Rockwall Center Lesson Plan Template for Formal Observations

Intern/Resident: Ashley Garrett Date: 10/11/2017

Subject: Math Grade Level: Kindergarten

Projected Length of the Lesson: 45 minutes

Learning Objective (Learning Intention)
Students will be able to represent the number 8 using pictures and objects.
TEKS:
K.1 -D Communicate math ideas, reasoning, and their implications using multiple representations
Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)
Students will know they have mastered the objective by correctly determining a set of eight objects from a
picture and by correctly identifying the written number 8.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)
Good math mathematicians know how to count to and write the number 8.

Interdisciplinary Connections (Other Subject Integration)

K.1 (A) listen actively and ask questions to understand information and answer questions using multi-word responses;
(C) share information and ideas by speaking audibly and clearly using the conventions of language;

ELPS
Listening:
C2D: Seek clarification to improve understanding.
C2G: Understand general meaning, main points and details.

Speaking:
C3D: speak using grade level content area vocabulary.

Class Information
One of my students has a physical disability which limits his ability to participating in hands-on activities.

Assessment Plans (Formal and Informal)

1. Assessing prior knowledge before the lesson: Ask students to what numbers have we covered in math so far? What number do you think will come in next in our lesson today?

2. Assessing understanding during the lesson: View the accuracy of the students counters and objects as they model the number 8.

3. Assessing mastery after the lesson: Students will independently identify 8 objects and the number 8 from a set of pictures.

Technologies and Other Materials /Resources

Elmo
Red/Yellow counters
Carpet
Module 4 lesson 4.5
Academic Vocabulary
Ten Frame, How many more, Counting, Eight

Lesson Procedures/Learning Activities:

Introductory Activity/Opening: The teacher will ask students which numbers we covered this week? (6 and 7) Which

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number do think will be next in our lesson today? (8)

Information Giving: The teacher will show the class what the number eight looks like and verbally count to 8.

Modeling/Providing Examples: The teacher will model 7 counters and how to add one more counter to make 8.

Guided Practice: As a class, we model the number eight using counters. The teacher will guide the class through finding two
numbers that equal 8 using the carpet as our ten frame.

Higher Level Questions/Thinking Opportunities:

1. If I have more than 8 objects, how many should I subtract?
2. If I have less than 8 objects, how many should I add?

Independent Practice: Students will complete a set of numbers independently as well as independently identify the number
eight from pictures.

Closure/Culmination Procedure: I will check students work they completed independently.

Instructional Strategies for High Student Engagement

Hands on manipulatives, Student to student interaction and modeling

Differentiation (Content, Product and/or Process)

For higher lever students, I could ask them to state two numbers that equal eight in the form of a number
sentence. (Five plus three equals eight)

Anticipated Student Difficulties or Misunderstandings:

Some students may have some difficulty identifying what numbers they need to create 8.