ITEC 7430 Christina Finnegan

Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Grade Level(s) Kindergarten
Content Area Mathematics
Time line Week of April 16, 2018

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?)
Math
MGSEK.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or
equations.
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10,
e.g., by using objects or drawings to represent the problem
MGSEK.OA.5 Fluently add and subtract within 5.
Writing
ELAGSEKW6 With guidance and support from adults, use a variety of tools to produce and
Content Standards
publish writing, including digital tools in collaboration with peers.
ELAGSEKW7 With guidance and support, participate in shared research and writing
Projects
Speaking & Listening
ELAGSEKSL1 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups
ELAGSEKSL5 Add drawings or other visual displays to descriptions as desired to
provide additional detail
(Ga DOE, 2015)
1 Empowered Learner
Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
1a
Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them and reflect on the learning process itself to improve learning
outcomes.
1c Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
1d
Students understand the fundamental concepts of technology operations, demonstrate the
ISTE Standards: ability to choose, use and troubleshoot current technologies and are able to transfer their
knowledge to explore emerging technologies.
6 Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats and digital media appropriate to their goals.
6a
Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
6d
Students publish or present content that customizes the message and medium for their
intended audiences.
(ISTE, 2018)

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 ITEC 7430 Christina Finnegan
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
This lesson is a continuation for students to work on the mathematics skill of subtraction within ten.
Students have been working on solving subtraction equations and subtraction word problems. Prior to
beginning, students will watch a couple of subtraction warm-up videos on YouTube. These videos are
interchanged and watched regularly to help students get engaged and excited about the lesson and
to help them retain their learning. For the main activity of the day, students will work in groups of 2-3
students to create their own subtraction word problems to present to the class for their peers to solve.
Students will use a form of technology of their choice (Genius Scan, Flipsnack, Google Slides,
PowerPoint) to present their word problem to the class as a group. The class will be given time to solve
each group’s word problems as they present. Students will focus on making sure the word problem that
they create has four different parts which they will write on four different sheets of paper that they
receive. The first page will have the initial statement, including what the word problem is about and
how many the group is choosing to start with. The second page will include a statement of how many
are going to be taken away. The third page will be the page with the question asking how many are
left? The last page includes a statement with the answer. Students will write these things on separate
pages to make sure they include all of the important parts of the word problem and they will also
illustrate each page to match what it says. The general education and special education teacher will
be working to get groups started on this activity while the paraprofessional works with a group playing
subtraction review games on the SmartBoard. These games were made prior to the lesson and are
saved in Smart Notebook using the SmartLab function. There is a matching game where students will
be matching an equation to its answer and there is also a Game Show where students will read and
solve word problems and choose the answer from four multiple choices. Another group will be on the
computers and iPads doing Splash Math, a math program that is individualized based on each
student’s progress. These groups will be switched out after 15 minutes. This gives each group an
opportunity to participate in each of the activities for the day and it does not leave them in one place
for too long so they lose interest. This lesson will be carried out over multiple days giving students plenty
of time to complete their word problems without having to rush.

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?)
How can I show a given number in different ways?
What happens when I take quantities apart? (Will the original quantity be less, or more?)
How can I use objects and pictures to help me subtract?
What important information do I need to include in a word problem?
How can I use different tools to publish and share my writing?
How can technology help me solve problems?

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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?)
Students will create word problems that they will present to the class. Students will illustrate these word
problems and also choose a form of technology to use in order to present their word problem. Students
will also be expected to practice their subtraction skills through participating in the SmartLab games
and Splash Math. Students will be assessed by the use of a teacher created rubric based on their
participation in the technology (Splash Math and SmartLab), their creation of a word problem, their
ability to work as a team, and their presentation. By creating their own word problem, students will gain
a better understanding of the different important parts in a problem and become more efficient in
solving subtraction word problems. Products will be differentiated because students have the option of
what tool they would like to use to present their word problem to the class. All of the tools will be able
to be displayed on the SmartBoard, but some are easier to use than others. Providing students with
these choices allows them to be involved and take ownership over their learning as well as gives them
the opportunity to choose a tool they are comfortable working with. Students have the choice of tools
that they have been exposed to in class but will still need the support of the teachers.
Splash Math is also a tool that is differentiated for each student. Students work through the program
and it places them where they need to be and focuses on certain skills based on their deficits and
needs. They go through a number of lessons and are given online assessments on this program.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Technology supports the learning of students by providing them with the opportunity to complete
authentic and meaningful math tasks using technology and web tools to enrich their learning and
understanding of the content. Students are learning to use different online tools to present materials
and information in different ways. Students will be interacting with digital tools throughout the lesson. In
the beginning, they will view the videos on YouTube that relate to subtraction and word problems and
to participate in the math games using Smart Lab and Splash Math and when creating their word
problem presentation with a choice of using Genius Scan, Flipsnack, Google Slides, or PowerPoint.
Students’ work and participation for the day will be scored on a teacher made rubric. In order to
complete this project, students should have basic computer skills. Because my students are so young,
they do not work on these skills during their technology time in their enrichment class, so it must be done
within the classroom. Most students are able to log onto the internet and find the website for Splash
Math, as well as log in independently. Students do not have much experience using the presentation
tools because that is not their focus at this age and it is something that is worked on solely in the
classroom. When students have finished their word problem and everything is correct, either the
general education teacher or the special education teacher will support the students with using Genius
Scan in order to scan their pages onto the computer and upload them to the technology of their
choice. Students will be provided with support throughout the entire publishing process.

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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 have been working on a subtraction and word problems unit for the past couple of weeks. At
this point, most students have a strong understanding of how to solve subtraction word problems. In
order for students to be successful in creating their own word problem, they must have a strong
foundation of understanding how to solve subtraction problems. Students are very excited to learn
about various Web 2.0 tools and have the opportunity to try them out with support. Students were
given an informal word problem assessment the week prior to implementing this lesson to be sure
students had the foundation they needed and to group them accordingly. Students have had weeks
of exposure to these tools and learning how to use them within the classroom. Students may have
difficulties using the technology and I have included support for these groups in my plan. Since
students are still fairly new to using technology in order to present, some students may have difficulty
with this aspect of the lesson. This is the reason that I chose to give students options for how they would
like to present. Some programs are more difficult than others and by letting students choose, some of
these difficulties may be prevented. I do not see students having difficulty with the math standards that
are being assessed. I have a model to show students so they know exactly what to do and my
expectations.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them?
During the opening of the lesson, students will be seated on the carpet, viewing subtraction videos on
YouTube as a whole group. After directions are given and the model is reviewed, students will be
working in small groups around the classroom. These groups were selected ahead of time by the
teachers to accommodate student needs and make sure that students were in groups that would best
support their learning. Students who are playing the review games on SmartLab in Smart Notebook will
be on the carpet in the front of the room so they have access to the Smart Board. Students who are
working on Splash Math will be on the classroom computers and iPads. Each group working on creating
a word problem will be sitting at their own table so they have the space to collaborate and talk about
what they are going to create. Because students are working in groups, one of the classroom
computers and one iPad will be saved for groups to use when they are ready to publish. I do not see
any issues arising with having access to the internet for students because we have plenty of devices for
students to use including iPads, classroom computers, and teacher laptops. I can also use my phone if
needed to help groups upload their word problem with Genuis Scan. The only technical issue I could see
arising is if the building lost internet service. Usually the rare times that this happens, it is quickly fixed. We
have a computer lab teacher to help with technical issues, as well as multiple IT professionals in the area
who we are able to contact for assistance. I provided a full week for students to work on these
problems, so if for some reason we were unable to use the internet for one day, it would not be a
problem or affect the expected outcome of the lesson. We also have math centers aligned to these
standards in the classroom that students can do in case we do not have internet access.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
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 you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills?
How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?
Both general and special education students benefit from the effectiveness of explicit instruction in the
classroom. This instruction consists of direct teaching with emphasis on student understanding and
achieving success for all students (Archer & Hughes, 2011). Working with students one-on-one and in
small groups allows students with disabilities and English Language Learners to receive the extra support
they need as they work and will lead them into working independently (Archer & Hughes, 2011). My
learning environment will support these activities because students will be in small groups working on
their projects and programs, with teacher and paraprofessional support as needed.
My role in the lesson is to support students as they create their problems and work in their centers. I will
be facilitating their learning with the use of Web 2.0 tools that they may not be familiar or comfortable
with using. Students’ roles are to use the knowledge they have learned so far in order to create new
projects in the form of word problems. Students will be planning their word problem project and
executing the plan as a group. They will need to evaluate one another’s work to be sure their work as a
group is correct. Collaboration and communication are two key skills for students during this lesson.
Students will work as a group to choose the tool they want to use to present their word problem to their
peers.
Students are using higher order thinking at different levels of Bloom’s Taxonomy. Students apply the
knowledge they have when participating in review games and activities on Splash Math. Students will
also be creating when they produce their subtraction word problems (Armstrong, 2018). Technology will
support my teaching by engaging students in what I am teaching and helping them to retain the
information I am teaching them. As the students work in groups creating word problems, they will
continue to build on the understanding that they already have about solving subtraction problems. The
students will use digital tools in order to present the word problem that they created. This will give them
an opportunity to show case their work and help to engage their peers in their presentation. I will
facilitate the collaboration by making sure that students are using the technology correctly and that
students are working together how they are supposed to be.

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 have been grouped in different ways throughout our subtraction unit. Sometimes students are
grouped by ability and sometimes students are grouped into mixed ability groups. Students have all
different types of learning preferences, including auditory, visual, and kinesthetic. By giving them the
option of choosing the tool they want to use to present, they can choose the tool that is best suited to
meet their learning needs. For this specific lesson, students will be grouped by ability based on a
formative assessment given the previous week. Students are grouped in this manner so that the students
who need support can be given the support they need and the students who are working above level
can be challenged. Students who needs extensions and enrichment can create problems using larger
numbers and their Splash Math activities are also set to different skills as well.

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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?
At the end of each lesson each day, we will come back as a whole group to discuss what students did
during their work time. This will give them the opportunity to reflect on what they have learned and
address any questions that they may still have. Students can provide verbal feedback on creating the
word problems and the review activities that they engaged in during the lesson. I will be able to
determine whether the lesson was meaningful and worth completing by talking to students as they
complete their work and observing them in their small groups. The effectiveness of the lesson will show
on students’ next assessment on subtraction skills. I think that this lesson went very well. Because it was
different from any other assignment that students have done before, they remained engaged during
the entire unit. If I could change anything, I would probably provide the students with more practice of
the various web tools that they get to choose between using. While they have had experience with all
of them, I think that if they were more comfortable, they would have been able to complete a lot of this
lesson independently.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?
I was definitely glad that I gave myself as much time for this lesson as I did. When working with
kindergarten students, they still need a lot of assistance using technology. There are so many
available tools to enhance student learning and keep them engaged, I think that more teachers
should include more technology in their classroom starting in kindergarten so students get early
exposure. I do wish that our computer lab would provide better practice with a variety of tools for
students. They currently use a few programs, but anything outside of that realm is the responsibility of
the classroom teacher. That may be a suggestion I can make for the upcoming school year.

Reference(s)

Archer, A., & Hughes, C. A. (2011). Explicit instruction: Efficient and effective teaching. New
York, NY: Guilford Publications.
Armstrong, P. (2018). Bloom’s Taxonomy. Center for teaching. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Ga DOE. (2015). Georgia standards of excellence. Retrieved from
https://www.georgiastandards.org/Georgia-Standards/Pages/default.aspx
ISTE. (2018). ISTE standards for students. Retrieved from https://www.iste.org/standards/for-
students

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