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School Building____________
School Building
I. Learning Goals
· Identify the new Ohio Learning Standard(s) OR Common Core Standard(s) addressed in
this lesson:
K.OA.A.1 Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from. Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions,
or equations.
· Describe the interconnections among the components of the content within the discipline
and the relationship of the content to at least two other content areas. Specifically describe how
the content taught in your lesson relates to at least two other content areas.
-VA.5.P.R. Engage in artmaking that explores and combines various forms of symbolic
representation including words, symbols, images, music and movement.
-SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something
that is not understood.
- L.K.5.a. Sort common objects into categories (e.g. shapes, foods) to gain a sense of the
concepts the categories represent.
Resources:
(student learning target – “I can/am able to …” )
· What prior knowledge and skills do students need in order to be successful in reaching
the goals of this lesson?
● Number Recognition and counting
● Shapes
● What addition is
● Number sentence
● How to use a calculator
● How to work in a team to achieve the goal
· What are preconceptions, common errors, and misunderstandings related to the content
of this lesson?
● Don’t understand counting on
● No preconceptions of addition
● Students know 1+1=2 but they don’t know why
● Double counting (counting 1,2,3 and adding 2 and saying the answer is 1, 2, ...2!)
· How do you know if students have the knowledge and skills they need in order to be
successful?
● Formative assessments to directly see if students are comprehending the lesson
○ Thumbs up/thumbs down during the beginning of the lesson only
○ Raise hands throughout the entire class time
○ Exit slips at the end (5+6 and 2+3+4)
○ Asking questions during the lesson to assure they are understanding using
whiteboards
● Summative assessments to directly see if students are comprehending the lesson after it
is taught.
○ Quiz at the end of the week to assure understanding
○ Test at the end of the month to assure understanding
● Facial expressions/body language
· How will you use or accommodate the diverse experiences that your students bring to
class (gender, race/ethnicity, English language proficiency, economic status, exceptionalities,
skill level, learning styles)?
Gender: Expectations of behavior for both boys and girls will be the same so that boys are not
given the secret message that they can be assertive and girls should be passive. Both girls and
boys will be encouraged to be active participants and to take risks. Equal time will be spent with
both genders to clarify understanding. Problems will not be explained for boys and solved fo
r girls fostering independence in boys and dependence in girls. Both genders will receive equal
attention sending the message that that both genders are respected. Girls will be encouraged to
participate in math and science activities and encouraged to succeed in both. Materials will be
screened for gender bias. Gender-free language will be used in the classroom. Both boys and
girls will be called on equally to deliver the message that both genders have valuable
contributions to make. The same difficulty questions will be asked of all students. Adequate wait
time will be used to ensure that all students have a chance to answer. No student will be
interrupted while they are speaking.
Race/Ethnicity: All students will be listened to. All students will be valued. It will be recognized
that diversity exists in all classrooms. An effort will be made to use preferred references to
race/ethnicity. African American is the preferred usage as is Asian American. Race and ethnic
backgrounds of students in the class will be explored to provide background and understanding
in dealing with the diverse students in the class. Good work of all students will be recognized.
Care will be taken to ensure that historical or cultural references that may not be familiar to
some students are not used. All students will be encouraged to participate. All students will be
addressed by their correct names pronounced correctly.
English language proficiency: Students will not be penalized for misuse of English vocabulary
and grammar. A variety of learning methods will be used to encourage student involvement and
learning. Group work has been shown to be of benefit to all learners. The diverse backgrounds
and interests of all students will be recognized and used to improve the learning experience for
everyone. Picture cues will be used in directions to help comprehension. Pre-teaching, tutoring,
mentoring, and peer teaching will be used to add to English Language Learners understanding
of the concepts. When appropriate, information will be provided in the student’s native
language. Cultural references and activities will be used when they add to the curriculum but not
to simply showcase English Language Learners.
Economic Status: It is recognized that poverty can have profound effects on the skills and
knowledge of students. Every effort will be made to make the knowledge and skills taught in the
class available to all students. This may include pre-teaching, tutoring, mentoring, and peer
teaching as means to improve skills and knowledge of any student who requires it.
Exceptionalities and skill levels: The room is handicapped accessible. Books at a variety of
reading levels will be available so that the information is provided at a simple to complex level.
Directions will be presented pictorially, verbally, and visually as needed. Pre-assessments and
formative assessments will be used to determine student understanding and ensure that all
students receive the amount of instruction necessary for success. Interests will be pre-assessed
to adapt the lesson to different interests when possible.
Learning styles: All lessons or lesson series will include visual, auditory, kinesthetic, and verbal
components to address the different learning styles of the students. This lesson on the periodic
table includes the visual stimulus of the cards; since the cards can be moved around there is a
kinesthetic component; students will be discussing their ideas in their groups so there is an
auditory/verbal component as well.
III. Instructional Procedures
· Content summary, including concepts and essential understandings:
● The teacher will use symbols to represent the numbers in an addition problem. After, the
students will work in small groups using dice to create number problems.
● The concept being addressed in this lesson is addition.
● The essential understanding of the lesson is for students to recognize that numbers in
number sentences represent the amount of something by using shapes and symbols.
Another aspect students will gain is the ability to add the amounts together by using a
number sentence and shapes.
· Teaching methods:
● Lecture-demonstration by Teacher
● Class Discussion to talk about the students’ answers after they solve 3+4 on their
whiteboards..
● Small Groups work together to create and check addition problems using the dice.
● Gaming
● Use of chalkboard by instructor as aid in teaching
● Use of technology. Use the smartboard to demonstrate basic addition problems.
Students can use a calculator to check their work.
● Use of instructional resources
● Differentiated assignment and homework by changing the numbers on the dice to best
meet the needs of the students. Students can also practice using an extra dice.
· Academic Language (content vocabulary AND general academic vocabulary used across
the discipline e.g. Bloom’s Taxonomy, key words, phrases, and symbols: Note: address each of
these specifically listing the academic language students are expected to learn and use.
Content Vocabulary:
● Numeral
○ 1,2,3…
● Counting on
● Addition
● Digits
● Symbols/pictures
General Academic Vocabulary:
● Calculator
● Complete
● Knowledge
● Draw
● Create
● Check
● Evaluate
● Write
· Learning resources, including technology (with rationale provided): Each group will be
given two dice to add together and paper with which to write the problems down. Each group of
students will also be given a calculator in order to check their work and ensure that they are
solving problems correctly. Once they understand the use of two dice well, a third die should be
added to enhance their addition abilities. Each individual student will have a white board to
respond to the teacher during the comprehension portion of the lesson.
V. Instructional Activities
Lesson sequence (include important questions to ask students). Time Allotted
Provide a thorough description of each:
SEE ATTACHED BLOOM’S-BASED LESSON PLAN
Opening:
Main Activities:
Closing:
VI. Assessment/Evaluation
How will you know if each student has met the learning goals?
Formative strategies:
Check to see if students met learning goals formatively by holding up their white boards with the
star representation and answer for the problem “three plus four.” Formatively check the
students’ actions and answers during the group work with the dice to see if they met the
learning goals concerning addition.
Summative assessment:
Summatively assess the students by writing the equations “5+6=” and “2+3+4=” on the board.
The students will then answer those problems, on their own, on a separate sheet of paper and
turn it in when finished.
● 5+6=11
● 2+3+4=9