Math Lesson Plan 2

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Des Moines Area Community College *

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114

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Mathematics

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Feb 20, 2024

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docx

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Please address all the items in each category thoroughly; elaborate and add details and examples. For additional support, descriptions, and examples see the Lesson Plan Support Document . UIU Student Name: Paige Gwyin Subject Area: Math UIU Supervisor (if applicable): Cooperating Teacher (if applicable): Grade Level: Kindergarten Lesson Title: Composing and decomposing numbers Date: 9-26-22 Content Standards AND Math Practice Standards: Cite specific content standards from the Iowa Core Standards/Iowa Academic Standards K-12 and/ or National Standards addressed in this lesson as well as CCSS Standards for Mathematical Practice. C ONTENT STANDARD K .OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings 2 , sounds (e.g., claps), acting out situations, verbal Adapted by Upper Iowa University from the RAPIL program Updated July 2021 Lesson Plan

explanations, expressions, or equations. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. MATH PRACTICE STANDARD – (5 – use appropriate tools strategically) I CAN statement(s): Write the standard in student-friendly terms. Preserve as much of the standard and academic language as possible. I can represent addition and subtraction with pictures or counters. I can add and subtract within 5 Essential Question(s): Pose open-ended, thought-provoking questions (with no right answer) to engage students and deepen understanding . This question guides your unit and is what most of your targets/I can statements will answer. How can we use pictures to show addition and subtraction? Learning Outcome(s): Determine what broad understanding students will develop. What will your students be able to do at the end of this lesson? TSW represent addition and subtraction with manipulatives or drawings TSW be able to demonstrate using manipulatives to add and subtract within 5. TSW be able to identify addition and subtraction as they work on facts Objective(s): Identify important concepts, ideas, or skills students will understand and apply by the end of your lesson. Think about the main concepts you are looking for your students to understand by the end of the lesson. Think ahead about what misconceptions you might need to clear up and what actual knowledge/conceptual/procedural information they will need to be successful. TSW will use addition and subtraction with manipulatives or drawings TSW compose and decompose numbers Blooms/DOK: Determine the Blooms and DOK level for this lesson and describe how it fits into the lesson progression for your unit. Do this after you have written your lesson. It should actively reflect the work the students are doing in the lesson. Mathematics - DOK 1 (Recall) DOK2 Adapted by Upper Iowa University from the RAPIL program Updated July 2021

Assessment(s): Determine how you will gather pre-assessment data. Also, determine what will be learned in this lesson that will be part of the summative assessment. Pre-assess prior knowledge that is pertinent to the new learning. Note: Sometimes I assess the current target about to be taught, but I don’t always get to know the depth of their conceptual understanding through a pre-assessment, so I prefer to keep everything the same when I initially introduce a new topic, but I am ready to differentiate and offer extensions or hole patching as needed. Formative – throughout lessons – Class & peer discussion Activity Small group task Resources Used for Planning: Identify the resources used and/or created for planning this lesson. Iowa core Green frog visual Manipulatives https://www.youtube.com/watch?v=JIBLds4Yi6k Contextual Factors: . (Differentiation) This lesson is being taught as a whole group and worked on during math rotations in smaller groups. Manipulatives will be used. Song and visual Small group with lower students working on add/subtract drawing pictures and using counters small group with the higher students who just need to work on fact fluency Plan for Multi-Tiered System of Support (MTSS): You have a class of 20 students. Three students have a IEPs. Their accommodations include having important information highlighted and circled on word problems and multi-step tasks broken down into step-by-step directions. There are two students who struggle with math facts and need additional strategy support. There are three students who have mastered most grade level standards and need to be challenged along with grade level instruction. Adapted by Upper Iowa University from the RAPIL program Updated July 2021

Individual Needs List the adaptations and include the student initials (accommodation, modification, scaffolding, individualized strategy, IEP goal to be addressed, etc.) IEPs TTW have important information highlighted on activities and centers. Multi-step tasks broken down into step-by-step directions 504 Highlighted information, shorter task, directions shown with visual and say aloud English Language Learners Visuals – step by step directions Scaffolds needed to reach grade level standard Small groups pulled, rotations in math block, Scaffolds needed to reach beyond grade level standard Chances to further thinking, small group pulled to challenge Social-Emotional Breaks, fidgets, break spot, Other needs of students placed At-Risk Utilize break spots, intervention groups Instructional Sequence Academic Language/New Terms: List and define all new academic language students will encounter in this lesson. Add or subtract rows as needed. In lesson plan 3 you will do a vocabulary mini-lesson in the most appropriate part of the lesson. Compose Adapted by Upper Iowa University from the RAPIL program Updated July 2021

Decompose Facts Launch (engage, apk, I cans) Introduction/Motivation: Specifically describe how you will begin your lesson to motivate and engage the students in the topic. Step Time Minutes needed to complete activity Activity What instructional strategy will be used? Teacher Actions What are you as the teacher doing? What questions will you ask? What technology/ manipulatives will you use?* Student Actions What are students doing? What technology /manipulatives will students use?* Formative Assessment How will you check for understanding? Classroom Management How will you manage the learning environment? LAUNCH APK - TTW ask students what they remember from math yesterday. TTW show frog pictures and have students listen to song TTW ask what do you remember so far about subtracting? Or taking away? TTW show the video to students, encouraging them to sing along (used it day before too) was introduced https://www.youtube.com/watch?v=ziGG_L9C12o TSW engage and raise hand to share out TSW watch and listen TSWS it means to take away so the # gets smaller TSW sit and watch video Answer about subtraction Discussions Peer turn and talk time Carpet spots Doorbell Turn and talk time Adapted by Upper Iowa University from the RAPIL program Updated July 2021

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