Instructor/Cooperating Teacher: Caroline Ingle/Mrs.

Chapple Grade Level: K-2 Lesson Title: Candy Touch Math Date: Wednesday, September 11, 2013 Curriculum Area: Math Estimated Time: 20 minutes Standards Connection: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. [K-OA1] IEP Goals: Student D: TSW identify 5 numbers between 11-20. Student T: TSW add and subtract numbers 1-5. Student J: TSW add numbers within a sum of 15 or less using manipulatives with 80% on 3 out of 4 trails. Student G: TSW count in sequence from 1-20 and will demonstrate 1:1 correspondence by placing 1 object in the teachers hand and counting items 1-20. He will compare sets of objects up to 10 by using the terms more than, less than, most, or least with 80% accuracy in 4 out of 5 attempts.

Learning Objective: Given a worksheet, the students will find the correct product for 4 out of 4 addition problems with 100% accuracy.

Kid Friendly Objective: Good morning boys and girls! Today, we are going to be working on our touch math by using candy to solve our addition problems!

Evaluation of Learning Objective: The students will be given individual worksheets with four math problems. The students must correctly write the answer for all four of the addition equations to meet the learning objective.

Engagement: Good morning students! I have brought us some very fun goodies for us to use today! Before I show you our goodies, I want to share with you my two rules. My first rule is that we listen to Miss. Ingle. I have some very important instructions that are going to make our lesson fun, but you have to listen rather then talking for a lot of our activity! My second rule is that you must stay in your seat at all times. I have confidence in everyone and know you can each do it. Now, lets see what Miss. Ingle brought for us today! The teacher will pull out a

bag of gummies and a bag of skittles. I have some skittles and gummies here. Raise your hand if you have ever tried one of these pieces of candy before? Wow! Well, I am going to give each person some of these treats that most stay on our squares until all instruction are given. But, before I pass these out, I have to tell you each something very important. We are using these pieces of candy to learn. When we are completely finished, Miss. Ingle will go around and give everyone a special treat if you followed my 2 rules. The teacher will pass out the skittles. As I am passing these out, I want you to think how we could use these to count numbers. You may look at them or even touch them, but keep them on your squares. Okay students, we each have our goodies. Give Miss Ingle a thumbs up if you think we could count using these skittles? Now, (call on a student with their thumbs up) would you like to share one way we could use these when counting numbers? The teacher will have the question written on a piece of construction paper and will record answers. Allow students to answer. Wow, what great thoughts students. Before I answer this question, I want to dig a little deeper into these treats and maybe you will be able to give me more answers! The teacher will state the kid-friendly definition. We are going to be working on our touch math by using this candy to solve our addition problems and find the answer to our very important question! Design for Learning: I. Teaching:

To help us find our answer we are going to begin by looking at this number. The teacher will hold up the number 5. Who can tell me what number we are looking at? Good, the number 5! What do we notice about this number? (dots on the number) Great observation! I want each person to touch a dot on my number 5. The teacher will allow each person to touch the number individually. Great job students. Now, I want everyone to gently hold one of your skittles in the air. Great job! I want you to take that dot and place it on my number 5 as I come to each person. (There are only 4 students so the teacher will add one.) Wow, my number 5 is full of skittles. Let me take my skittles and see if I can count them. 1,2,3,4,5. Lets all try that together! Ready? 1,2,3,4,5. That is one way we can use our skittles to count! Now, I want you to try on your own. Practice placing your skittles on the dots and then count them! The teacher will pass out the number 5 to the students. Good work students! I want everyone to clear their number 5s and place the skittles onto your square. I noticed that (call individual names) was working so hard so you may go ahead and eat one skittle. The teacher will continue through all students that earned a skittle. Now, I have the number 7. Can someone tell me something different about the dots on this number? Good observation! It has dots and different looking circles! Does anyone have an idea of how we could all count this number 7 using our candies? Good thoughts students! Lets try it out! I am going to take my number 7 and let each one of you place a skittle onto each circle, no matter the difference. The teacher will allow students to place their skittles. Okay, good job students! Lets see if this will work just like last time! Count the number of dots, 1,2,3,4. Is this right students? Why not? It doesnt equal 7! I am going to pass out these gummies and the number 7 to see if you can help me find another way for us to count. You may place your 7 on top of the 5 and begin experimenting with both candies. Remember, the candy should stay on the square if you are not using them. The teacher will pass out the gummies and numbers. Who thought of a way we could change our strategy using both the skittles and the gummies? Think about these different looking circles and our gummies. The teacher will allow students to brainstorm aloud as the teacher leads. I have an idea! Lets use our gummies and our skittles together. For our circles, lets first put a gummy on top and then a skittle in the middle. For our filled in circles, lets put just one skittle like we did for our number 5. Allow students to help. Great job! Now, Ms. Ingle is going to count our total

number of candies to see if we did it right. 1,2,3,4,5,6,7. Did that equal 7? Yes, great work students! The teacher will allow those who are following directions to eat a gummy. II. Opportunity for Practice:

Now, I am going to pass out a couple more numbers to each person. (differentiate to each student) I want you to practice placing the skittles over the filled in circles and the gummies and skittles together into the open circles. As you finish placing these, see if you can count the total number of candy and make sure they are aligned. I am going to come around and work with each of you to make sure we have this down pat! The teacher will go around and assist each student. III. Assessment:

I see some excellent work going on students! I would like all skittles and gummies to be on their correct squares. I would also like your numbers to be stacked up nicely. Great job students! I am now going to pass out a worksheet that should look familiar to everyone. I want you to add them up just like we have been practicing with our candies. You may use the candy and numbers in your packets to help you if needed. Use your pencils to write your name and answers. IV. Closure:

Wow, students! I see that yall really paid attention! Would anyone like to share an answer as to how they counted using candy today? Allow students to share, praising any strategies used that were taught, and record answers to the question on the construction paper. (An answer could be: using the candy to place on the numbers and then counting the total.) Well students, I am very proud of the way you worked with Miss. Ingle that I am going to give those that followed my 2 rules their surprise sticker. I am now going to be picking up your materials. As I get your materials, you may select a workbox and begin working quietly at a table. (Workboxes focus on fine motor, math, and reading/literacy activities.)

Differentiation Strategies: Student D will be given a worksheet with numbers including 1s. His name will be highlighted on his paper for him to trace. Student T will be given worksheets where the numbers will equal no more than 15. Student G will be given worksheets where the numbers will equal no more than 15. He should not be overly praised during the lesson because his excitement level is hard to bring down and refocus. Student J will be given a worksheet with larger numbers but the product still not equaling more than 15. Extension: The teacher will use larger touch math numbers with manipulatives or more gummies and skittles.

Materials and Resources:

Worksheets (differentiated) Bag of gummies Bag of skittles Construction paper with question Sticky notes as squares Pencils Enlarged numbers for each student and teacher Reflection: Overall, I was happy with my lesson. I was able to react to a couple of different behavioral issues that I did not expect. Student G ran screaming with excitement to the table when I called him to work. I was told that I should have him try again. I looked at him and asked him to try that again the right way. I also tried to alter my tone through the entire lesson with him just to be a little softer so that I would not get him overly excited again. I was proud of myself, as silly as it sounds because it worked! I also had student J who has Autism. I made it clear in my beginning rules that we were not to eat the candy. I was unaware he had Autism until after the lesson. He tried to smell my provided candy the whole lesson. However, he never ate a piece that I did not allow. Mrs. Chapple was very pleased in his behavior because she said he usually wants to eat and smell everything. I have learned that I will try to teach more towards his senses for the next lesson because he was distracted for a lot of the lesson from wanting to smell the candy. For student D and T they worked a little faster than anticipated. For the next lesson, I would like to have more of a specific extension activity for them. Academically, student T received a 4 out of 4. Students G and J scored a 3 out of 4. Student D scored a 2 out of 4. Although only one student met the objective, I was very proud to see each student using the strategies I taught them to count and add. One of my main suggestions from Mrs. Chapple and Ms. McCloud was to use the strategy of I do, we do, you do through out each aspect of the lesson. I tend to use it more in the teaching category, but I should use it for everything I am doing. This makes complete sense to me and I will definitely try to implement this in my next lesson. After my lesson, I tried to go over in my head how I would have tried to better model this. The biggest portion that I believe would have helped to model was during the practice. During my lesson, I went around and worked individually and modeled what to do with each student, but I think it would have been helpful to model the instructions instead of just verbalizing them to begin with. Overall, I was happy how it went and felt like I took some great suggestions out of this learning experience!