Chelsea Swain

Saint Joseph College Lesson Planning Template Student Teaching LESSON BACKGROUND Subject/Lesson: Math - Addition Setting: Grade/Age Level: Kindergarten Inclusive Classroom Resource Self-Contained Other: _______________________ Differentiation by: Content Readiness Tiered model X Process Interests Cooperative group X Product Learning preferences X Learning styles or MI Choice: Differentiation narrative (rationale how you are differentiating and why; which if any, IEP objectives this lesson addresses) This lesson will be differentiated by process and learning styles or MI. Students will have multiple different opportunities to practice the skills necessary to master the lesson objectives. The Flocabulary song video is geared towards musical, visual/spatial, and linguistic intelligences. The combined work with the written and manipulative portions of the ten frames will appeal to logical-mathematical and bodily-kinesthetic learners. Finally, the opportunities to work as a class on the rug, work with partners, and work individually will provide opportunities for both interpersonal and intrapersonal learners to show their strengths. During this lesson, the classroom paraprofessional will work one-on-one with the student with special needs in this class in accordance with his IEP. This lesson is designed to accommodate a wide range of abilities due to the availability of varied opportunities for practice. The paraprofessional will assist this student throughout the lesson to help him complete activities and ensure that he understands the lesson activities and objectives. This student is very capable, and with one-on-one support will be able to complete the same assignment as his peers, which is one of his IEP goals for the school year. If extra time is needed, this assignment can be completed during the students pullout special education math lesson as specified by his IEP. Standard(s): CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Key Question for the lesson: What are all of the different ways to add two numbers to make 10, and how do we write these equations? Instructional Objective(s) To teach students how to add numbers 1-9 to make 10, and how to represent these equations in writing or through drawing. Materials, Media, Resources, Multi-cultural connections: Addition flashcards up to 5 Smartboard with virtual ten frame and virtual objects to model using the ten frame Paper ten frames with space for writing equations Buckets of at least 20 small objects for counting and use with ten frames for each pair of students

Chelsea Swain

http://www.flocabulary.com/know-about-10s/ Assessment of Prior Knowledge (Readiness/Interest): Students have completed lessons on adding numbers to 5, and know how to count to ten orally and using manipulatives. Students have practiced writing equations to add to 5 (1 + 4 = 5, etc.). Teacher: Lets start our math lesson today by practicing counting to ten! Count with me! Students: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10! T: Now, Im going to show you our math flash cards, and we will practice adding up to 5. S: Give oral answers to flash card addition problems up to 5. LESSON PROCEDURE Transition into lesson: Please come to your place on the rug, and sit next to your math partner. Initiation with students Hook to lesson: We are going to practice addition today! Lets start by counting to 10 using the objects in these buckets. I am going to give each partnership a basket of small items, and I want each of you to make a pile of 10 objects in front of you. Explanation of Objectives: T: For our math lesson today, we are going to practice addition. Who can tell me what addition is? S: Putting things together or Adding to something T: (Writes addition and its definition on the board) Thats right! Today, we are going to use a couple of really fun activities to help us add numbers to make 10. Development of lesson including assessment(s): Timing: T: We are going to help our brains start thinking about addition by watching this 30 min. Flocabulary video about adding to 10! (Watch video: http://www.flocabulary.com/know-about-10s/) T: Now that our math brains are really working, we are going to practice using ten frames to help us add two numbers to make 10. Our ten frame worksheets will also help us to practice writing and drawing our answers. Here on the Smartboard I have an example of a ten frame. Lets count together how many squares make up a ten frame. (Class counts to ten with the teacher.) T: Now lets practice using ten frames together on the Smartboard. I will show you an example first, and then we can take turns practicing together. (Uses virtual ten frame and virtual objects to model using the ten frame to add to ten. Makes sure to ask students how to write the equation to show adding the two numbers to make ten.) T: Asks several students to come up to the Smartboard to practice using the ten frames. T: Now that we know how to use the ten frames and write our addition equations, lets practice using our own ten frames and the objects that we used at the beginning of math to count to 10. Everyone return to your desks with your buckets of small objects, and can my paper passer hand out one worksheet to each student? Timing: 5 min.

Chelsea Swain

(Students practice using ten frames and writing equations while the teacher walks around observing and individually conferencing with students. Some students will use manipulatives, draw the equation, and write the equation numerically, while some students may only be able to complete the work with the manipulatives or drawing a picture of the equation, thus differentiating by product.) T: Please clean up your materials, put your worksheets into the finished work bin and return to your places on the rug. Closure: Timing: We will conclude the lesson with the students returning to their places on the rug. The 5 min. teacher will replay the Flocabulary song while the kids settle in. Then, the teacher will ask students to share what they practiced during todays math lesson. The teacher will write a list on the easel in front of the carpet. We will also make a list on the easel of what went well during math time, and what we need to work on for the next math lesson. Assessment Strategies: The assessment strategies will be observing and conferencing with students individually while they work on their math activities. The teacher can also assess student learning based on the closure discussion. Analysis of student performance data in light of lesson IEP and objectives: Self reflection on the lesson Online Resources: http://www.corestandards.org/Math/Content/K/OA http://schools.utah.gov/CURR/mathelem/Mathematics-Tutoring-Tips/KindergartenLessons.aspx http://www.flocabulary.com/topics/reading-writing/ http://illuminations.nctm.org/ http://mrsarsenault.wordpress.com/category/curriculum/