I pick the 6th grade Mixed Abilities, and topic is what is the addition mean. It needsto be Math.

This is the lesson plan so use that and more detail. please don't skip.

Here is an example.

here is the reference

Kansas Math Standards K-6https://community.ksde.org/LinkClick.aspx?fileticket=Fk5h7Uw24Kw%3d&tabid=5276&mid=15449

Kansas Early Learning Standardshttps://www.ksde.org/Portals/0/Early%20Childhood/Kansas_Early_Learning_Standards.pdf

Standard for Mathematical Practicehttps://community.ksde.org/Portals/54/Documents/Standards/Standards_Review/Linked_Files/Standards_for_Mathematical_Practice.pdf

Universal Design for Learning Guidelines.https://udlguidelines.cast.org

Coherency Maps https://achievethecore.org/page/1118/coherence-map

NCTM Differentiated Learning https://www.nctm.org/conferences-and-Professional-Development/Tips-for-Teachers/Differentiated-Learning/

Key Elements of Differentiated Instructionhttps://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-Intro_M4_Reading_Key_Elements.pdf

Coherency Mapshttps://achievethecore.org/page/1118/coherence-map

Kansas Math Content Standard(s)	Write CONTENT standard: include grade level, domain letters, number and written standard. Kansas Math Standards K-6 Kansas Early Learning Standards Example: 3.OA.1. Interpret products of whole numbers, (e.g. interpret 5 ??? 7 as the total number of objects in 5 groups of 7 objects each.)
Kansas Standard(s) for Mathematical Practice	Write the Standard for Mathematical Practice (SMP): include name of SMP only (do not need to include the entire description) Use for all Prek-12 math lessons (Note: The SMPs are not directly part of the KELS, however, Prek teachers should be using the SMPs to guide learning, the kindergarten expectations can easily be adapted to Prek. In the simplest form, they are the same standards for all grade levels, just adapted for different ages and developmental levels.) Standard for Mathematical Practice
Lesson Objectives Learning and Performance	In Math lessons, we have a balance of learning and performance objectives. You must have at least one learning and one performance objective, but you may have more. Learning Objective: Students will understand... Performance Objective: Students will be able to...
Assessment & Criteria Use RED font within your Instructional Sequence	Describe an activity/assignment that students will do to show they have achieved each objective. State how students will be evaluated and the specific criteria you will use to determine mastery of the objective. For learning objectives, they will need to show understanding, which is more than only getting the correct answer, consider how students could show understanding/connections. Getting the correct answer would assess the performance objective. Label whether the assessment(s) will be formal or informal. Include all details for assessment. Assessment must align to lesson objectives.
Components of Reading/Structured Literacy Integration: Comprehension Use PURPLE font within your Instructional Sequence	List the text and describe how you will appropriately integrate structured literacy -comprehension strategies, for example: making connections, predicting, questioning, self-regulating (metacognitive), inferring, visualizing, summarizing, and determining importance. This may include integrating children's literature text, notice and wonder routines, making sense of a real-world situation, etc. In your instructional sequence, be sure to include how you will integrate the learning of comprehension, highlighted in PURPLE font. Note: This needs to be more than reading a real-world problem, but exploring a mathematical problem, discussing what they notice and wonder with a partner, then doing a read-draw-write, would be a good example of comprehension strategies using a real-world problem. Name of Text (if you chose to integrate children's literature book) OR other Integration task: Brief Description of Comprehension Strategies:
Components of Reading/Structured Literacy Integration: Content Vocabulary Use BLUE font within your Instructional Sequence	List and define all the vocabulary students need to know, in student friendly terms. Describe how you will integrate structured literacy - vocabulary strategies in your lesson, for example: questioning strategies, explicit (not direct) instruction, collaborative strategies, etc. In your instructional sequence, be sure to include how you will integrate the learning of vocabulary, highlighted in BLUE font. List and define terms: Brief Description of Vocabulary Integration Strategies:
Preparation for Lesson	Complete each section. Do not delete or skip any section. Lesson Source: Cite where you found ideas for this lesson. Your district curriculum, online resource, another classroom teacher, etc. Materials: List, describe, if necessary, the materials and supplies you and students will need for this lesson. This should include math manipulatives, handouts, anchor charts, etc. that students will utilize during the lesson. Technology: List, describe, if necessary, the technology you and students will need for this lesson. Student Groupings (whole class, small group, individual): Describe how students will be engaged in collaborative learning, the structure of the lesson, and how students will be grouped. Your math lesson should include more than just direct instruction, teacher-to-student and student-to-teacher interactions. Consider how you can use partners, small groups, etc. to encourage student-to-student interactions. Real-world and Cross-Curricular Applications: Describe how this lesson incorporates real-world applications (the engage task would be a good place to include real-world contexts) and/or connections to other content areas (science, social studies, arts, physical education, social-emotional learning, do not need to list Structured Literacy as that is already required.)
Universal Design	Describe how you will meet the needs of all students by implementing the Universal Design for Learning Guidelines. Complete each section. Do not delete or skip any section. Representation: Provide various ways for students to access and understand information. Examples: Use text, audio, and visual aids to present information; offer materials in different formats (e.g., e-books, videos, infographics); provide summaries and highlights of key points. Engagement: Offer diverse ways to motivate and engage students in learning. Examples: Allow students to choose topics of interest; provide options for how they can participate in activities; incorporate technology and interactive elements; use formative assessments to gauge and support student motivation and engagement. Action & Expression: Give students various ways to demonstrate what they know and can do. Examples: Allow students to present their understanding through essays, presentations, videos, or creative projects; provide choices in how they can complete assignments; use adaptive tools and technologies to support different ways of expression.
Prior Math Content Knowledge	Describe the coherency of this lesson, consider what is required knowledge/skills that students would need to be successful with this lesson, or another way of looking at this, are they specific knowledge/skills that would keep a student from being successful with this lesson. Coherency Maps may help you explore the prior and future concepts connected to your lesson. Concepts or Standards that students need to understand or be able to do before beginning this lesson: (Could be from previous grade levels or within the grade level. Must be MATH content.)
Differentiation Strategies	Describe specific differentiation strategies that you anticipate for this lesson. Be specific, for example, if you list proximity or specific seating, describe how and why that would help a specific type of student in your class. Consider how to differentiate the content, process, product and/or environment. Here are a couple resources to help: NCTM Differentiated Learning and Key Elements of Differentiated Instruction Anticipated differentiation opportunities (based on student needs):
Contextual information & Learning Environment Factors	List the requested information, describe your class, include anything that might be helpful to someone looking at your lesson plan to give feedback or if your lesson was being taught by a substitute, what would you want them to know about your students. Demographics of your students: (age, grade, diversity, number of students, ELL, IEP,interpersonal interactions/behaviors)
Pre-Teaching Reflection	1. What are 2 specific areas within this lesson that you would like to receive feedback on? 2. What is one goal you have for yourself during this lesson?

INSTRUCTIONAL SEQUENCE Write out detailed lesson procedures and activities. Be sure to include questions you will ask during the lesson and the expected student responses. Your plan should be detailed enough for another teacher or substitute to teach it without having to ask you any questions. Numbering and bullets are permissible and encouraged.
Before the Lesson	est.time:	Set Norms/behaviors expected for lesson: a. For example, review expectations, CHAMPS, PBIS, your specific expectations for the lesson. b. Set learning expectations, small group, individual work time, whole class, etc. This can also happen throughout the lesson, but each lesson should start with a good reminder of your expectations. This should happen before the lesson and is not part of the lesson launch.
Engage	est. time:	Engaging the Learning Focus (ELF): Identify the way you will activate students' prior knowledge and engage them in the lesson content. This is where you "hook" their interest in the lesson. Examples: a question for them to ponder and discuss, a notice and wonder routine, a children's literature text that introduces the math concept or application context, a video to engage the students in the upcoming learning (not explain the content fully, just engage), a picture, launch a high-quality math task, engage students in a discussion about the context of a real-world application of the math concept they are learning. Include transitions, student groupings, and procedures as appropriate. Include questions and potential student responses (correct and incorrect). By the end of this section of the lesson, students should know the relevancy of this lesson, they should be able to explain/show why they are learning this concept. You should not start by directly state this to them, rather, the engaging task should be thought provoking enough to get them to realize how/why they are learning this concept, then you can state or restate the specific relevance, in student friendly and academically appropriate language.
Explore & Explain	est. time:	The Explore and Explain phases go hand-in-hand. As students are exploring the task (could be the same or similar task they started in the engage), they will be explaining their learning. You should begin this section of the lesson by having students solve a mathematical task, monitor their learning, then they, or you, explain the concepts. EXPLORE: Describe in detail how students would explore a hands-on, inquiry-based task, investigation or exploration of the math concept they are learning. Students should be exploring the concept before explicit or direct instruction takes place to provide opportunities for students to engage in inquiry-based learning. Exploration tasks allow for differentiation based on students' prior knowledge, describe how you could differentiate the content, process or product. Include models (manipulatives or pictures) and strategies you anticipate students might use to explore the concept. May incorporate use of monitoring tool. EXPLAIN: Describe in detail how students and/or teacher will explain and justify the concept and make connections between student thinking and among other math concepts. Include presentation notes, explicit or direct instruction, integration of new, vocabulary terms, techniques for students to connect their ideas. Include transitions and procedures, cooperative learning expectations, etc. Include questions and potential student responses (correct and incorrect).
Elaborate & Evaluate	est. time:	ELABORATE: Describe in detail how students and/or teacher will extend their understanding and skill of the math concept. Include real-world application problems, math exercises, independent or group practice, games, stations, etc. that students will engage in to extend their learning. Closing and summarize the learning - Identify the assessment activity you will have students do to show they have achieved the objective. EVALUATE: Describe in detail how you will assess students' progress towards mastery or learning objectives, formally or informally Examples: exit tickets, performance task, traditional worksheet, quiz, problem solving task, monitoring tool and notes. Include transitions and procedures, cooperative learning expectations, etc. Include questions and potential student responses (correct and incorrect).
Future Math Content Knowledge	Describe the coherency of this lesson, consider what knowledge/skills students could now learn or use because they were successful in this lesson, what's the next concept in the scope and sequence. Coherency Maps may help you explore the prior and future concepts connected to your lesson.

*Make sure to attach any notes, worksheets, graphic organizers, or other lesson materials to your lesson plan. Go through your plan and really think through what you would need to teach everything. This helps give us the whole picture of your lesson.