Lesson

Plan Template
Name:

Lorna Fraser

Topic Math WK 2 - L1 & L2 Allotted Time 30 mins.

Grade Kindergarten Date 08/09 April 2013

Cite sources used to develop this plan: http://pinterest.com/pin/373658100303541564/

Diller, Debbie. Math Work Stations: Independent Learning You Can Count On, K-2

1. Rationale: Why is this lesson relevant at this time with these students?
This week I will introduce 3 new types of math activities. The individual activities will form a part of a larger math center. Math learning centers are a new concept for this Kindergarten class therefore it is important that the children master the activities with guided practice before they can be expected to work at them independently. The first lesson is basic review - recognizing numbers at a glance and graphing the result. The second lesson will give the children the opportunity to practice writing numbers and demonstrating number value.

2. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
MATH NUMBER A1 say the number sequence by 1s, starting anywhere from 1 to 10 and from 10 to 1. A2 recognize at a glance, and name familiar arrangements of 1-5 objects or dots.

3. Assessment Lesson Outcome What will students learn?

Sources of Evidence What product or action will show what students have learned? Lesson 1 April 8, 2013 Lesson 1 I can recognize numbers 1 - Play Roll & Graph Activity 6 at a glance. 1st Group demonstration. Do: (In partners) Children will take turns rolling die. The number they roll is recorded on their activity sheet. Place chip above # rolled. Say: I rolled __ the most times. I rolled __ the least times. Lesson 2 April 9, 2013 Lesson 2: Race to Trace I can write numbers & show 2nd Group demonstration the value of that number. Do: In partners, roll die, what ever # comes up trace the corresponding # with pen and draw the value of the # directly below.
Activity sheet, foam dice, basket, chips.

Criteria What will you look for in this evidence? * Active / fair participation * Chips represent rolls on sheet. * Use language to demonstrate understanding. * Active/ fair participation * # traced is correct. * value of the # is correct.

4. Resources, Material and Preparation: What resources, materials and preparation are required?

Student Name:

Norannda Sigmund

5. Lesson Development Pacing Lesson 1 Roll & Graph Lesson 1 Reflection Introduction: How will you introduce this lesson in a manner that This lesson worked well to re- engages students and activates their thinking? enforce # recognition. Warm- up activity. (Flashcards) This lesson to promote self regulation skills ie. Taking Teaching/Learning Sequence: What steps and activities are you turns, communication, going to use to help students acquire and practice the knowledge, working as team etc. skills and/or attitudes needed to meet the outcome? Watch children- some cant Carpet Demonstration resist the urge to manipulate their die throw to win the Teacher will chose partners. (Boy/Girl) game ~ When partners are chosen; pass out 1 die with 2 activity sheets per group. Mix it up for the advanced ~ Children will take turns rolling the die and recording their result. playersgive die with The children will note which # reaches the top of the graph first. numerals rather than dots; When the students are playing the teacher will wander & observe on they then are matching dots to task behaviour and number recognition at a glance. Assist where numerals at a glance. needed. Create separate worksheet to Carpet Demonstration: record which player #s Closure: How will you solidify the learning that has taken place and reached the top 1st, 2nd, 3rd etc. deepen the learning process? What # did you roll the most? What # did you roll the least. Lesson 2 Reflection Lesson 2 - Race to Trace Introduction: How will you introduce this lesson in a manner that This lesson was a good engages students and activates their thinking? formative assessment for Carpet demonstration with activity sheets. Practice with finger. students. Interestingly, some students Teaching/Learning Sequence: What steps and activities are you were not interested in racing going to use to help students acquire and practice the knowledge, to trace against a partner b/c skills and/or attitudes needed to meet the outcome? they knew their writing skills ~ Demonstrate with die and pen. were not up to the task. It let ~ Teacher will choose partners. ~ Students will play. Teachers will observe / monitor & assist me know which could write their numbers confidently & where needed. who needed more practice. Closure: How will you solidify the learning that has taken place and Next time: Match up partners

Student Name:

Norannda Sigmund

deepen the learning process? Show me 2, 3, 4, 5, 6.

based on ability/confidence & competitive levels.

Accommodations (adaptations, extensions, other): How will you plan for students who have learning/behaviour difficulties or require enrichment?
No accommodations required. Will observe to determine if accommodations are needed for next time. May need 1 group of three to play.

Student Name:

Norannda Sigmund