Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Cortney Lollis Subject/Grade: Math/Kindergarten Learning Objective:

Lesson # 1 Date and Time of Lesson: Wednesday, Oct. 9. 10am

The learner will identify and write all the possible ways to make a sum of six, using different manipulates, and different methods to reach the goal.

Alignment with Standards: K.OA.1- Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. EEDA Standard 5- Contextual Teaching

Standard 6- Cooperative Learning Developmental Appropriateness or Cross-curricular connections: Students are already familiar with the number six. They have previously written all the numbers up to six, students have used objects to represent the number six. Student have seen number sentences written that equal to six; therefore the students have a little experience identifying ways to make six. Three students will need assistance from the teacher during each activity, by directing them step by step and ensuring they stay on task. These students sit close to each other so it will be easy to assist this group. One ESOL student will need directions repeated and specific help on each activity. The class tends to be talkative, so I will allow students to have the opportunity to talk out loud when answering questions and with a partner if needed. Assessment(s) of the Objectives
Lesson Objective(s) Assessment(s) of the Objective(s) Students will be assessed through class and one-on-one discussion. Pre assessment: I will use a number wand on the smart board. I will move beads over to the right and left of the number wand and as a class we will answer the ways to make six. During assessment: While moving each bead I will ask a student Which number is on the left of the wand? Then I will ask another student Which number is on the right? And then ask a student How beads many total? Post assessment: Students will complete an activity using their Use of Formative Assessment Class and individual discussion will help me determine how well students understand the different ways to make the number six and write the number sentences for six. I will sue the number wand as a class discussion to determine how effective this type of learning is for the class as a whole. Can the students follow what I am doing and repeat the behavior on their own? The result of this assessment will determine what to do for the following day/lesson. Did the students grasp the information enough to move on? Did I need to reteach this information in a different way?

Objective 1: The learner will identify and write all the possible ways to make a sum of six, using different manipulates, and different methods to reach the goal.

Lander University Teacher Education Lesson Plan Template own number wands and slates. We will start out with six beads on the left and zero beads on the right. I will first show students the number sentence for 6+0= 6, and ask each student to copy what I have written on my slate onto their slate. Next we will move one bead over and I will ask the students to write the number sentence for what they see on their number wand. I will walk around with a checklist to see if each student has written the number sentence correctly and if they have the right number of beads on each side to match their number sentence.

Rev. 2013

Accommodations:
Since each activity will be done as a group led by me, there will be no early finishers. For those who dont catch on as quickly I will go over and catch them up as the other students are writing down their number sentences or coloring in squares on the worksheet. For the ESOL student, they will need constant attention and direction. For the 3 students with ADD/ ADHD they will work close to each other and close to the teacher and assistant for reminders to stay on tasks.

Materials:
Smart board Projector Pencil Slate Marker Eraser Red & blue crayon Ways to make 6 worksheet Number wand Checklist

Procedures:
To begin the lesson students will sit on their assigned spot on the rug. I will introduce the lesson as Ways to Make 6. I will

Lander University Teacher Education Lesson Plan Template

Rev. 2013

ask students, What are ways we can write the number 6? I will write their answers on the smart board. I will then reintroduce the number wand. We have used this before with other numbers, but today we are going to use it again and we are going to find 7 different ways to make the number 6. I will start out with six beads on the left of the number wand and zero beads on the right side. I will ask students as a class how many beads are on each side. I will then ask one student if they can tell me How do we write this as a number sentence? I will then repeat this process until we have zero beads on the left side and six beads on the right side. Each time asking the same probing questions. I will then ask the students to return to their seats and get out their slate, marker, and eraser. While the students are doing this I will pass out their individual number wands. I will tell students to have self-control when using these, do not bend or play with the beads unless I tell you to do so. With the number wands I will tell each student to move all 6 beads over to the left side. I will hold mine up, or use the smart board wand to demonstrate. I will ask each student to write down the number sentence they see. I will probe them on the first one and write it and ask them to copy. We will then move one bead over to the opposite side of the wand. I will then ask each student, Can you write down the number sentence that you see on your number wand? At this point I will go around with a checklist and assess the students. I will be sure that they can write the number sentences the correct way and if they are writing the same numbers that is on their number wand. After writing all 7 number sentences we will move on to our next activity. I will remove a few students from their seat to sit on the floor and other areas of the room so they have room and cannot see what the others are doing. I will hand each student a bag of counters. I will ask each student too carefully, using self-control, toss 6 counters in the air. I will ask them to write on their slate first the number of red that they see, plus the number of yellow that they see. I will go around a check to see that they know how to write a correct number sentence. We will do this activity about 5 times or until I see that the majority of students can write the sentence and understand what makes six. I will ask particular students to read their sentences out loud. Students will then go back to their seats. I will ask the students to put their slates back in their bag and to take out 2 crayons, one blue and one red. I will collect their counters. I will then pass out the final worksheet. I will place the worksheet on the projector and ask each student to who can tell me one way to make 6? What every the student says we will color the first number in red, and the second number in blue. We will do this until we reach all 7 possible ways to make the sum of 6. Probing questions: What are ways we can write the number 6? How do we write this as a number sentence? Can you write down the number sentence you see on the number wand? Who can tell me one way to make 6?

Activity Analysis:
For the first activity we will use number wands to show the different ways to make a sum of 6. This activity gives students and opportunity to be hands. Many students have difficulty staying on task when doing written, seat work. This gives students a chance to use their hands in a different way. The objective of the lesson is supported through this activity in that we are learning the ways to make the sum of 6. In this activity we will use the smart board. I use the smart board so students see a large version of what they will be using at their desk. I will use this to ensure that each student can see and understand what I am doing. They will use their slates to write down the number sentences. I will be checking to see that the two match. The second activity involves a slate and counters. This activity is an additional way to ensure that each student knows there are different ways to make the sum of six as well as knows how to write down the number sentence that goes with the numbers. Students will toss up their counters and record what they see into a number sentence. For the final activity students will work at their desk with a worksheet. I will guide the activity by doing it on the projector. But all students to name all the ways to make a sum of 6. This fits perfectly with our lesson and is a recap of all the activities we have done thus far. They are able to color the squares in two different colors and then write the number sentence that goes along with the way they colored each square. Each student at this point should be able to complete this final activity to show they have comprehended the information.

References:

Lander University Teacher Education Lesson Plan Template Ms. Atkins and K5 Teachers at Longcane Primary

Rev. 2013