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First
Cassandra
Last Name:
Koja
Name:
UHM
cmkoja@hawaii.edu
Semester:
Spring 2016
Email:
Lesson
Lesson
45 minutes
Kindergarten
Time:
Subject:
Math
Date:
Grade
Level:
ASSESSMENT EVIDENCE
Performance Tasks:
Other Evidence:
Observations
Self-assess learning through discussion
Key Criteria:
By what criteria will performances of the learning be judged?
LEARNING PLAN
1. Introduction
a. Welcome mathematicians to math workshop.
b. New concept called subtraction or taking away.
i. Connect back to addition
c. State learning target
i. State what students will know and be able to do by the end of the
lesson
2. Learning Activity (Song)
a. Sing Five Little Speckled Frogs with finger puppets.
b. Ask students to notice the number of frogs getting smaller each time.
i. One frog is being taken away or subtracted each time.
c. Invite students to sing along using their own fingers.
3. Learning Activity (Active Stories)
a. Ask five students to come to the front.
b. Inform students they are birds sitting on a fence.
c. Say two flew away.
d. Ask class, How can we represent two birds flying away?
e. Class discussion about how to represent two birds flying away.
f. Two students sit.
g. Ask class, How many birds are left?
h. Count the remaining amount of standing students to answer the question.
i. Repeat with 2-3 other active stories.
i. We had 8 fish. 7 died. How many do we have now?
ii. 5 balls. 2 kicked over fence. How many balls left?
iii. 10 crayons. Lost 4. How many crayons left?
4. Modeling
a. Model how to show subtraction using log/pool storyboard sheet and frog
manipulatives.
b. Dismiss students to desks.
5. Guided Practice
a. Say 2-3 active stories and ask students to show it on their storyboard.
b. Circulate room for informal assessment.
c. Gather students back to learning mat.
6. Modeling
a. Discuss things noticed during guided practice.
b. Model how to represent subtraction using drawings.
c. Class discussion on how to show subtraction.
d. Show an exemplar of WOW work
Adapted from UbD Framework Wiggins & McTighe
7. Guided Practice
a. Say 1-2 active stories and ask students to collaboratively answer the
question on whiteboard.
8. Independent Practice
a. Set expectations for independent practice
b. Students complete independent activity worksheet while teacher circulates
room and works with struggling students in small groups
9. Closing
a. Discuss answers after everyone is finished with their worksheet.
b. Ask students to notice that each time they cross out a picture its
subtraction because its taking apart or taking away from something.
c. Refer back to the learning target
Differentiation
Instructional Materials
How will you support the academic, social, and
Whiteboard
language needs of all students?
Storyboard
Frog manipulatives
What differences must be made in the way the
lesson is taught, materials are used, the
structure of the classroom, and the way
students are expected to demonstrate the
desired learning?