Lesson
Plan: Mathematics Kindergarten
Tamara
Stotler
ESE
697: Characteristics of Students with Mild & Moderate
Disabilities
& Evidence-based Strategies
Julie
Treadwell
September
29, 2014
Lesson
Plan: Mathematics Kindergarten
Teachers
need to create a lesson plan for all levels of abilities and readiness in the
classroom. One way to do this is through universal design for learning (UDL)
and differentiated instruction (DI). Using these teaching styles and
instructional techniques will allow the teacher to differentiate and
individualize learning for their students with understanding through different
applications and tools. Creating a lesson plan dealing with mathematics can be
challenging unless the teacher understands the different levels of requirements
of the common core state standards (CCSS). These state standards determine what
skills should be learned in each grade to help prepare students for life after
school leading them towards a career or college (Puckett, 2013). Aligning a
mathematical lesson plan to suit the needs of the students the teacher can use
several strategies along with DI and UDL to help students succeed. The use of
cue words and real world applications will help show students why math is
important and how it is used outside of the classroom. Teaching skills and
obtaining mastery will give students the feeling of self-determination; knowing
that they can use their problem solving skills to conquer any mathematical
equations that they may face in the real world.
The Classroom
The
classroom is an inclusive kindergarten classroom that has students’ set-up in
pods/groups of five desks. There are three different groups allowing the
teacher to interact with each group easily as well as interacting with all the
students at the front of the classroom. There are three students in the
classroom on an IEP with mild to moderate disabilities. One student has downs
syndrome and needs occasional redirection due to socialization and interaction
with students. This student sits closer to the front of the class so the
teacher can help redirect them without interrupting the class. Two students
have autism and they both need frequent breaks and possible redirection to help
them focus on the task at hand. The teacher will make accommodations and
adaptions to the classroom to suit the needs of students with disabilities as
well as offer additional support such as fidget toys, frequent breaks, and
redirection techniques.
The Lesson Plan: Counting with the Count!
Creating
a mathematical lesson plan for a kindergarten classroom with 15 students that
allows all students the opportunity to interact and engage with the learning
concept can be challenging, but using appropriate teaching strategies will
allow the teacher to engage students and help them build on their problem
solving skills and boost self-determination. Engaging the students by using cue
words that trigger understanding will help students determine what the correct
response is. The teacher will use modeling, co-participation, student
demonstration, fading overt self-instruction, and feedback will allow the
student to continue to use self-determination and understanding to problem
solve and figure out the mathematical problems presented to them (Vaughn &
Bos, 2012). Other ways the teacher can help all students succeed when dealing
with mathematics and word problems is using cue words, corrective feedback, and
real world applications (Vaughn & Bos, 2012).
The
teacher will model the lesson and offer feedback for students and encourage
them to try to work out the problem without too much help. This will help build
self-determination skills which will be needed as the student continues to
progress through school and life. These skills are needed to make proper
decisions that build self-esteem and confidence.
Having
counting tokens at students’ desks will help students manipulate the numbers
directly and use problem solving skills as well as listening to determine what
numbers are being asked for. These manipulatives will allow students to
visually determine what amount is needed and follow along with the problem the
class is working on.
At
the end of the lesson plan the teacher can give students’ homework to find
items at home and group them together and count, such as grapes, Legos,
pencils, balls, forks or something else they find to count. They can show their
counting skills to their families/caregivers and the next day they can share
what they counted at circle time. Using household items the student will
realize that mathematical concepts are used throughout all areas of life
besides school.
Lesson Overview
|
|
Lesson Title
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Counting with the
Count!
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Grade Level
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Kindergarten
|
Subject
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Math
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Summary
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Fall activity: The students will learn to count with the
Count and manipulate tokens/items to represent numbers and how they work with
addition and subtraction.
|
Classroom Scenario
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There are 15 students in the inclusive classroom. The room
is set up in groups of five desks to include each student in a pod to promote
social interaction and offer multiple resources. In the center of the pods
are materials that are shared and used between the groups. At the beginning
of the year the group named their pod to something they wanted to represent
themselves with. Doing this helps engage the students to want to be a part of
the group and offers a sense of responsibility and understanding.
|
Students with
Disabilities in the Classroom
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There are three students in the classroom with an IEP and
disability noted. Two students have autism, and one student has downs
syndrome.
|
PRETEACHING
TASKS/PLANNING
|
|
Common Core State
Standards
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CCSS.Math.Content.K.OA.A.1
“Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations,” (Common Core State Standards Initiative, 2014).
CCSS.Math.Content.K.OA.A.2
“Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem,” (Common Core State Standards Initiative, 2014). |
Lesson Objective
|
Students will understand the concept of addition (adding
more) and subtraction (taking away) when dealing with items/tokens and how
they relate to written numbers on the board/papers.
Students will be able to follow along with the verbal
announcement of numbers when spoken.
Students will be able to recognize physical counting of
items from 1-10.
|
Assessment
(Describe the assessment task and the levels of achievement based on what you
expect from students on this task).
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The teacher will be able to acknowledge and assess
students understanding of counting items in front of them individually and as
a group. There will be written math numbers on the SMART board that the class
will be able to identify together and a work sheet handed out with pumpkins
on it in different groups. The teacher will be able to identify students who
may be struggling with number recognition and determine who might need continued
assistance with basic addition and subtraction.
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Materials
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Accommodations/Modifications
to be provided
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TEACHING PROCEDURES
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Opening/Activating
Prior Knowledge
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The teacher will greet students as they enter the room for
the day (possibly dressed up as a count Dracula without the fangs). They will
ask students who they think they are today: Count Countcula similar to
Dracula, but I love to count numbers just like The Count on Sesame Street!
Today we will count pumpkins in honor of Fall and Halloween coming up.
Previous skills that would be recognized are counting one
through ten. The teacher will have students review their basic counting
together and hand out a worksheet.
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I DO: Teacher Input and Modeling
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The teacher will turn on the SMART board and pull up
counting symbols. They will also instruct students to collect their counting
tokens in front of them if they need a reminder. The teacher will show a
picture of three pumpkins on the SMART board, and count them out together.
Next they will show a picture of the three pumpkins and two pumpkins and ask
how many are all together coming to the total of five. After every correct
response the teacher will say: “YES _____ pumpkins ahahahaha” just like The
Count would on Sesame Street.
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Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will be able to observe and monitor to see if
students are following along and counting with the classroom. Are they saying
the right numbers or they not participating at all. This will allow the
teacher to address with redirection or even to call on a student to see if they
can identify the next set of pumpkins on the SMART board. If they need help
the student can gain help from fellow students and the teacher.
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WE DO: Guided Practice
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The teacher will show a picture of two pumpkins and one
pumpkin ask for one student to come up and represent the two groups of
pumpkins out of the group of baby pumpkins in the front of the room. Together
they will add the pumpkins together to get the total of three through the
representation of the baby pumpkins.
Students have the option to do this at their desk with
their tokens to follow along. The teacher will give each student a try to add
and subtract a set of numbers using the baby pumpkins as a manipulative tool.
If a student is struggling the teacher will remind them the best way to
figure it out is by grouping the pumpkins and adding them up separately by
determining the total.
The students will then look at their worksheet, with
verbal guidance and together they would do the first problem out of ten.
|
Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will be able to help redirect students and
remind them of the order of counting, using the pumpkins and tokens. They will
also be able to monitor students at the desks and look for class
participation.
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YOU DO: Independent
Practice
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The teacher will
have students work on their worksheet finishing the final nine problems
reminding them to use their counting tokens at their desk and to ask for help
if they get stuck. The teacher will walk around and offer assistance to those
who need it and give feedback encouraging them to continue doing good work.
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Lesson Closure
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The teacher will close this lesson by telling students
that they can count things at home, and add and subtract things as well.
Counting can be challenging but if you remember to use visual cues it helps
it to be easier and as we gain in skill it will become easier and easier
until it is natural. Addition and subtraction is used throughout life and
students will master it in no time. As a homework assignment the teacher will
ask students to go home and find something they can count that is a group of
items and show their family what they can do and tomorrow during circle time
the teacher will ask what was counted and who they shared it with.
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Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
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Observing the students as they count out loud and at their
desk will show the teacher the concepts being gained by the students. They
will be able to assess and determine if further instruction is needed to help
students succeed.
The teacher will use differentiation to include all
students and help students gain the lesson objective reaching the goals. The
teacher will offer one-on-one support and feedback for students who are struggling.
Especially during independent time, where other students are working. If
multiple students’ do not understanding the concept the teacher will create a
small group and re-teach the assignment and offer further support.
|
Conclusion
Creating
a lesson plan that incorporates all learners in the classroom understand the
learning concept can often be challenging, but teachers can learn new
strategies and use different teaching methods to create a lesson plan that is
suitable. Using cue words, modeling, and even scaffolding will help show
students what skills are needed to figure out the problem and even gain
self-determination skills. Teachers can use strategies such as universal design
for learning, differentiated instruction, and other strategies that will help
students gain skills needed that will prepare them for college or a career.
These skills are emphasized through the Common Core State Standards that are
incorporated into the lesson plan. These standards will help teachers align the
necessary skills and concepts to help prepare students for higher learning
while building on previous skills and knowledge.
References
Common Core State Standards Initiative. (2014). Kindergarten. Operations & algebraic
thinking. Retrieved from http://www.corestandards.org/Math/Content/K/OA/.
Puckett, K. (2013). Differentiating
instruction: A practical guide. San
Diego, CA: Bridgepoint Education, Inc.
Vaughn, S. & Bos, C. (2012). Strategies for
teaching students with learning and behavior problems (8th ed.).
Boston: Pearson.
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