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lesson plan 1 kinder math

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37 просмотров8 страницlesson plan 1 kinder math

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11255 North Torrey Pines Road, La Jolla, CA 92037-1011 Phone (858) 642-8320 Fax (858) 642-8724 www.nu.edu

Subject: Math

Grade: Kindergarten

Lesson Topic:

Subtraction

ID #

023364934

Date: ____February 22, 2016_____________________________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,

create bridges from past learning, behavior expectations)

.

Content Standards:

K.CC.3 Write numbers from 0 to 20. Represent a number of

objects with a written numeral 0-20.

K.CC.4 Understand the relationship between numbers and

quantities; connect counting to cardinality.

K.CC.5 Count to answer how many? questions about as

many as 20 things arranged in a line, a rectangular array, or a

circle, or as many as 10 things in a scattered configuration;

given a number from 1-20, count out that many objects.

K.OA.1 Represent addition and subtraction with objects,

fingers, mental images, drawings, sounds, acting out

situations, verbal explanations, expressions, or equations.

K.OA.2 Solve addition and subtraction word problems, and

add and subtract within 10.

Purpose:

Students will learn how to subtract within 0 to 20 by using

manipulatives. They will also practice writing equations so

they can further practice writing their numbers and

organizing given information to solve.

Prior Learning:

Students are already familiar with and can write their

numbers from 0 to 20. They have learned how to add

numbers. They understand the basics of subtraction and have

had practice with numbers 0 to 10. They have been

practicing solving word problems. They can sit and listen to

age appropriate stories and understand concepts from the

reading.

Rationale:

This lesson plan is meant to meet the

common core requirements for

Kindergarten. The main focus areas for this

lesson are Counting and Cardinality and

Operations and Algebraic Thinking.

and the focus is shifting from addition to

subtraction. Students have been exposed to

subtraction basics already, so we will be

focusing on expanding to numbers 0 to 20

and asking them to show more of their

work or be able to explain their work. We

are also working on understanding multiple

strategies to get the answer.

because we have done extensive work with

them while they were learning addition.

Students have learned how to use

manipulatives, tally marks, their fingers, 10

frames, and number lines. Students are

familiar with the numbers from 0 to 20 so

we have focused on practicing subtraction

already with the numbers 0 to 10. Students

have practiced using word problems in

their morning work so they have the skills

plan.

Focus Learner/Behavioral Expectations:

During the reading of the story they will be asked to sit

quietly with no talking and to pay attention to the reader and

the story. When they are asked to return to their tables,

students are expected to work cooperatively with their peers.

Students will be working with personal white boards and will

be expected to work on their math while the lesson is in

session.

chatty, so when they are asked to come join

me on the carpet we will have a reminder

talk that there should be no talking while

the reader is reading. They should be

focused on the story and prepared to

answer any prompted questions.

The second part of the lesson plan involves

students using their own personal

whiteboards to solve math problems. Since

the kids have not used whiteboards much

this year I know they will want to doodle,

so to avoid this happening during the

lesson, I will provide them a few minutes

to get that out of their system. Once the

minutes are over, they will be expected to

focus on their math.

We will also be pairing some of the

students so they are expected to work well

as a team and be respectful of their partner

and other peers.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you

measure mastery of the outcome?)

Learner Outcomes/Objectives:

Students will demonstrate their understanding subtraction

concepts by forming proper equations and by showing their

thinking on number lines or with manipulatives.

Mastery:

Formative assessment: Mastery will be measured by

observation. Both myself and my master teacher will be

walking around while students are working to watch them

use their manipulatives, writing their equations, and solving

the word problems.

Rationale:

The goal for this lesson plan is to further

familiarize students with subtraction

concepts. They have learned basic

subtraction terms so we will be continuing

to use these words in the lesson. They have

also had much practice on forming

equations so we will continue to work on

that with this lesson. Lastly, I have been

trying to incorporate more use of

manipulatives in the class so that we can

get a visual understanding of their learning

and so that students can provide multiple

ways to solve the same problem. We will

allow them to show us by using a number

line and manipulatives.

both teachers throughout the lessons

entirety through observations and through

working with students and interacting with

them as they complete their problems.

equation at a time, we will be able to

observe multiple pairs and students at a

time.

3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and

prescribe instruction accordingly. Consider: linguistic background, academic language abilities,

content knowledge, cultural and health considerations, interests and aspirations, physical

development, social development, emotional development.)

Linguistic background:

The class is very multicultural and there are a few ELL

students in class, but they are all very comfortable speaking

English and keep up with the unit vocabulary just as the

other students do.

1 student goes to Speech 2 times a week.

Academic Language Abilities:

There are very diverse levels for reading and math in our

class. About 6 of 26 students require more teacher interaction

and assistance on math and reading/writing activities and are

below grade level.

Content knowledge:

Students are expected to do well in this lesson supported by

prior experience and through teacher guidance. Students

have been guided on learning multiple strategies to solve

problems so they can pick a strategy that works for them.

Cultural and health considerations:

We have a mixed class with Spanish students, Middle

Eastern students, European, and White students.

1 student has a peanut allergy.

Physical, social, and emotional:

Students are active, social and mostly cooperative. Most of

them are involved in afterschool activities or go to ESS.

Socioeconomic Considerations:

Most of the students are from upper-middle class and upper

class socioeconomic neighborhoods. Parents are very

involved in the campus both financially and physically.

A few students are from a lower class socioeconomic

neighborhoods and do not have as much help at home.

Interests, Motivations, and Extra Curricular

Developmentally appropriate interests. Average motivation to

learn.

Rationale:

Students have been assessed over the past 3

weeks that I have been in the class. Most of

the students can read and write their

numbers easily and with no assistance and

can understand equations and the multiple

strategies we have taught them to solve the

equations. They have proven their abilities

to complete addition problems, and have

shown us that they can subtract within the

numbers 0 to 10. They understand the basic

concepts of subtraction.

There are a few students, about 6 of them,

who will likely require extra assistance

because they tend to struggle with

understanding directions, staying on task,

and with solving math equations. They

require manipulatives to solve problems

and often have to physically count each

item when adding or subtracting. These

same students still prefer to count all items

in a full 10 frame while their peers can

understand that a full 10 frame means to

start with 10 and count up.

Learning Activities based on learner characteristics to meet the needs of ELL & special needs

students, highly achieving students and low achieving students)

Modification for Low Achieving and ELL Students:

Time allotted was to allow for all student levels to

complete the activity.

Numbers are displayed in the classroom as a visual aid

for assistance with number order and writing numbers

Students strategically paired with peers during math

lesson

Modeling the multiple different strategies that can be

used to solve the problems (number line, manipulatives)

and how to write an equation

Review of math terms such as subtraction, take away,

less than, fewer, how many, left, minus, remains.

Allow them time to work on more subtraction with no

help from the teacher in the form of a fun game.

Rationale:

For the Low Achieving and ELL students, I

will make sure to model how to correctly

write an equation. I will point out where

the numbers are in the classroom so they

can use them as a reference for writing

them and for number order sense. I will

model the different strategies that we have

previously covered as well as review the

key terms of the lesson. Students will also

be paired with another peer to assist with

the lessons activities and the time given to

complete each problem will be modified so

they can follow along.

High achieving students will have the

opportunity to work on an additional game

related to the story if extra time permits.

The game is an I have, who has format

with the math subtraction equations. This

game will allow them to use their

subtraction skills in a more advanced

setting where they will be with peers who

are at a similar level and will not have

manipulatives so it will be mental math to

challenge them.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Book: Pete the Cat and His Four Groovy Buttons by:

Eric Litwin and Illustrated by James Dean

Personal whiteboards, markers, and erasers

Individual number lines that go from 0 to 20

Buttons

Groovy Button word problem cards

Document Cam

Poster paper

Groovy Button I have, Who has game cards

Rationale:

Personal whiteboards, markers, and erasers

will be provided to each student so that

they all can practice writing their equations

and showing me they can write their

numbers.

The individual number lines from 0 to 20

will be used as a support for them. They

can use their dry erase markers on them for

each equation and erase for the next

problem without having to physically draw

a number line.

Buttons will be used as their manipulative

since we are reading the book Pete the Cat

and His Four Groovy Buttons as a class, a

story about a Cat losing his shirt buttons.

Groovy Button word problem cards will be

displayed one at a time on the document

word problem they will be solving. Each

card has a different word problem with the

same verbiage, just different numbers to

solve.

Poster paper will be used to brainstorm

with students the subtraction ideas such as

take away, less than, remaining, etc.

Groovy Button game cards are for the

students who want to play a game for

additional subtraction practice. Designed

for more advanced students.

6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for

understanding)

Introduction:

I will invite students to the carpet to enjoy a book. I will tell

students that we are about to do a math lesson, and that I

want them to think about what kind of math we might be

focusing on after reading the story.

Explain:

After reading the story we will discuss the math focus

(subtraction). We will review key words and concepts. We

will talk about our strategies for solving math problems and

focus on 2 or 3 types (number lines, manipulatives, and

drawing a picture). We will also review how to form an

equation.

I will discuss with students how they will be receiving their

own white boards and markers and erasers and what is

expected of them. I will let them know that I want to see how

they are solving the problems when I walk around, and that I

expect them to write the equation with an answer and hold up

their white boards when prompted. We will also discuss how

to work correctly in partners.

Rationale:

I wanted to include multiple subjects and

since reading is so great for this age student

I chose to read them a grade level book that

involves the subtraction concepts. This will

serve as a bridge from their prior

knowledge of subtraction concepts to the

subtraction concepts we will focus on

today. Also be reading and hearing the

math it serves as a warm up for how we

will solve our word problems.

break from school, so it is especially

critical that I spend time refreshing their

minds with subtraction concepts. I also will

do this to assist students who are lower

achieving so they can see some modeling

and get a better idea of what is expected of

them and how they can solve problems.

I will check for understanding while I walk

around and observe them solving the word

problems, but I will be able to check for

understanding when I have them all show

me their whiteboards in the air at the same

time so I can make sure their equations are

all correct. I can ask students to explain

how they got their answers so they can

describe their thought process for others to

hear.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and

provide feedback and re-teaching)

Transition:

I will ask students to return to their desks and prepare their

desks for the activity. Once I see that they have everything

put away I will hand out their whiteboards and pens and

erasers. At this point they will have 3 minutes or so to doodle

and draw on their whiteboards. Since we will just have read

Pete the Cat, I will prompt them to draw their best version of

Pete the Cat.

After a few minutes I will ask for the class attention again

and ask them to please clean off their white boards and put

their pens down ready to learn so we can do some examples

together and begin our math practice.

Guided Practice/Collaborative Practice:

We will begin by doing 2 word problems together as a class.

I will display the word problem on the Document Camera so

they can follow along, but will read it for those who cannot

read very well. I will model how to write my equation. Then

I will demonstrate how to use the number line correctly and

how to use the buttons for this example problem.

I will show them how I solved the problem and ask for

questions. Then I will ask them to try one with me. We will

work on another example together.

Rationale:

I want students to have their desks cleared

so that they are distracted by other supplies

during the activity. They also will need

their entire desk for their white boards,

number lines, and buttons. I will give them

time to doodle because I know that

whiteboards are exciting to these kids and I

want them to get the fun part out of their

system so they can focus when we are

working on our math.

for math with my students because it really

seems to help them grasp the concepts

when it is modeled for them, and then

again when they do it with me. This is the

first time they have used these particular

number lines, so I want to make sure they

are understanding how they can use them

to help with seeing the numbers from 0 to

20 as well as to solve the subtraction

equations.

We will also review using manipulatives.

Not all the students need them, but there

are several low achieving students that do

rely on them, so we will go over how to

use them again and practice together so it is

fresh in their heads.

Students will answer questions as I ask them to check for

understanding and to also ask their own questions.

to answer my questions during the guided

practice.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent

activities are assigned assuming that students understand the concept well enough to work on their

own.)

Independent Practice:

After they have watched me solve a word problem, and then

completed one with me, I will have them do it in their pairs

or individually if they were not assigned a partner. We will

still be solving one problem at a time.

Rationale:

I decided to do one problem at a time so

that I can have time to walk around and

interact with students as they are solving

problems and allow partners to work

together to help those who are struggling. I

like to be able to read the problems out

loud because we have several students who

have trouble reading. I want to take that

aspect out so the focus can be math.

for those students who want an extra challenge and use

higher numbers for them to practice with.

advanced students to perform at their level,

so having a few challenge questions at the

end can help with deepening their learning.

Teacher observation will occur for the activity duration.

Teachers will be walking from table to table and interacting

with students during the activity. When students are

struggling, teachers will assist them in using their strategies

and prompting them with questions that get them to think of

the way to solve. After the time is up, we will ask each

person to raise their whiteboard up to the front so we can

check that each person has the correct equation and answer.

observing during the activity. I will be

walking around from table to table to offer

help when partners or individuals are stuck.

When I have all students raise their

whiteboards I can use this time to prompt

students with questions about what strategy

they used to solve their problems. I know

that by hearing peers describe how they

solved the problems that other students can

make connections they hadnt thought of

during their own thought process and the

learning can be deepened. I also can see

how well the understanding is of the

sharing student because if they can teach it

to me I know they have that understanding

of the concepts.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.

Describe differentiating assessment strategies you will use for ELL, special needs students, highly

achieving students and low achieving students.)

Formative:

Teacher observation throughout entire activity. White board

check at the end of each word problem.

Rationale:

I will be observing throughout the lesson. I

want to ensure that students are answering

questions I ask appropriately, that they are

following guidelines, and that they are

comprehending the information I am

providing.

I will make sure to spend extra time

observing the low achieving students so

that I can ensure that they are learning the

concept and not just copying their partners.

This way I can step in if additional

assistance is needed or determine whether

or not these students will need additional

practice to grasp the concepts.

10. Closure: (Describe how students will reflect on what they have learned.)

Once we are done with all the word problems I will ask for

students to clean up their whiteboards. I want to find out

what students liked about the learning activity. As we end the

lesson and I am collecting whiteboards I will be asking

students to raise their hands and tell me something they

Rationale:

I want to give students a chance to reflect

on the assignment. I also like to hear

feedback as this will be one of the first

times that they will be using whiteboards

activity.

I will ask them if they have any questions about subtraction

or about the strategies we used so we can answer them next

time we have math.

lines. Also, they have used manipulatives,

but I want to hear if they found them

helpful so we can encourage use of the

items they like in the future.

I also want to make sure there are no

questions or concerns about the learning. If

there are, I will document them so we can

address them together as a class.

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