Вы находитесь на странице: 1из 3

ASSURE Model Instructional Plan

Lesson Title: Part-Part-Whole

Teacher: Chewning
Grade Level: Kindergarten
Subject: Math
Length of Lesson: 30 Minutes

Analyze Learners

1. 21 Students
2. 10 Females; 11 Males
3. Ages 5-6 Years Old
4. Mental, Social, Physical, Social Notes:
o Disabilities:1 diagnosed ADHD (504 instructional plan in progress), 1 student
with IEP plan for speech
o 10 African American Students, 6 Caucasian Students, 1 Hispanic Students, 3
Indian Students
5. Current Knowledge: Students have prior knowledge of number sense: composing
and decomposing numbers to 10
6. Learning Styles
o Visual 20%
o Auditory (Aural): 15%
o Kinesthetic (Hands On) 65%

State Objectives
The student will utilize provided visual counters to correctly create and solve addition problems to
Select Methods, Media, , and Materials

1. Methods: Introduce materials and review number sense, introduce addition language,
model using materials to solve simple addition problem, whole group student practice,
independent student practice, review
2. Media: Smart Notebook File- Addition Day 1- This form of media gives the students an
interactive visual for the introduction of our addition unit. I am able to model addition
problems, ask students to model, and leave the visual on the smart board for students as
they work independently at their tables.
3. Materials: Smart notebook file titled, Addition (teacher made), independent practice
pages, dominoes (as a modeling visual, pencils, crayons.

Page 1 of 3
Utilize Media, Materials, and Methods
For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. Preview the materials: I will preview the Media file to ensure that there are no glitches
with technology.
2. Prepare the materials: I will have the media file up and ready on the smart board, have
student papers copied and ready to pass out, and ensure that there are adequate
materials at student desks (pencils and crayons). I will have a few dominoes at the front
of the classroom for modeling with students.
3. Prepare the environment: The learning will begin at the carpet area of the classroom.
Because I will have the smart board on for the lesson, I will turn off one light in the front
of the room to aid the visual.
4. Prepare the learners: I plan to engage my students by using a tool they are familiar with-
dominoes. I will pull one from a bucket and draw it on the smart board. I will call students
up to come and pick one from the bucket to draw on the board.
5. Provide the learning experiences: I will require learner participation by having the
students show what they know. Students have had prior teaching on creating numbers
fluently and automatically. I will ask students to show me a number, and then show it to
me in a different way. This gives me quick feedback about which students are number
fluent and which require the visual aid to begin addition.
Require Learner Participation
Lesson Length: 30 minutes, one class session, first lesson of unit, Addition
- Engage: I will begin by engaging the students and assessing their prior knowledge. I
will ask them to show me a number with their fingers (Example: Show me the
number 4.) I will then ask the students to create the same number, but in a different
- Introduce: I will introduce the students to the idea of addition. When we are putting
numbers together to create a new number, we are adding. That is called addition.
- Model: Have a student come up and pull a domino out of a bucket. Draw that domino
on the board. This domino has two parts. But when I put the two parts together, I
can make a new number. I can add the two parts together. Lets try. Model counting
each part, then circle and count the whole.
- Practice: Have students come up and practice drawing a domino or using the pre-
drawn dominos on the smart notebook media file to practice creating addition
sentences. After each addition sentence, remind students that we are practicing
- Independent Practice: Students will complete an independent practice page that
follows the same format as whole group practice. A domino will be drawn on their
page. Their job is to turn their domino into an addition sentence. During this time,
walk around and support students that need assistance.
- Review: Students will return to the carpet. Students can volunteer to use the visual of
a domino on the smart board to create and solve an addition problem in front of their
peers, explaining what they will do for each step.

Page 2 of 3
Evaluate & Revise
Evaluation methods for each of the following are included:
1. Student Performance
Not Meeting Making Progress Meeting
Student is unable to use the Student is able to create an Student is able to create an
provided visual counter to addition sentence using the addition sentence using the
create an addition sentence provided visual counter, but provided visual counter and
or requires teacher is unable to solve without correctly solve the problem
assistance. teacher assistance. independently.

2. Media Effectiveness
After whole group practice using the media and independent practice, I will bring the
students to the carpet for review. I will allow them use the smart board file to
independently create and solve addition sentences using the dominoes shown. This
will show me that they know how to use the provided technology and that it is an
effective resource.
3. Instructor Performance
I will assess my performance by looking at the students understanding. Because this
is an introductory lesson, I assume that not all students will master the objective
immediately. However, if after completing a student rubric for my class I realize that
the majority of students are not meeting my objections, I know that I need to reflect,
reteach, and reassess. I will also utilize my teaching assistance for feedback. Did I
communicate to the needs of all students? Did I answer questions and give students
appropriate feedback for their work? Did I offer support for the students that have
extra needs?

Page 3 of 3