You are on page 1of 2

Candidate: Jessica

Martinez

Subject: Math

Grade: Kindergarten

Date: 11/30/2016

Standard: Decompose numbers less than or equal to 10 into pairs in more than one way.
1. DESCRIPTION OF CONTENT & CONTENT TYPE
Students are learning how to add two numbers that will equal the same amount all the time.
2. LEARNING OUTCOME (OBJECTIVE):
Drawing a number bond on the board students will give teacher two numbers that equal 5 and 5.
DOK/COGNITIVE RIGOR LEVEL:
Language Demands:
Words and phrases students need to know.
Number bond- is a simple addition sum.
Counting- taking account of when reaching a total.
Flash cards- a card containing a small amount of information.
3. CURRICULUM CONNECTION:
The lesson plan that comes before this is helping students to be able to count their number 1
through 20. Also, with the number bond they are able to give two numbers that sum up the
answer. So, they can see that theirs not only one way.
4. INSTRUCTION:
A. ENGAGEMENT (Motivational Activity):
Students will be sitting in the rug while teacher draws the number bond and outs a number.
Then students will start raising their hands wanting to give two numbers that equal the amount
on the board.
Students friendly objective: By the end of these lesson students should have different
ways of adding a number that equal the same.
Purpose: Students are learning this because it helps them understand that theirs many
ways of adding that will equal the same number.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Students Activities):
Step 1: Teacher introduce and shows math worksheets.
a. T input: Teacher will ask students to tell teacher what number do they see.
b. Student Response: Students that know will raise their hand and wait to be called to say the
answer.
Step 2: Teacher introduces the next part of the worksheet.
a. T input: Teacher will ask students to count the objects and to give two numbers that give the
amount they said it was.
b. Student Response: Students will count the objects together and say the amount it is. After
they will add two numbers that equal the same.
Step 3: Teacher will introduce flash cards to students.
a. Y input: Teacher shows flash cards to students for three seconds and students need to
count fast to see how many objects there is.
b. Students Response: Students will raise their hand and wait to be called to say the answer.
Step 4: Teacher will give each student a worksheet.

a. T input: Teacher will be helping students work on the worksheet.


b. Student Response: Students will be asking for help.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will come to the rug and say their numbers 1 through 20.
D. MATERIALS & RESOURCES:
-Flash cards
-Marker
-Worksheets
-White board
5. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: During the lesson the teacher will observe each student while they complete the
worksheets. Teacher will check students work and ask three of them to show how are they doing
it.
Summative: Students will turn in their worksheets so teacher can correct them and put a happy
face for doing a great job.
6. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS
(Content, Instruction, Practice):
Teacher will provide equal access for all students. Teacher will give feedback to each students
on their work.
7. HOMEWORK:
Students will receive a math worksheet so they can practice at home. Students will have to bring
it back on the next class meeting.

You might also like