Mackenzie Keeter mackenziekeeter@u.boisestate.

edu

Lesson:

Math Facts and Number Sense Lesson Plan:

The Jelly Bean Game
Quick Overview of Lesson
In 100 words or less, give a description of the lesson.
In this number sense lesson plan which is adaptable for grades K-4, students will use jelly beans in an online game and
real jellybeans as math manipulatives to practice number sense concepts, such as counting, more and less, estimation,
algebraic thinking and missing addend equations, and addition and subtraction math facts.

Why Do Students Care About This Lesson?

Why are they excited about the lesson, and how will you engage students who are not as interested in the lesson?

The students are excited about this lesson because they get to use candy (Jelly Beans) to learn new math concepts. This is a fun
way to keep the students engaged in the lesson.

Part 1
Essential Question:
List the question students should be considering as they complete the project. This is a driving question that hooks the students into
lesson or unit and is what they can answer at the end of the lesson. You should have ONE.

How many jelly beans are in front of me when I add or subtract?

Learning Objectives:
Write your learning objectives (see (LO) & identify the Depth of Knowledge (DOK) level (DOK is listed later in this document).
LOs start with a verb (NOT students will). Do not use the words understand or learn
One objective per (dont use and).
Do NOT mention the task.
What are students able to do or know at the END of the lesson?
DOK is how much critical thinking the STUDENT is doing.

Learning Objectives DOK level

4
Use an online math game to practice number sense concepts.

2
Use jelly beans as math manipulatives to create and play their own hands-on
math game.
Content Area Standard:
What content area standard will you be addressing?

The standard that I will be addressing is Standard 5.

Context:
Think about who your students are, you need to know the needs and levels of your students along with their personal interests
when you design your lessons. Create a fictional class in detail. Consider the diversity your class WILL have.

Who are your learners?

The learners are the students.

Grade Level:

Kindergarten through 4th grade.

Part 2
Materials:
List materials required
This lesson plan is required to integrate technology

Computers with internet access for BrainPOP

Interactive whiteboard (or just an LCD projector)

Two small bags of jelly beans for each student (one for using as math manipulatives, and one for eating)

Anticipatory Set:
How will you introduce the lesson with a student-centered activity that captures their attention?
How will you activate prior knowledge? Can you build on a topic or skill they have already mastered?

I will introduce the lesson to the students by putting Jelly Bean lesson on the smartboard and that is an easy way to catch
childrens attention, with candy.

Teaching Steps:
1. Describe the scope and sequence of the activity; listing step by step what will be occurring both by the teacher and by the
students.

2. Do NOT mention the teacher. Your lesson should come from the student perspective.

3. For each task, list the DOK level. How much critical thinking is the student involved in?
Task/Step DOK level

Play the BrainPOP Jr. movie that is related to the version of Jelly Bean that your students will be playing (a
list of relevant movie topics and links can be found in the Preparation section above.) You might also want 4
to project the Word Wall related to the movie, and have students review the math vocabulary terms they
will need to use during game play.

Project the Jelly Bean Game for the class to see. Demonstrate for students how to navigate into the portion
of the game you would like them to play. You can also play several rounds of the game as a class and have 4
student volunteers share their problem-solving strategies.

Pair students up and have them explore the Jelly Bean game together for 5-10 minutes. Students can take
turns answering the questions, or one player can suggest the answer and the other player can click on it or
type it in. Encourage students to explain their thinking to their partners using the math vocabulary words 4

they've learned.

3
Bring students back to a whole class discussion and have volunteers share their strategies for game play.

Show students the bag of jelly beans you have for them, explaining that they are for playing math games
and not for eating (although you will have untouched jelly beans that they can eat when the activity is 3
finished.)

Tell students that their job is to re-create the game they just played, or create another math game that
practices the same skills. For example, students could take turns dividing the jelly beans into two piles and
having the other player explain which amount shows more. Or, they could take turns showing only a few of
2
the jelly beans to their partner and having their partner estimate the amount of jelly beans they have.
Struggling students may want to recreate the online game literally, while more advanced students may want
to add an additional challenge or twist to game play. Extend students' thinking as needed.

Pass out the jelly beans and give students several minutes to plan their game and decide on rules. Then
allow 5-10 minutes of playing time. Afterward, you may want students to switch partners and teach their 4
version of the Jelly Bean Game to their new partner, and practice their math skills in a different way.

Have students throw away their jelly beans (or keep them in plastic baggies to use for math centers or later
2
game play) and distribute the clean jelly beans for students to eat as a treat.

Closure:
How will the lesson end?

You may want to have students reflect in writing about what they learned during the game, or brainstorm different ways they
could play the game in the future.
Modern Lesson Design: 4 Cs
Student connections to the 4cs: Describe how your lesson
addresses each of the 4 Cs

Critically think: Students are asked to critically think because they have to come up with new
Students are asked to... ways to count.

Critical thinking is coming up with their own ideas and defending them or creating something new or applying to a new situation.

Collaborate: Students are collaborating because they are working together and solving
Students are... problems.

Collaboration is not just working together, but to be reliant on each other. There should be some level of task switching.

Communicate: Students will communicate when distributing the jelly beans and counting them,
Students will... as well as reflecting on their experience.

Communicate is not talking; it is clearly communicating ideas.

Create: Students will develop creative skills because they are using jelly beans to figure
Students will develop... out counting properly.

Create is how students are being CREATIVE. This is NOT creating art. This is NOT creating a PowerPoint.

DOK Levels
What DOK levels are addressed in this activity?
Remember it is NOT how HARD the task is, but the complexity of thinking.

You may only address ONE DOK level in this lesson or up to all 4.
Describe how your lesson addresses the DOK level.

DOK 1: Memorize/Follow steps Does not use this.

DOK 2: Think Makes them think about what they will be doing.

DOK 3: Critically think What numbers to use and how many

DOK 4: Original thinking Communicating with each other and reflecting.

Research:
What will your students be researching? What search/research techniques will your students need to know?

Researching Advanced Search/Research Technique

How to count Using candy (jelly beans) to properly count.

Assessment:
How will you know students have learned?

Formative assessment (see related info at the bottom of this document)

The students can reflect on what they learned from this lesson at the end.

Summative assessment (see related info at the bottom of this document)

This is evaluating how much the students have learned at the end of this lesson.

Questions to Ask Yourself:

(They need to be considered while creating the lesson plan, but do not need to be recorded here.)

How do you offer your students choice and a piece of control?

What decisions do the students get to make?

How does your lesson show that the student is the most
important?

How do you differentiate for student needs? Why is this lesson

appropriate for your lowest student and your highest student?

How do you differentiate for student needs? Why is this lesson

appropriate for your lowest student and your highest student?

How do you accommodate students with learning disabilities

or language issues?

What digital citizenship do you address in this lesson?

RESOURCES:
What is the difference between formative and summative
assessment?
https://educators.brainpop.com/lesson-plan/the-jelly-bean-game/
Formative assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be
used by instructors to improve their teaching and by students to improve their learning. More specifically,
formative assessments:
help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback
Summative assessment
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value. Examples of
summative assessments include:
a midterm exam
a final project
a paper
a senior recital
Information from summative assessments can be used formatively when students or faculty use it to guide
their efforts and activities in subsequent courses.
Retrieved 10/2/16 from: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
Teaching Excellence & Educational Innovation Copyright 2008, 2015, Eberly Center for Teaching Excellence & Educational
Innovation, Carnegie Mellon University.

Lesson Plan Template retrieved 10/2/16 and adapted from:

http://alicekeeler.com/2016/02/21/my-lesson-plan-template
Teacher Tech blog by Alice Keeler