Lesson Plan Format Domain 1

Teacher: Ms. Lyasha Bishop

Grade: K
Content Area: Math

1. Content and Standards: List standards that are aligned with the content, the text, and
materials. (These should be listed with your curriculum and standards documents.)

CC.2.2.K.A.1 Extend the concepts of putting together and taking apart to add and
subtract within 10.

2. Prerequisites: State what students should know prior to this lesson.

Students should know how to count from 0-10.

Students should know how to write numbers 0-10.
Students should know how to create an addition number sentence.
Students should know how to solve an addition problem.

3. Essential Questions: List essential questions (Usually, this is in your curriculum

documents.)

What is a number?
Are there different ways to think about a number?
How are different numbers related?

4. Materials and Equipment: List all materials and equipment to be used by the teacher and
students. Tell how they will be used to meet the objective.

5. Instructional Objective: State what students will know and be able to do at the end of this
lesson. Fill in the blanks:

Students will know what the mathematical terms number bond, whole, part/part mean.
Students will know how to correctly fill in a number bond. Students will also know how
to convert an addition word problem into a number bond using the proper format.

6. Instructional Procedures: List instructional strategies and learning experiences that are in
alignment with the objective(s). Include information about what teaching strategies you
will use to engage students. Include information about what type of technology,
manipulatives, etc. you will use to facilitate students meeting the objectives.

Before:

I do: Teacher introduces the fluency drill which is a timed drill that helps students warm
up their brains. This worksheet will be on something they already are familiar with. This
 worksheet will be an addition worksheet. Teacher uses smart board to use a 3 minute
timer.

We do: Review problem of the day.

During:

We do: Play the Quack & Spill Game. This game includes blocks and a print out of a
paper with a duck. Each student receives 5 blocks they are asked to drop their blocks on
top of their worksheet. Naturally some blocks will fall inside of the duck whereas others
fall into the background. Students will take turns sharing which parts fell into the duck
and which parts fell into the background.

I do: Teacher will explain that this game taught us about parts. She draws a number bond
on the board and explains that the blocks on the duck and on the background both are
parts. She will write the number of blocks that fell in the background in one circle and the
other blocks that fell in the background as another part. She will ask how many blocks
does shave have as a whole. (she prompts students to count them in total)

Teacher sets up a number bond with blue tape on back carpet. She says addition problems
and asks students to be a part of her problem. Example: Jade and Jayla are going to the
store and then Jaden and Mark join them. How many students went to the store in total?

We do: Class number bond on carpet with tape. Have students divide themselves in
part/part/ whole

After:

You do: number bond worksheet. This worksheet is done independently so that the teacher
can walk around the classroom and assess who needs help. She can use the answers on the
worksheet to determine who needs further help.

7. Assessment: Tell how you will know if all students have met the instructional objective.
What tool(s) will you use to measure if all students can meet the objective?

I will know if the students met the objective if they are able to complete the final worksheet
with little next to no prompting from the teacher. When grading the worksheet students that
answer 85% or more correctly understand the concept. If students are not meeting the
objective, I would use this data to plan for math centers and groups that can simplify and
revisit this topic.

Differentiated Instruction: Tell how you will meet the needs of all learners during the lesson.
This has to be in alignment with the objective. Look back at the objective and think about
how you can support the learners in this lesson. Will you differentiate content, process,
and/or product? Will you make it more challenging or do you have students that need support
in meeting the objectives
 Students will receive a modified worksheet. Instead of filling in a completely empty number
bond one of the part’s can be provided help aid students in their thinking. For students who
need enrichment they will be asked to fill in a completely empty number bond while also
providing the addition sentence that matched their number bond.

Reflection on Domain 1

The next lesson in our Eureka Kindergarten curriculum was number bonds. The teacher
asked me to prepare a lesson for this topic. This process of lesson planning closely
followed Domain 1 of Danielson as I had to demonstrate knowledge of Pedagogy(1a). I
had to research state standards and ensure my activities aligned with standards. I did
research on number bonds and strategies to effectively teach the topic. What I found was
that most teacher stressed the understanding of vocabulary and how everyday life could
be a number bond. From this research I was able to add scaffolding where I used students
within the stories. Also, while planning for the lesson I began to think about the
behaviors in class (1b). I thought about the activities that would keep students motivated.
I realized that students need a chance to move around and become kinesthetically
involved in the lesson. Because of the knowledge I have of my students I added the
activity where students get a chance to fill in the number bond on the carpet.

Halfway through writing out my lesson I had to go back and check my objectives. A few
times my objectives changed. Each time they changed they became more specific in order
to set clear outcome (1c). By doing this I was ensuring each part of the lesson had
purpose. A part of knowing children is recapping on things that have made them excited
in the past. I had often seen them complete fluency drills where they were timed. I have
also seen them eager for the teacher to use the smart board as they were amazed by it. I
decided to put the fluency timer on the smart board so that I can utilize materials by the
district (1d). I also decided to review the answers to the drill on the smart board so that
students could walk up the board and help me solve the various problems.

The group activity on the carpet provided student choice and team building (1e). Students
enjoyed this and were working together to think, pair, and share about the answer to the
problems. Lastly, the worksheet was modified to match the varying levels of needs and
abilities in the class. The purpose of closing the lesson with a worksheet was to provide a
informal observation opportunity and an formalized assessment that the teacher could use
to measure understanding (1f).