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11 18 2020 Math Lesson Plan

The lesson plan is for a kindergarten math lesson. The students will learn to use information from one part of a math problem to solve another part. They will practice counting frogs using counters and learning that they don't need to recount frogs that are repeated in a problem. Students will complete guided practice problems independently and some will share their work. The assessment is whether students can use information within a problem to solve another part. Differentiation includes modeling math language for ELL students, checking reasoning of developing students, and a performance task for advanced students.

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154 views2 pages

11 18 2020 Math Lesson Plan

The lesson plan is for a kindergarten math lesson. The students will learn to use information from one part of a math problem to solve another part. They will practice counting frogs using counters and learning that they don't need to recount frogs that are repeated in a problem. Students will complete guided practice problems independently and some will share their work. The assessment is whether students can use information within a problem to solve another part. Differentiation includes modeling math language for ELL students, checking reasoning of developing students, and a performance task for advanced students.

Uploaded by

api-535147811
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Drexel Lesson Plan Template 

Lesson Plan Format


Teacher: Leslie Hylaris
Grade: Kindergarten
Content Area: Math

1. Content and Standards:


○ CC.2.2.K.A.1 Extend the concepts of putting together and taking apart to add
and subtract within 10.

2. Prerequisites:
○ Prior to this lesson students should know how to count to 10.

3. Essential Questions: (Yellow Post-It)


○ How can I repeat something from one problem to help me solve another
problem?

4. Materials and Equipment:


○ Math Book pages 157-160
○ Pencil
○ Pen
○ Counters

5. Instructional Objective: (Red Post-It)


Students will be able to ​use information from one part of a problem to solve another part
of the problem.

6. Instructional Procedures:
● Before: Solve & Share
○ The teacher will help the students recall yesterday’s lesson on using
different math tools to solve a problem.
○ The teacher will introduce the essential question:​ “​How can I repeat
something from one problem to help me solve another problem?”
○ Next the teacher will model the Solve and Share problem on page 157
using counters. The students will follow along using their counters.

● During: Visual Learning Bridge and Guided Practice


○ Visual Learning Bridge - The teacher will instruct the students to turn to
page 158
■ Box 1 - How many frogs do you see? How can you use counters to
show how many frogs? How many frogs would there be with 1
more frog? What is the shortcut to find out?
■ Box 2 - We already counted 3 frogs. Since they are the same frogs
from the beginning of the problem, we don’t need to count 1, 2, 3
again. We can repeat the 3 and count 1 more.
■ Box 3 - So how many frogs is 1 more than 3 frogs?
■ The teacher will read the directions for the guided practice at the
bottom of page158 and have the following students explain their
reasoning (AC, MM, RP, MW, GR)

● After: Independent Practice


○ The students will complete problems 2-5 on page 159 independently.
Four students will share their work via Zoom Share or Jamboard.

7. Assessment:
○ The students will have met the instructional objective if they are able to use
information from one part of a problem to solve another part of the problem.
○ Screenshot

Differentiated Instruction:
ELL Students​ - Model math language such as “more and repeat”
Developing Students:​ Ask the student to explain their reasoning during problem 1. Reteach if
needed.
Advanced Students​ - Performance Task on page 160. The student will use multiple problem
solving methods to solve the problem. (Generalize, use tools, and make sense)

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