Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Elizabeth Kolb

Lesson # ___1___

Subject/Grade: Math/Kindergarten Date and Time of Lesson: September 25, 2013, 10:00-10:30 a.m. Learning Objective: (must support unit objectives identified in TWS 3) 1. Students will be able to write their numbers from 0-20 after counting objects in the bags. 2. Students will be able to count one more number higher. Alignment with Standards: (must support unit standards identified in TWS 3) Math-CC-K.4: Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. Math-CC-K.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Standard 4: Students will work together to achieve the outcome. SSCA: The students are going to help each other out in gaining the knowledge of the lesson being taught. Students are going to be able to move around the room with a partner.

Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3)

The appropriateness of this activity is for the students to count and know their numbers. Theyre going to be able to write their numbers and know that certain numbers represents the amount given in the brown bag. Some prerequisite knowledge for the students is knowing how to count their numbers and knowing the amount of the objects represent each number. For students needs, this will help the slow pace learner pair up with the fast pace learner. With this technique, the slow pace learner will be able to enhance their knowledge of the activity and be able to relate the activity to other activities in class. The cross curricular of this lesson is more related to the physical part. Students are going to be able to move around in the classroom. Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3) What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) The assessment of the objective is the worksheet page where they will trace the numbers that were counted in the bags. The worksheet of being able to count to one more number higher will be given out. We will do it together. As we do it together, I will go around the Use of Formative Assessment (TWS section 7) If my students didnt understand the way this lesson was taught, then I will need to go over another way to count and write their numbers. I will send some homework sheets home to practice writing numbers. I will also have those same worksheets in class for morning work. As for the

1. Students will be able to write their numbers from 0-20 after counting objects in the bags.

2. Students will be able to count one more number higher.

Lander University Teacher Education Lesson Plan Template room and using an assessment list to see who can count to one higher number. ones who still have trouble counting their numbers, I will pull those aside and work with them on counting. The other students who can count well, I will let them enhance that by learning how to add numbers together.

Rev. 2013

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
Accommodations for my slow pace learners is pairing them with the fast pace learners so their learning is enhanced. If it seems like the fast pace learners will do all the work, they will take turns in counting the objects in the bags. The kinesthetic learners will be able to move around the room and use their hands to count the objects in the bags. My auditory learners will be able to hear the counting of the objects. Visual learners will able to see the example of the teacher counting the objects of one of the bags.

Materials: Pencil Worksheet of How Many In Bag Assorted Objects Paper Bags- Labeled Lesson 4-4 Worksheet

Procedures:
First I will start them out on the carpet and tell them that we will be doing a lesson today involving counting and that I have a special activity planned for them. Today we will start a new lesson. I will hand out a worksheet to each of you. In class, we will learn how to count to one more number higher. If we count to 5, what would be the next number? 6. We will do the worksheet together as a class. I will go around the room and check my slow pace learners to see if they are counting to the next higher number. After we do the worksheet, I will then ask them to put them away in their cubbies. I will then introduce the activity that we will do today. I will say Class, we will u se another way to count objects. We will also learn how to write our numbers by the total number of objects. I will say, All around the room, we have brown paper bags set up on the wall. What they will do is I will is put them in pairs and as a team, they will count the assorted objects in the bags. The bags are labeled A-H and they will have to go around the room and find the ones that come in a certain order on the worksheet. I will then ask them as a team to count the items in the bag in turns. Meaning I will say, You will take turns as a team counting the objects and the other person will check to see if youre right. I will then ask them to write the number of objects that was represented in the bag. The closing part of the activity is together as a class, I will take the bags down and ask the class, Now how many objects did you count for bag D? I will then ask them to show me what that number looks like. One member from each pair will hold up one of their papers and I will go around seeing if their actual number is correct. At the end of the lesson I will ask them how many noticed that some of the objects in the bag were the same and how many of the bags had different objects. I will then say that even though the bags with the objects that were different doesnt mean the number will change. The different objects are still one object. For my slow pace learners, I will pull them aside to check their papers and if they still need help I will pull them aside for intervention.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities. In your explanation include the following prompts: The activity that will used in this class is something fun for the kids. This week they have been doing things related to Johnny Appleseed. Counting apples on a tree that they have made. The worksheet used in class will be used to help out with the activity with the bags because they will be using that skill of counting to one higher number. The activity is appropriate for the learning objective because the students will get to put their counting techniques to test. Plus this is a fun activity that gets them moving around the room. I also think this activity represents the objectives because they are learning how to write their numbers. As they keep learning to count, they will be able add and subtract before the year is over. The activity will also enhance our slow pace learners to take a little off of our fast pace learners. They will be able to pair up with someone that learns a little faster. It will also give those students to explain how to do the activity if they need some more explaining. For our three learning styles, the kinesthetic learners will be able to move about the room. The auditory learners will able to hear the instructions. The visual learners will see me do an example. Technology will not be used for this lesson. The students will use their motor skills and hands to do the activity and the worksheet.

References:
Marie South