LESSON PLAN: Math WIN

Name: Missy Doylida

Date: 4/9/14

Grade Level/Subject: Kindergarten/Math

Prerequisite Knowledge: They know the routine, they know where to get the counters, they know key words to look for,
they know how to follow along, and they know how to raise their hand to solve the problem.

Approximate Time: 20 minutes

Student Objectives/Student Outcomes: Students can use the counters to help figure out the subtraction word problem,
and the students can identify the words in the problem that indicate it is a subtraction problem.


Materials/Resources/Technology: Math counters, colored pencils, math worksheets, attendance sheet, and Ino board.

Implementation:

Time
1:00pm Opening of lesson: (Objectives, hook, behavior expectations)
Children sit with legs like a pretzel in their assigned seats and quiet
Ok I am ready to start and say expectations
Objective: Fill out the math sheet to practice subtraction skills

1:00pm-
1:20pm
Procedures: Include critical thinking questions and accommodations for individual needs
Ok I am ready to start and say expectations
Take attendance and pass out papers
Children go to the tables with counters and write their names on the papers
Go through the sheet by reading the story problem and using the counters to find the answer
Put the counters away
Play Read My Mind if there is time at the end

1:20pm Summary/Closing:
At 1:20 dismiss the students to line up according to their class
Mrs. Burlesons class puts their worksheets in their backpacks

Student Assessment:
Looking at their sheets to see if they are following along
See who is participating or looking around the room
Seeing if the students understand greater than and less than when playing Read My Mind











Post Lesson Reflection:

Student Interest:
They were listening
They were pointing at the paper
They were all reading together

Student Motivation:
Coyote Cards
The students showed me they can write the sentences on their whiteboards

Teacher Knowledge:
I need to know the routine
I need to know every students names
I need to know the students reading levels

Teacher Organization:
I need to have the papers already copied
I need to have the partners, pointers, and whiteboards already set up
I need to have the books ready
I need to have a space for the papers to be placed after the students are done with them

Teacher Articulation:
Ready? Read
I need to say clear expectations and directions
I indicate when we are ready to start the lesson

Student Understanding:
I hear the students say the sounds and words
I see the students eyes on their papers
I see the students fingers following along