Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s) Rachel Wade
Name
Position Student/Future Special Education Teacher

School/District Southeastern Oklahoma State University

E-mail rwade45@student.se.edu

Phone 918-650-5659

Grade Level(s) Kindergarten

Content Area Mathematics

Time line 2 days

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Content Standards Oklahoma Academic Standards for Mathematics Kindergarten
K.N.1.7 Find a number that is 1 more or 1 less than a given number up to 10

NETS*S Standards: Standard #2: Design and develop digital age learning experiences and assessments
InTasc Standards 1-10

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

After students understand the concept of more or less, and are able to use the words greater than, less than, or
equal to compare items, this lesson focuses on the introduction of the 1 more or 1 less concept. Following
teacher modeling, the class as a whole will use the IXL website to show their knowledge of the 1 more or 1 less
concept, each student taking turns to demonstrate sufficiency through the interactive whiteboard game.

https://www.ixl.com/math/kindergarten/one-more-and-one-less-up-to-10

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)

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 1. What type of tool(s) can be used to help to determine if a number is one more or one less than another
number?
2. What does it mean if a number comes before or after another number on a number line?
3. What does it mean if one student has more than another? What does it mean to have less?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)

At the close of this lesson, the students will be able to, when given a number, identify the number one less and
one more. The students will practice their new knowledge using the IXL game as well as through a group hands-
on activity that will be teacher-monitored. An individual worksheet will follow for the teacher to look over to
make sure each student has grasped the concept.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Using the online IXL math game allows for the class to learn as group, and for those students that may take a little
longer to grasp the concept, to observe before they take their own turn. Students would need to be familiar with
the interactive whiteboard as well the basics of working a computer and mouse in the lab.

Instructional Plan Preparation (What student needs, interests, and prior learning provide a foundation for this
lesson? How can you find out if students have this foundation? What difficulties might students have?)
Students prior knowledge will need to consist of an adequate grasp of the concept of more or less, and be able to
recognize numbers 1-10. They will also need to be somewhat familiar with a number line. Some students may
have difficulties if they do not already have sufficient knowledge in these areas.

Management (How and where will your students work? Classroom, lab, groups, etc?

Students will use the classroom for the introduction of this lesson, and the computer lab for extra practice using
IXL individually during lab time on day 2. The teacher, as well as students that are excelling at this concept, will
be available to help those who may need guidance in the lab.

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Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning
environment support these activities? What is your role? What are the students' roles in the lesson? How can the
technology support your teaching? What engaged and worthwhile learning activities and tasks will your students
complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and
others? How will you facilitate the collaboration?)

Instruction strategies included strategies for this lesson are:

Integrated Technology: using the interactive whiteboard as well as the computer lab
Cooperative Learning: students working in groups during the hands-on activity
Differentiated Instruction: Teacher modeled, hands-on with group, individual with computer practice

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Students will be paired into groups in a centers like atmosphere to use a hands-on approach to 1 more or 1 less.
Teacher will observe to help identify those that may need extra help in this area and be able to explain further
during this time. Students who are ELLs will be paired with students who are English speaking or bilingual if
possible. Assistive technologies might include a speech-recognition program.

Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will
students be asked to provide feedback on the assignment itself? What will be your process for answering the
following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

When the lesson is complete, students will complete a worksheet to check their knowledge of the concept.
According to the scores on the worksheet, the determination will be made whether the concept needs to be re-
taught in a different style to ensure students grasp the concept. Students use the idea of more or less across all
subjects and in everyday life. The lesson will close with a challenge for them to notice other ways that they can
use this concept.

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