elaborate
Day 4
Before this activity the teacher will print a copy of “Pete The Cat and My Five Groovy Buttons”
cover (Appendix 6), and will make a booklet using construction paper (manila or colored) for
the kids to complete.
Activity:
1. Read the book “Pete the Cat and his Four Groovy Buttons” by James Dean or watch
the video on youtube https://www.youtube.com/watch?v=V7YMN2ia8z4. Explain to the
students that this book is about subtraction and that you think there are ready to come
up with some real-world problems on their own for addition and subtraction.
2. Tell the students that today after they read the book or watch the video they will create
their own real-world problems using buttons. They will create their own booklet creating
equations involving addition and subtraction.
3. Using the first page of the book and using real buttons you will model for the students
how they will recreate the sentences by illustrating and writing down the proper
equation according to the story. After that you will incorporate addition problems by
recreating that Pete’s mom is sewing back his groovy buttons.
4. Instruct the students to go to their seat, give each student a copy of “Pete The Cat and
My Five Groovy Buttons” cover (Appendix 6), and 5 buttons. They will work in pairs and
will be creating addition and subtraction problems illustrating the problem solving
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Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
method and writing a number sentences that represents addition or subtraction.
- Read the page of the book were Pete looses the first button, read the number
sentence, show the kids how it is presented and ask them to represent it using their
buttons. Then, ask the to illustrate the problem, and last write the number sentence.
Repeat this process with the other pages. Then, say, Pete’s mom bought 4 new
groovy buttons for him and started to sew them on his shirt. Create a addition
problem as “Pete had only his belly button, his mom sew one groovy button back to
his shirt. How many buttons does Pete have now?
- Instruct the kids to come up with similar problems, the whole class will solve one of
the problems following the process: recreate, illustrate, write number sentence.
- Last. Allow the kids come out with their own problems using the problem solving
process to recreate, illustrate and write a number sentence.
What’s the teacher doing?
What are the students doing?
Encouraging students to explain their
observations and findings in their own
words.
Explaining, listening, defining, and questioning.
Listening and building upon discussion
form students.
Providing reasonable responses to questions.
Using previous observations and findings.
Interacting in a positive, supportive manner.
Accepts all reasonable responses.
Applying new terms and definitions.
Using previously learned information as
vehicle to enhance additional learning.
Applying learning to new situations.
Encouraging students to use terms and
definitions previously acquired.
Uses previous information to probe, ask questions,
and make reasonable judgments.
Monitoring students as they work on
their performance indicators to
determine any re-teaching is necessary
prior the unit assessment.
Recording observations, explanations, and
solutions.
Phase Evaluate
Day 5
Activity:
Performance Assessments: Orally represent the following real-life addition and subtraction
situations with sums and minuends to 5:
1)
-
For each situation, complete the following tasks:
Create a concrete model to represent the solution to the problem.
Record the solution to each problem using a pictorial model and a number sentence.
Orally describe, explain, and justify the problem solving strategy or plan used to
determine each solution.
a) Sandy was playing alone in the park. Chris and Brenda came to play in the park with
Sandy. How many children are now playing in the park?
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Unit 4 – Contextual sums and Minuends to 5 - Kindergarten
b) There were 5 birds sitting on a tree branch. If 3 birds flew away, how many birds were
left sitting on the tree branch.
c) Pablo’s shirt has 2 small buttons and 3 large buttons. How many buttons are in Pablo’s
shirt?
d) Angelica has 4 fish in her tank. If 3 of her fish are orange, how many fish are not
orange?
What’s the teacher doing?
What are the students doing?
Observing students behaviors as they
explore and apply new concepts and
skills.
Demonstrating an understanding or knowledge of
concepts and skills.
Evaluating his/her own progress.
Assessing students knowledge and
skills.
Encouraging students to assess their
own learning.
Asking open-ended questions.
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Answering open-ended questions.
Providing reasonable responses and explanations.