EDUC 2220- Educational Technology Lesson Plan

Snowflake Counting
Leah Callaghan
Kindergarten/ Mathematics

Common Core Standards:

Write numbers from 0 to 10.
Represent a number of objects with a written numeral 010.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
Lesson Summary:
This lesson will allow students to practice their writing skills of the numbers and their
counting skills. The purpose of this lesson is to get students comfortable with numbers as
well as applying those numbers to visual representations of snowflakes. Eventually we will
put all these skills together to solve addition and subtraction problems together in class.
Estimated Duration:
I plan on this lesson taking 125 minutes. I plan to break it up into 5 sessions of 25 minutes. I
will have a day for pre-assessing, then three days of activities, and the final day will be for
post assessing.
Commentary:
Bases on how the pre-assessment goes will depend on how I approach this lesson. If
students perform good on the assessment, then Ill approach it knowing I wont need to
spend as much time going over the material and can let them do their own thing more. If the
students perform poorly then Ill approach it knowing, we need to spend more time on the
teaching portion. I anticipate that day threes activity will be a little bit of a challenge but it
shouldnt be too bad. I hope to hook my students into the lesson by using different
technology and apps, as well as using cool pictures and graphics to make the lesson more
interesting and fun.

Instructional Procedures:
Day 1: Pre- Assessment
First 7 Minutes: I will pass out the pre- assessment and explain what the students need to do
and the point of the pre- assessment. Then I will give them time to write their names to ensure
that they do it.
Next 15 Minutes: This time will be used by students to do their best on the pre- assessment.
The pre- assessment will include problems from each of the activities we will be doing that
week. The activities will include writing the numbers, putting the numbers with a group of
snowflakes that correspond with that number, and using those first two skills to solve addition
and subtraction problems. Students will be given the whole 15 minutes so they can take as
much or as little of that time as they need.
Last 3 Minutes: I will use this time to tell students to finish up if they havent and then go
around and collect the assessments from every student.
Day 2: Activity one: Writing Numbers
First 5 Minutes: Ill explain what we will be doing that day which includes seeing how many
snowflakes correspond to a number and practicing how to write out the numbers 1-10. Then
the students will each get an ipad and take it back to their seats. Then I will tell them to open
the app Tracing Numbers by Horizon Business.
Next 20 Minutes: For each number I will start off by having the students say the number along
with me. Then I will have them watch me as I give them a visual representation of that number
and then draw it out for them on the smartboard. Once I have shown them and know that they
understand how to write it out I will then ask them to practice writing that number on their
Ipads with the app. I will do this every time for each number 1-10. This is where technology
will be involved with the Ipad and the smartboard. Then once we make it through the numbers
I will ask them to neatly and quietly put away their Ipads.
Day 3: Matching Visual Representation to Numbers:
First 5 Minutes: To start off I will explain the plan for the day which will involve volunteers
coming up and matching the actual number to the correct group of snowflakes on the
smartboard.
Last 20 Minutes: I will have students gather on the carpet in front of the smart board then
students will volunteer and take turns coming up to the smart board and matching the
numbers to the visual groups. Then once a student matches one I will ask the other students if
they agree or disagree to get them talking and really thinking about it. We will just keep doing
this until the students really understand this and feel confident about it.
Day 4: Addition and Subtraction
First 5 Minutes: I'll start off by explaining the activity for the day, which will include using the
smartboard to use the visual representations once again to solve addition and subtraction
problems. I will also show an example problem so the students can see what i'm talking

about.
Last 20 Minutes: I will have the students gather and sit on the carpet in front of the
smartboard. Once all the students are settled, quiet and paying attention I will begin by having
a volunteer come up and count the first group of snowflakes and write it under the group, then
I'll have another volunteer come up and do the same thing for the second group of
snowflakes. Once we have both parts of the problem counted and identified, another
volunteer will come up and write the correct answer. To check the answer, I will ask the other
students if that is correct or not, once we all agree I will move all the snowflakes over to the
answer side and have the students count them aloud with me to see if we were correct. We
will continue to do this until the students get the concept.
Day 5: Post- Assessment
First 7 Minutes: I will pass out the post- assessment and explain what students should expect
to be on it and what to do. I will also at this time explain the growth I hope to see from their
pre-assessment. As well Ill tell the students to write their name at the top of paper before they
start the assessment.
Next 15 Minutes: This time will be given to students to start and finish the post assessment
which will be fairly similar to the pre-assessment. It will include the same type of questions it
will just include different numbers. The students will have this whole time to work on it, so they
can take as much of this time as they need.
Last 3 Minutes: At this time, I will tell the students to finish up what they are working on and
collect the post- assessments.

Pre-Assessment:
I plan on pre-assessing my students with a paper quiz. The paper quiz will have a few
questions that have to do with the activities we will be doing that week. Those topics will
include writing and identifying numbers, matching numbers to groups with that amount of
objects in them, and using those skills to solve addition and subtraction problems.
Scoring Guidelines:.
To score these assessments and see how close we are to meeting the standards or
not I will first look at the individual quizzes and see which questions the students missed or
left blank and which ones they got right. Once I have done this for each individual quiz I will
compare and look at all the grades combined and see which areas majority of kids did well in
and which areas kids struggled the most in. This will give me a good idea of which activities
will need more instruction and which ones wont. Throughout the activities, I will also be
walking around and checking my students work and making sure that if they still dont
understand something that I give them extra help.
Post-Assessment:

For my post- assessment, I plan on giving another paper quiz like the pre- Assessment. It will
again include problems that have to do with the activities we did that week, but the numbers
will be changed up so it is not the exact same. The same topics of writing numbers, matching
numbers to the correct group of objects, and solving addition and subtraction problems using
those skills will be assessed on the quiz.
Scoring Guidelines:
To grade and score this post- assessment I will do the same thing I did for the preassessment. I will look individually at the quizzes and mark which ones were wrong or
left blank and which ones were correct. This time I will look and compare this score to
the students pre-assessment grade and see if there was an improvement or not. As
for the whole class I will go through and see if students missed a lot of questions in
the same topic areas as the pretest or if we improved as a class in those areas.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of
gifted or accelerated students:
This assignment could be changed to meet the needs of a gifted student by using number 120 instead of 1-10. Increasing the span of numbers a child can use would help challenge
them more while still learning alongside their classmates. They could also help out their
classmates who might not understand the content as well as they do. This could be done by
sitting next to said classmate and showing them helpful hints or fix what the student might be
doing wrong.
Discuss additional activities you could do to meet the needs of students who might be
struggling with the material:
For a child who may be struggling with the content of this activity, I would give some extra
practice in the form of a worksheet or by giving recommendations of other apps/programs
that they could do at home to help improve their knowledge. Students could also ask their
classmates who may be understanding the material or me for help on something they dont
understand.

Extension

https://www.khanacademy.org
A website I would recommend for extra practice or help would be Khan Academy. This is a
great website for practice problems and videos helping explain how to solve problems and
figure out things you may not be understanding in class. For this particular lesson plan I
would recommend going to the section under subjects that says Kindergarten Math and then
choose either Counting and Place Value or Addition and Subtraction.
Homework Options and Home Connections
For homework I would ask parents to download any sort of app that has to do with counting
or numbers and have their child play on that app for at least ten minutes every night. Another
thing I will suggest is that they go and at least check out Khan Academy with their child. I will
also ask them to watch the youtube video 10 Little Numbers with their child.
https://www.youtube.com/watch?v=dk9Yt1PqQiw

Interdisciplinary Connections
The theme of my lesson is using snowflakes to demonstrate numbers, but I could also
include an English and science lesson about snowflakes. To include English I could read a
book about snowflakes or even have my students make their own paper books about
snowflakes. To include science into the lesson I could talk about and show videos about how
snowflakes form and how no snowflake is exactly alike. To go along with all these lessons, I
can have students make their own snowflakes out of paper.
Materials and Resources:
For teachers

For
students

Smartboard
The Tracing Numbers App by Horizon Business on all students
Ipads
Powerpoint Presentation

Smartboard
Ipad
Pencil
Computer

Key Vocabulary
Numbers- A quantity or amount.
Addition-The Process of calculating the total of two or more numbers.
Subtraction- The process of taking one number amount away from another.
Additional Notes
This lesson plan includes smart boards, Ipads, and Powerpoint presentations.