Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Elizabeth Kolb

Lesson # __5__

Subject/Grade: Math/Kindergarten 2013, 10:00-10:30 am

Date and Time of Lesson: November 15,

Learning Objective: (must support unit objectives identified in TWS 3) Students will be able to add the dots of the domino and make a number sentence using those numbers. Alignment with Standards: (must support unit standards identified in TWS 3) K.OA.1 Represent Addition with objects, fingers, etc. EEDA: Cooperative Learning, Learning Styles SSCA: Students will work in partners and count the dots together to come up with a number sentence.

Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3) The developmental appropriateness of the lesson will be that students will be able to add fluently and be able to make number sentences. The number sentences will help them in other types of math like subtraction, multiplication, and division. The prerequisite knowledge will be that students will have recognized their numbers and learning how to count the dots or objects. The students will have the necessary tools to make number sentences plus it will also let them see they can make a subtraction problem out of them. Cross-curricular activity could be a science activity with animals. They could have a set of pictures of 5 animals and they would have to find the other students who have that particular animal. They could make up a number sentence adding how many of the same animal they have. Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3) What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Pre: Students will be asked if they notice anything about the dominos. If they see that one side has a certain amount of dots and the other side has another amount. They will see that the dots represent two different numbers. During: The students will be using their dominos and count one side of the dominos and the other side. Post: They will come up with a number sentence to Use of Formative Assessment (TWS section 7) If the lesson was not understood, then it will be given in another way where students will two different objects. They will count how many of one object to the other object and see how many objects they have total. The students will write down their number sentence using the objects instead of the

Students will be able to add the dots of the domino and make a number sentence using those numbers.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

represent the dots. They will add one side of dots to the other side and come up with the total.

domino dots.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data) High Learners will be given the opportunity to write down their own number sentence by themselves. Low Learners will work with high learners during the domino addition game. Students who cant see or hear well will sit directly in front of me.

Materials: Paper Pencils Dominos Whiteboard Expo Markers Expo Eraser

Procedures: 1. I would start off with Good morning class! I am so glad everyone is here today because we are going to do something fun today. Remember Wednesday we did an activity with our whiteboards and markers where each person wrote a number sentence and we used dice. Today we are going to do something a little different. We are going to make number sentences using dominos. 2. The students will be shown dominos and will be asked what they notice about them. The students will see that each side of the domino is a different number than the other side. The domino has two different numbers on each side of it. 3. I will tell them that we are going to make number sentences with our dominos by using the dots on them. I will hold up one domino that will have something like 6 on one side and 5 on the other side. I will illustrate the number sentence on the whiteboard. 4. I will ask the students to count the dots on one side and they will most likely say 6! I will write the number 6 on the board and then I will ask them to count the other side. They will most likely say 5! I will write a plus sign next to the 6 and then a 5. 5. Then the equal sign will be added after the five. Now I will say so lets combine our 6 and 5 by seeing what they add up to. Lets count how many dots total. The class will count how many dots will be on the domino. 6. The students will say 11! Then I will say 6+5= 11. 7. I will do two more examples so the students can see the modeling of what they will be doing. I will then say now you will in partners of two. I will assign partners based on level and cooperation of both students. 8. My high learners and low learners will be put together and some of the high ones will be with some of the middle learners. I will then put the students into partners where they will take turns of writing the number sentence and counting the dots and they can go anywhere in the room to do this activity. They dont have to be seated at their tables to do this. 9. They will be given a worksheet with the figures of the dominos where they have to draw the number dots on each side of the domino. They have to write the number of dots in numerical form

Lander University Teacher Education Lesson Plan Template

Rev. 2013

and count the dots total to find the answer. They will be given 4 dominos each. After that they can switch with another pair of students. 10. Then I will have a review of what number sentences that the pairs came up with. During this time, my higher learners will be asked to come up with their own number sentence but without using the dominos.

Activity Analysis: (must support TWS 3 and show use of TWS 1 data) The activity that was chosen for this lesson was called Domino Addition. The activity will have the students become comfortable with number sentences dealing with addition. The activity will also get them ready for subtraction because the addition number sentence is switched to where the total is the first number then the subtraction sign and then one of the numbers that made up the total. The equal sign will be after that and then they can use their addition number sentence to see that the answer is the other number that made up the total. An example of that could be 10-2= 8 therefor 8+2=10. This activity has mostly assessment based things like seeing if the students can count the dots and write number sentences. References: Marie South http://www.teacherspayteachers.com