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Ashlee Walker Direct Instruction Lesson Plan Format Date: Grade Level: Target Students: February 16, 2014

Kindergarten Whole class Theme/Topic: Operations & Algebraic Thinking Understand addition as putting together and adding to. Rationale: Students will be able to use this when planning any event, by trying to figure out how many more things can be added to get their top number of objects, invites, etc. Common Core State and/or NC Essential Standards: C.C.S.S. Math. K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. C.C.S.S. Math. K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects drawings, and record the answer with a drawing or equation. Lesson Objectives (Behavioral and/or Performance Objective): Students will Students will be able to independently solve an equation by adding two able to: numbers from 0-10 to get a solution less than or equal to 10 by using ten What, How, squares, their fingers, or any objects that are need for use to get the and to What answer. Extent? Student Friendly Objective or Essential Question: Today we are going to learn to add two different numbers to get up to any number that is less than or equal to 10. Materials: Apple iPad with the following apps: 10 Frame Fill, Grade K Math, Fun Math Smart board Activity Worksheet(iPads) with an intro from Smart board activity Ten frame(on individual white board) Expo markers for ten frame (4 for each group) Ten frame made with tape on floor in front of class


Lesson Activities Introduction to the Lesson: (Hook/Review/Intro.) We are going to pretend we are going on a ten people boat ride and the tape on the floor (ten frames) is the boat. Make sure the number ten is written on the board. Each square represents a seat that is open on the boat. We are going to make two stops on our boat ride. Our first stop we are going to

10 minutes

have six people get on the boat (take six volunteers to come up and stand in six different squares). Now take another volunteer to write the number six on the board, big enough for everyone to see. Make up a little snip it of a story on a boat, have students think of different things that you would possibly see on a boat ride. Stop number two; ask how many more people we need to fill up our ten people boat. Have four more volunteers go up to the rest of the ten squares. Have another student write the number four on the board representing the amount of people we got to ten. The number ten will be written by teacher, explain that first we had six people but to get the number ten we had to ADD four more people to get our answer ten. Teacher Input/Modeling: 15 minutes Now with the ten frames on the Smart board give a couple examples that you will use with the students and their personal white board ten frames. Have them do what you do with their different markers, make sure you imply that they will be SHARING the markers as well as only using two different colored markers. Ex.) 3+7=10

Ex.) 1+9=10

Guided Practice/Independent Practice: Once you start seeing students understand, show the students the different stations that they will be going to with their worksheet. Iterate that each station will last five minutes; the timer will go off on the Smart board. This will collaborate the independent practice once all of the directions are given. Station #1: Practice with the ten frames only. They will answer as many of the questions they can using the ten frames, for early finishers they will start to make up their own equations. Station #2: iPad with 10 Frame Fill, students will write all of the equations that they solve on the worksheet. Station #3: iPad with Grade K Math, students will go through two parts until they get their first animal Station #4: iPad with Fun Math, students will write all of the equations they solve on the worksheet

Closure of the Lesson: Have everyone come back to the carpet. Once everyone is sitting down, reflect on what they had learned or done through math period. Ask, When do you think you could use this skill when you are at home? Get responses. Evaluation/Assessment of Student Learning (Evidence Included) Formative: I will be at station #1 to make sure each student is going to grasp the concept. Summative: I will collect every students worksheet for a participation grade. Extension of Lesson: I will give the students the freedom for homework to make their own equations but this time to see if they can get the solution to equal twenty. Have them make ten different equations and have them hand it in at the beginning of class the next day. Plans for Individual Differences Early Finishers: On the back of the paper there will be space for students to make their own equations. Late Finishers: If students are not able to finish their worksheet with the iPads then during free time they will have first priority to be on iPad to finish their worksheet. Exceptionalities: Depends on IEP, but there will be the actual physical ten frames that they may use; also they can work with a partner. English Language Learners: Make sure everything is shown on the board using numbers, as well as they have a buddy that can work with them while going through all of the stations. 21st Century Skills: Working together on the boat activity, technology skills.

Discuss how you address at least two of these learning styles in your lesson: Visual (spatial),
Verbal (linguistic), Physical (kinesthetic/tactile), Aural (auditory-musical), Logical (mathematical), Social

(interpersonal), Solitary (intrapersonal):

Verbal: I will be giving a verbal instruction, as well as giving them the story along with the boat activity. Physical: They are going to be moving from station to station, using the markers with the ten frames, as well as getting up being in the boat. Logical: We are learning a math lesson throughout. Social: Working together to figure out the solution for the boat activity Intrapersonal: Working alone for the iPad activities. Supervising Teacher Signature Student Teacher Signature


Examples: 3+ ___ =10 1+ ___= 10 5+ ___=10

Station #1: ___ + 8 =10 ___ +1 = 10 ___ + 1 = 7 ___ + 2 = 3 ___ + 7 =10 ___ + 6 = 10 ___+ 4 = 8 ___ + 3 = 6 ___ + 4 =10 ___ + 10 =10 ____+ 7 = 9 ____ + 5 = 8

Station#2: ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ ___________________

Station #4:

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