Rose Wagner

Math- Go Fly a Kite (Unit 2 Lesson 19)

Stage 1Desired Results
Established Goals: (Standards, Benchmarks, and Rationale)
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out
situations, verbal explanations
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality
Understandings:
Essential Questions:
1. How do numbers relate and compare to one
Students will understand that(learner
another?
outcomes)
1. Each previous number name refers to a
2. How do we use patterns to understand
quantity that is one less
mathematics and model situations?
2. Objects can be separated by representing
subtraction situations in various ways
Students will know(goal)
Students will be able to(objectives)
1. They are subtracting one when they count
Cognitive Objective:
backwards
Say the poem and write the math equation to the -1
2. Students will know how to use
pattern from 10-0
manipulatives as a strategy to subtract
Affective Objective:
Explain why the math equation has to match the picture
created with the manipulative using the -1 pattern
Psychomotor Objective:
Create picture story to match the verse of the poem
showing the -1 pattern
Stage 2Assessment Evidence
Performance Tasks:
Other Evidence:
1. Completed story picture for the kite -1 verse
1. Responses to discussion
2. Participation in -1 poem
Stage 3Learning Plan
Learning Activities:
Materials
1 large piece of blue construction paper for each student
Correct number of red kite shapes for each student
1 cloud cut out for each student
1 number sentence for each student with a verse from the kite poem
White board
Individual white board supplies for each student
Anticipatory Set:
1. Remind students of the story 10 Fat Turkeys and how we showed that when counting backwards we
subtract by one each time.
2. Have students get white board supplies.
3. Teach students the kite poem

4.
Procedures:
Direct instruction
1. Use kites on the white board to demonstrate the -1 pattern counting backwards
2. Have students write equations for -1 on their boards from ten to zero
3. Have students return to their desks
Guided Practice
4. Do an example on my paper of 10-1=9 whole group
5. Say the verse of the poem
6. Glue down 10 kites
7. Cover 1 up with a cloud
Independent practice
1. Give students their supplies
2. Have them create a story picture using a verse from the poem
Addressing the diverse learner:
High level students will get math equations 9-1=8, 8-1=7, 7-1=6, 6-1=5
On level learners will get math equations 5-1=4, 4-1=3
Low level learners will get math equations 3-1=2, 2-1=1, 1-1=0
Walk around the room and support students as needed
Closure:
Whole class says the kite poem and holds up their picture with the correct verse
Lesson Reflection: