Lesson Plan Form: Mathematics

Teacher Education Department CSUDH

CANDIDATE: SUBJECT(S): GRADE LEVELS: DATE:

Stephanie Gonzalez Dance Second Grade August 18,2016
Brooke Keele
Andrew Hemminger

STANDARD(S): Single/Multi-day
2.2 A Algebraic thinking: Lesson: Single
Frequently add and subtract within twenty using mental strategies by end of
grade two know from memory all sums of two one digit numbers.
2.1 Creative Expression:
Create and improvise movement patterns and sequences.

I. DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Teacher will teach students the numbers one through ten in Spanish, through dance.

II. LEARNING OUTCOME (Objective):

Students will successfully understand, the numbers one through ten in Spanish, by
evidenced by class participation and group activity.

III. CURRICULUM CONNECTION (How this lesson fits into unit plan):
Introduction to second grade mathematics and preparation for third grade mathematics.

IV. INSTRUCTION

A) ENGAGEMENT (Motivational Activity):

Teacher will read the book Just a minute to the class. The students will come up with
dance moves based on the numbers and the motions from the book.
Teacher will post the question, is math used in dance?
Teacher will introduce the topic of the lesson, counting to ten in Spanish.

B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Teacher will introduce the numbers one through ten in Spanish.
Teacher will explain how to count from one to ten in Spanish.
Teacher will instruct students to do movement to the task in the book, according to the
number they are assigned.
Teacher will ask students in the class to move freely and dance, using only the assigned
task and number given to them.
1
 Teacher will then ask students to share their dance move or movement with the class.
Teacher will use the collaboration of movements to teach a dance, incorporating the
numbers one through ten in Spanish.

C. APPLICATION ACTIVITY (Practice and/or Reflection):

Students will perform the dance movements using the I, you, we method.
Teacher will review counting one through ten in Spanish with students, using
number cards.
Teacher will have students add in both Spanish and English, using numbers one
through ten.
Teacher will ask students to count one through ten together in Spanish.

D.MATERIALS AND RESOURCES:

Dance Studio
Music (Celia Cruz song)
Comfortable attire
Just a Minute book
Number cards (1-10)
Addition flash cards
Phone for music
Paper to make number cards
Glue
Popsicle sticks
White board/marker

V. ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):

While students are participating the teacher will listen to the students and make
mental notes about the students understanding of the subject.
Teacher will listen to students identify and define the numbers one through ten in
Spanish and provide help/ feedback as needed
Student work samples from class and group activity will be used to evaluate students
ability to understand identify, explain, and demonstrate the numbers one through ten
in Spanish.
Immediate feedback will be provided immediately after students demonstrate their
work.

VI. ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

Attention will be focused on struggling students and given immediate feedback.

ASL interpreter will be available
Hands on activities and visual demonstrations will be available for struggling
2
 students and ELL students.
Teacher will explain in Spanish as needed for ELL students.

VII. HOMEWORK:
Students will be assigned to teach a friend how to count from one to ten in Spanish.