Brooke

Howerton Multimedia Tools

Lesson Idea Name: Counting “how many?”
Content Area: Mathematics
Grade Level(s): Kindergarten
Content Standard Addressed: MGSEK.CC.5a- Count to answer “how many?” questions about as many as 20 things
arranged in a variety of ways (a line, a rectangular array, a circle, etc.), or as many as 10 things in a scattered
configuration.

Technology Standard Addressed: Communicate relevant information and ideas effectively to students, parents, and
peers using a variety of digital age media and formats.

Selected Technology Tool:
☐ Movie (list application): iMovie
☐ Audio (list application):
☐ Other: (list)

URL(s) to support the lesson (if applicable):

• iMovie video used with lesson:
https://www.dropbox.com/s/x7m5lpk1xm8qlz4/Brooke%20Howerton%20IMovie.mov?dl=0
• Counting Worksheet: http://www.worksheetfun.com/2013/10/24/count-match-worksheet-2/

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):
☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration

☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):
With this lesson, the teacher provides an alternative to visual information by narrating the video all throughout. The
teacher also illustrates what is being taught through multiple media including video, pictures, and sound. The teacher varies
the method for response by having students sometimes answer by yelling out loud, and also by sharing with the class with
a partner later on in a later activity. The teacher optimizes relevance by using items in the classroom in the examples and
activities. The teacher also optimizes individual choice by letting the students pick which item they want to cunt in the
room. The teacher fosters collaboration and community by having students work with a partner during one of the activities.

Lesson idea implementation:
The teacher will ask the students if they can remember anything about counting, as they started learning how to count
recently. After this, the teacher will tell them they will be working on counting again, but that the class will be watching a
video throughout the lesson. The teacher will start the video. When there is a pause in the video asking the students if
they can count the pens, the students will yell out an answer. The teacher can pause the video if more time is needed.
After the video shows examples of counting the same number of items but with a different orientation, the students will
pair up and work on a quick activity. During the “clock ticking” part of the video, the groups will try to find something in
the classroom that they can count, and they will try to count at least 10 of it. If students need more time before the bell
rings, the teacher can extend the time a little bit. After the video has concluded, the teacher will let some of the groups
share with the class what they counted. The teacher will then do a little recap of what was learned and also ask the
students if they have any questions or concerns with the new content. This whole lesson should take probably 20-30
minutes.
The students will be formatively assessed when they yell out their answers to how many pens they see on the screen.
The teacher will be looking to see if they say “ten” both times. Some of the students will also be formatively assessed
when they share with the class what they counted and if they were able to count ten of it. The teacher will use the
information found from the assessing to inform learning for the next lesson. To extend learning, the teacher could have the
students individually work on a counting worksheet that could also be used for assessment.

Spring 2018_SJB
Brooke Howerton Multimedia Tools
Importance of technology:
Using a video is critical for this lesson, because the whole lesson is based around the video itself. The video includes
instructions, explanations, examples, pictures, and an activity. Technically, a lesson could be done on this content without
the use of a video, but then it would be a totally different lesson plan. This video is a nice addition to a math lesson, and I
think the young students might enjoy watching an awkward video of their teacher. There won’t be any other technology
used in this lesson.

Inspiration (optional): N/A

Internet Safety and Student Privacy:
There shouldn’t be any Internet safety concerns regarding the students with this lesson, as they are not creating videos
or publishing anything online. As a teacher though, there are certain things to pay attention to when creating a video and
publishing it online for people to see, such as copyright issues and privacy. Teachers should be aware of what information to
not share about themselves online, and they should know to use copyright free images and sound or use their own personal
images and sound bites if appropriate. Again, parents shouldn’t have a concern for their child’s safety online, but just in
case, there are some things a teacher can do to avoid this concern. A teacher can inform administrators and parents about
what they are doing and how it will support learning, not let individual students speak with other individuals online without
teacher moderation, and educate students and parents about Internet safety and teach them not to give out their names or
contact information to others online, along with much else.

Reflective Practice:
Overall, I feel that this is a good lesson plan for the age group. It covers a Kindergarten standard, shows examples,
includes an activity, has pictures and video, and there’s a follow up worksheet that could be used. I feel like this lesson
effectively covers the content in a way that students can understand and feel free to ask questions. As said above, the
lesson could be extended with the counting worksheet linked above. I don’t think this lesson needs any other technology
tools for enhancing.

Spring 2018_SJB