ED 411 PLANNING TEMPLATE

IC2 Lesson B
Overview and Context
Your name: Sophia Little
Grade level and school: Kindergarten, Wine Elementary School (virtual zoom lesson)

Title of lesson/activity: Growing Train

Teaching date(s) and time(s): January 26th 9:30 a.m.
Estimated time for lesson/activity: 15-20 minutes
Overview of lesson: Students will follow along with slides. First, students will be
reminded of the addition symbol and asked what it means. We
will go over the addition symbol vocabulary again and talk
about all the different words that can be used to describe the
addition symbol (add, join, combine, put together). We will
also go over the equal symbol again. Then students will play
the Growing Train Game! Mr. Toohey will use the document
camera and show students the 20-frame and the dice. I will be
reading what he rolls and asking students to keep adding on
until we reach 20. Then I will go over the SeeSaw activity for
the students.
Context of lesson:

Sources: “Tuesday 5.11 Growing Train Lesson” By Sophia Little and

Hannah Socha

Learning Goals
Connection to Standards Learning Goals Assessment Connection to
Activities
CCSS.MATH.CONTENT.K.OA.A.1 Students will be able to … Informal – listen
Understand addition as putting ● Understand addition as to students’
together and adding to, and putting together and contributions to
understand subtraction as taking apart adding to discussion, and
and taking from. ● Play the growing train look at seesaw
game assignments.
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20.
Represent a number of objects with a
written numeral 0-20 (with 0
representing a count of no objects).

Attending to the Mathematics

Thinking through the Students have prior knowledge with addition symbols and equal
mathematics: symbols, as well as number sentences. Students have been adding
Solve the problem(s) or complete the within 1-20 for awhile and should have a strong foundation for
task(s) that you will pose to students. What
playing this game. The point of the lesson is to ensure students
challenges and opportunities are afforded
by each problem or task? What understand that addition as putting together and adding to, adding
mathematical point are you trying to make within 20, and being able to play the growing train game.
with each problem or task?

Attending to the Learners

Anticipating student ideas: Anticipated prior knowledge:
Explain what you think will be students’ prior Students have prior knowledge about number stories, adding
knowledge about the content, including the
within 1-20, addition symbols, and the equal symbol. Students also
alternative ideas or challenges you
anticipate students might face and how you have played similar games, and some students might have even
plan to work with each of these challenges played this game. I will ensure to be explicit in my explanations of
during the discussion. how to play the game, and also model the first 1-2 rolls so that
students can see exactly how it is done. I also want to make sure
Also explain your ideas about how students
are likely to respond to the tasks in the to emphasize what two numbers are being combined to get the
discussion and how you might use these new number.
likely responses to focus students on the
intended content.
A challenge might be students miscounting or adding up the
numbers incorrectly. If this occurs, I will make sure to have that
student count again and go slowly. This way, the student gets a
chance to fix their mistake. I can also talk about how important it is
to make mistakes, because that is how we learn.

Anticipated student responses:

I will use their responses to guide instruction as I go
on with the lesson. If students seem to be confused, I can slow
down and spend more time on each slide. If students are bored, I
can try to challenge them more, and have them come up with their
 own problems or try to go beyond just adding 1, 2, or 3 trains. I
could even have students draw the trains on the screen to
increase motivation/engagement.

Making the content accessible to Before starting the lesson, I will make sure to check that all
all students: students can see the screen. This can be done by having students
Explain what you are doing to consider how give a thumbs up if they can clearly see the screen or a thumbs
to make the task and the work make sense
down if not. I usually make sure students can see my screen
and make it possible for different students
to get into the work. Identify particular before each lesson and each time I share. I will make sure to
students/groups of students and what you provide ample wait time for students both when they are thinking
are paying attention to in terms of access as through a problem and when sharing their ideas. I will provide
you plan the lesson.
opportunities for students to share their ideas other than just
speaking (using a whiteboard and marker, pen and paper, or
annotating on the screen). In regards to virtual learning, this lesson
plan/slideshow has been made with the idea that we would be
teaching it virtually. Therefore, there is a video for a timer, we
share our screen with the slideshow, and students can annotate on
the screen if desired. Both the students and I have been in the
virtual learning setting all year therefore are accustomed to this
environment.
Anticipating issues that could I plan to be intentional about calling on particular students, in order
arise that might serve to to refrain from reproducing patterns that tend to exclude or
reproduce patterns that marginalize students. For example, I will make sure we are also
marginalize some groups of calling on girls in our classes, and displaying their competence. I
students: do
Identify things you are doing specifically in not want to reproduce the stereotype that girls are not as good as
this lesson to counter particular patterns
boys at math/science. I want to make sure to call on all students,
that are prone to marginalizing with respect
to particular groups of students. not just students who we know are very strong in mathematics.
Even if students miscount the number of trains to add, I want to
make sure they have space to explain their thinking. Many
students figure it out while talking and realize their mistake, and
they also can display mathematical competence while having a
different answer

Considering how you might One specific student comes to mind who my mentor teacher has
deliberately position particular placed in the “needs more support” math group, and I want to
students or make explicit highlight her competence in this discussion. I want her as well as
particular kinds of competence the other students see her as competent! Overall, I do want all
to broaden the children’s ideas the students to see every single one of themselves and each other
about who and what is “smart” as competent. However, our society has certain prejudices,
in mathematics: racism, sexism, other isms, in place that I must pay critical
Identify particular students whose attention to and push back against these with intent and passion in
competence and contributions you will be
all that I do.
seeking to highlight, as well as reminders to
yourself about the kinds of mathematical
competence you will be seeking to highlight. Another specific student I want to highlight was previously
How are you thinking about identities and mentioned above, who does not usually participate at all during
status as you think about this?
our class. This student has his camera on, and sometimes will
laugh or smile when my mentor teacher or I say something or
read something that makes the students giggle. This student also
does their seesaw jobs and I notice that they do particularly well
on these activities. I attended a meeting with this student and their
mom, and she expressed concern that this student is super shy
and that it is interfering with their growth and development. For
 these reasons, I want to highlight this students competence and
hopefully allow them to take more risks. I will ask them to give me
thumbs up or down to see if they agree with where the trains
should go if they are uncomfortable sharing out.

Considering how you will attend I have been able to build strong relationships with my students,
to your developing relationships even despite this virtual setting. This was something I was worried
with each of your students: about in the beginning of the year, because I recognize that I
Reflect on your evolving relationships with cannot have a successful, supportive, and loving classroom
different children and identify children or
without building relationships with each and every student. Since I
ways of relating that you want to be looking
out for during the discussion. How are you have been able to talk with each student in my class, they seem to
thinking about identities and status as you feel a sense of comfort and excitement when I am in class. When
think about this? we do breakout rooms, many of the students ask my mentor
teacher if they can go with me to the breakout room, which makes
me really happy! Because of these relationships I have been able
to build, I want to be sure I am reaching each and every student
and that all of them get a chance to share their ideas and let their
voice be heard. As a white woman, I have privilege that I must
recognize. I want to make sure I am calling on all the students, not
just the boys, girls, or white students. I also want to ensure I am
calling on students of all different “levels” and “understandings” of
mathematics. In order to do so, I will have a class list printed out
next to me and make some tallies of who is participating and who I
am eliciting to one another.

Instructional Sequence
Materials: ● 5.11 Growing Train Slideshow

● Whiteboard and marker and/or paper and pencil/pen

Time Main Steps Describing What the Teacher Notes and

components and Students Will Do: Reminders
Communicate HOW, not just WHAT, you plan on (including
teaching, and provide enough specificity that someone management
else could teach from your plan. This includes scripting considerations)
the key questions you plan to ask.
4 min Set-up Today we are going to be playing the growing train Depending on
game! Before we start, we are going to go over our classroom routines,
agenda and I can statements! you might direct
students to use a
Go over lesson agenda and I can statements with the hand signal to
students. show that they
have solved the
problem (e.g.,
thumb to chest).
Check for understanding
Connect back to lesson from yesterday, and ask
students to recall the addition symbol as well as equal
symbol from last week’s lesson.

Remember we talked about the addition symbol

yesterday? Can anyone remind us what it means?

Go over definitions of addition symbol and equal

symbol. Remember to emphasize that addition symbol
means to add, join, combine, and put together!

All of these words can be used to describe the addition

symbol.

Great job! We will be using our addition skills during the

game today!

Pose the problem

Now we are ready to play the game!
1 min Launching of Collect answers Remember to
the Discussion Remember, do not write on the screen unless I ask you make use of wait
to do so. This makes sure that everyone gets a chance time.
to write on the screen, and we can all read the screen
clearly without any distractions. This is more setting
up for the
I am going to model the first two rolls. For this game on orchestrating of the
the slides, we will only go to 10. On Mcgraw and Hill, discussion.
you will go all the way up to 20!

Mentor teacher suggested using document camera so

we can include all the way up to 20. This was my plan
at first, but after talking we decided that following along
the slides would be easier and we could challenge
students and have them write number sentences.

So I rolled a ___. This means I add ___ to my train.

Since I start at 0, what number will my trains be at?

Great job! Now we roll again to ADD more train! This

time we rolled at ___. This means I add ___ to my train.
How many trains do I have all together now? What
numbers did we combine together?
 Awesome job adding. Now it is your turn to add more
train carts and see what we roll!
9 min Orchestration Go through and keep slides and ask students to add in Make sure that all
of the number sentence. students can see
Discussion: the recordings that
Collecting Ask questions like: you make on the
Approaches ● What numbers did we combine? virtual board, or
● What numbers did we put together? piece of paper you
● What numbers did we add together? are displaying. The
● How many carts do we have now? recordings should
● How close to 10 are we? remain visible
● Can someone write a number sentence to throughout the
describe what we just added? discussion.

May need to make some comments about what other

students should be doing as a classmate shares their
thinking:
● As _____ is explaining their thinking, try to see
if you know what they did. I may ask you to
explain how they thought about it.

Remember, we keep playing until we get to 10!

1 min Conclusion Great job playing the growing train game!! We made it
all the way to 20 by adding numbers together over and
over. Today you will play again on McGraw and Hill, and
also on your SeeSaw assignment.

Share screen and show SeeSaw assignment.

Developing Your Practice

Learning goal for self: State One goal that I have to work on is ensuring that I am positioning
at least one learning goal that children as competent no matter who the child is and if they get the
you have for yourself, with technical answer correct or not. I want all students to have the
regard to your teaching. In other opportunity to share their thinking and display each and every child
words, what are you working on as competent at math. Sometimes, only students who get the
to improve your teaching “correct” answer are spotlighted during math and displayed as
practice? competent, but there are many other ways to display competence in
math: through their explanations, thinking, and strategies, I plan to
display all students in my class as competent.