Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Cortney Lollis Subject/Grade: Math/Kindergarten Learning Objective:

Lesson # 2 Date and Time of Lesson: 10/11/13 9am

The learner will prove what they already know about addition by writing number sentences and using manipulates. The learner will also identify and discuss the different words that mean addition.

Alignment with Standards: K.OA.5 EEDA Standard 5- Contextual Teaching EEDA Standard 6-Cooperative Learning Developmental Appropriateness or Cross-curricular connections: Students are already familiar with writing number sentences with numbers up to six. The students will be able to display a number sentence using numbers as well as using objects, which they have done before in previous weeks. The students have used words such as total when doing the weather chart every morning. The teacher will ask How many total days have been sunny? They have used the words plus, add, and total when writing number sentences in previous math lessons. The words in all, and altogether have been used when doing calendar math every morning. The students will review the terms they already know as well as add new terms to the list that they will use in later lessons. Students have prior knowledge using scissors and gluing paper in the classroom. The class tends to be talkative so I will allow students to answer aloud when needed as well as talking with a partner. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Students will be assessed through class discussion, building their own addition man, and showing they can write number sentences for addition problems. Pre- using the smart board I will put up a few number sentences without an answer and ask students to answer the problem. I will ask the students as a class to answer the problems. During- Students will be given a number mat and manipulates. I will write a number sentence on the board and will ask that the students show me this number sentence using the manipulates they Use of Formative Assessment Class and individual discussion will help me determine how well the students understand the information presented. Can the students follow what I am doing on the board and repeat the same actions on their own? Are the students able to recall prior information and write number sentences on their own? The result of this assessment will help me and the teacher determine what needs to be taught in the next lesson. This is the final lesson and is meant to be for a review, but if the students to do understand the information or cannot recall what they already

The learner will prove what they already know about addition by writing number sentences and using manipulates.

Lander University Teacher Education Lesson Plan Template have. I will go around and see that each student has the correct equation and answer. Post- I will give each student and index card with a number sentence on it. The student will need to not only answer the number sentence, but show me using manipulates and writing the number sentence and answer on their slate. I will go around and assess each student that this is correct according to their card. Pre-As a class I will draw a large addition man on the smart board. I will allow students to answer out loud words that mean addition. I will write these words on the board around the addition man. During-Students will create their own addition man. At their seats they will need to identify each word that means addition. Post-Students will tell me each word that means addition. I will go around with a check list and check off if they understand all the correct words. know, then the lesson will need to be retaught in a different way. Did the students understand the information? Do I need to reteach this lesson in a different way?

Rev. 2013

The learner will also identify and discuss the different words that mean addition.

Accommodations:
For the cutting activity, if students finish early they will be allowed to get crayons and color their addition man. For the students who do not finish their work, it will be put aside to do at a later time. I will however try to catch them up as the other students are writing new number sentences. For the ESOL students, they will need assistance from the teacher for directions. As soon as the student understands what is going on, she can then follow along. For the 3 students with ADD/ADHD they will work close to one another and close to the teacher for reminders to stay on task.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Materials:
Smart board Projector Pencil Slate Marker Eraser Addition man worksheet Scissors Glue Addition mat Cubes/bears Index cards

Procedures:
To begin the lesson students will sit on the carpet on their assigned spots. I will introduce the lesson by explaining first that we are going to review what we already know about addition. I will ask what can someone tell me about addition? I will explain to the students that addition is when you take two parts and put them together to make a whole. Who can give me an example of an addition problem? I will write these answers on the smart board. If they are incorrect I will ask the class what we can do to correct them. After we have fully discussed this, I will introduce our first activity. For our first activity we are going to use an addition mat and cubes or bears. I will break the students apart. I will send some to their seats and some to spots on the floor. I will pass out the addition mats as well as the counters they will be using. Once everyone is in place I will write a simple number sentence on the board. I will start out with 2+1=_. I will ask that the students show me this word problem using their number mats and objects. They should put 2 objects in the first square, 1 object in the second square, and 3 objects in the last square. I will explain that this is another way to show a number sentence. I will then ask them to clear their board and I will show 4 more examples. After our 5th problem, I will then do an assessment with index cards. I will ask the students to get out their slates, markers, and erasers and return to their spots around the room. I will then pass out the first set of index cards. I will ask each student to write the number problem on their slate the same way it is written on their card. I will also ask that each student use objects to represent the number sentence on their number mat. Each child will do 2 each. I will give the lower tables easier problems and give the higher levels more difficult problems. I will go around and check to see if they are lining up what I asked of them. I will ask questions like Can you say the number sentence aloud to me? and if one thing is wrong I will ask What number should you change in this problem to equal _? After walking around and assessing each child twice I will take up the number mats and objects and ask students to go to their seats and put back their slates and meet me on the rug. I will at this point introduce the addition man. I will ask students if they know What are different ways we can say addition that mean the same thing? I will give them hints such as; we use one word every morning when we check our weather charts. We also use words when we learn about math lessons. I will ask each student if they can tell me any words they know that might mean addition. I will then begin writing the words on the board, asking them to repeat what I am saying each time. Next I will draw an addition man on the smart board. I will walk though each step of making an addition man and allow for any questions from students. After drawing the addition man, I will ask each student to go back to their seats. I will tell them that they will make their own addition man. They need to get out scissors and glue. They will cut out each individual word and glue it on the addition man. Probing questions: What can someone tell me about addition? Who can give an example of an addition problem? What can we do to correct the problem? (if answered wrong) Can you say the number sentence aloud to me? What are different ways we can say addition, that mean the same thing?

Activity Analysis:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

For the first activity we will use addition mats and objects. This activity will support the first part of our lesson objective which is to review what the students already know about addition. By using objects to show addition it gives students a hands on way to learn rather than constantly writing out the number sentence. Being hands and out of their seats it will really help those students will ADD/ADHD. These students need constant movement or they will become bored with what is being presented. For this activity no technology will be used because it is a hands on activity for the students. For the second activity we will make an addition man. This is a fun and simple chart to help students remember the different words for addition. By cutting, gluing, and repeating the words it helps students learn in a productive way. This activity supports the second objective of our lesson which is to discuss the different words that mean addition. This activity will help all students ability to cut and glue. They all can cut, but often have trouble with straight lines, or cutting a solid line and not having several different pieces. There will be a demonstration show on the smart board. The students will watch the demonstration and then be asked to mimic what they have seen. Technology is used in this case so that the students can look back at the addition man I have made and compare to ensure that theirs looks the same way.

References:
Ms. Atkins and KS teachers at Long Cane Primary