Felicia K. Pittman



Lesson ContentWhat Standards (national or state) relate to this lesson?(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.).5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects..2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.NBT.1 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).Essential Understanding(What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?) At the completion of this lesson, students will be able to understand how to decompose teen umbers. The student will be able to begin to understand that they do not need to focus on the ten in the teen number and understand that they can focus on the ones place to identify the number with fluidity.Objectives- What are you teaching?(Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)." Note: Degree of mastery does not need to be a percentage.)C. Given a teen number A. the students B. will be able to compose numbers 11-20 from 10 and some ones D. with fluidity.C. Given a teen number A. the students B. will be able to represent and write teen numbers D. using various math strategies (i.e. ten frames, linking cubes, number bonds, and the say ten way).RationaleAddress the following questions:Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this way?Why is it important for students to learn this concept?This objective is being taught in order to meet the district pacing chart for the Pasco county kindergarten standards. As students near the completion of the year and prepare to enter the first grade, the students must be able to identify, decompose, and compose teen numbers.In a larger plan, this is the seventh of a thirty-day module that focuses on teen numbers. This is the second lesson on module B, which introduces students to the various ways that we can display teen numbers.I am teaching the lesson this way because the use of the die will help students become familiarity the various digits that can determine a teen number. The use of the die also allows students to focus on the ones place in the number which will help them when completing Eureka Math statement such as “a (teen number) is a 10 and ______”.In order for students to progress in their counting abilities and problem-solving strategies they must be familiar with teen numbers, how to compose and decompose them, and the strategies that they can use to help identify them along with any other number.Evaluation Plan- How will you know students have mastered your objectives?Address the following: What formative evidence will you use to document student learning during this lesson?What summative evidence will you collect, either during this lesson or in upcoming lessons?I will know that students have mastered the objective based on the responses to their worksheet.Formatively, I will take notes on which students needed additional help and support in order to complete their assignment and how many teacher prompts/scaffolding techniques are needed. I will then use that data to determine if the students are struggling with the concept or rather was it the directions that I provided. I also will the curriculum provided exit ticket to determine the students understanding. However, rather than use the exit ticket at the completion of the lesson, the exit slip will be used the following morning as morning work in order to determine which students have truly grasped the concepts and skills that I was trying to establish and provide.Summatively, the students will be assessed on this concept in module B in about 2 weeks. The mid module assessment will contain the composition of teen numbers 11-20 as discussed in the module in addition to identify teen numbers as mentioned in module A and applying teen numbers in module C. The questions on mid module assessment will be broken up into each section in the module (A, B, and C) and I will then be able to determine which students struggled with this portion of the module and the objective after it has been taught more in depth.What Content Knowledge is necessary for a teacher to teach this material?In order to teach this concept effectively, the teacher must be familiar with the various strategies that can be used to help students easily identify and compose a teen number. A teacher too must be familiar with the correct terms that should be used when using the math curriculum as far as using the say ten way. For example, whether to say that “13 is a 10 and 3” or “13 is 10, 3”.What background knowledge is necessary for a student to successfully meet these objectives? How will you ensure students’ have this previous knowledge? Who are your learners? What do you know about them?What do you know about their readiness for this content? Students should have a background knowledge of the numerous strategies/visual representations that can be used to show numbers such as number bonds, linking cubes, ten frames, and number sentences.In order to ensure that students have previous knowledge of the such strategies and visual representations, the Jack Hartmann videos will serve as a review helping to formularize the students with the strategies.My learners are kindergarten students who have demonstrated various strengths and weakness with the Eureka math curriculum. Of the 19 students, 12 appear to be on or above level with the remaining 7 displaying difficulty with numbers 11-20.Students have been exposed to teen numbers and the numerous strategies that we can use to help identify them for 6 days prior to the teaching of the lesson. While teen numbers may be a new concept for many, students have been exposed to the various strategies that we use to compose them throughout the year (i.e. linking cubes, ten frames, etc.)What misconceptions might students have about this content?Throughout the module, students have displayed misunderstanding with the names of the teen numbers and likely this will be observed during this lesson. Some students have identified the teen numbers by the names of the number reversal. For example, calling the number 12 “twenty-one” or calling the number 17 “seventy-one”. Another misconception that students may experience during the lesson is confusion between the numbers twelve and twenty. Students such as L.H., T.M., L.F., A.B., N.O., and B.K. have each been writing the number twelve for pictures and representations of twenty throughout the module.I believe that this two common misconceptions will continue throughout this lesson as it will be the seventh in the module and the visual representation of teen numbers is still new for some students.Lesson Implementation Teaching Methods(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)Technology useTeacher modelingClass discussionBoard workStep-by-Step Plan(What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.)Where applicable, be sure to address the following:What Higher Order Thinking (H.O.T.) questions will you ask?How will materials be distributed?Who will work together in groups and how will you determine the grouping?How will students transition between activities?What will you as the teacher do?What will the students do?What student data will be collected during each phase?What are other adults in the room doing? How are they supporting students’ learning?What model of co-teaching are you using?Time Who is responsible (Teacher or Students)?Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).Following IRLA, begin to play math videos:Numbers in the Teens (Have a Group of 10)- [a place value song for kids] Harry Kindergarten Music I Can Say My Number Pairs 10 | Math Song for Kids | Number Bonds | Jack HartmannIt's a Count by 5 Fitness Fiesta | Count by 5 | Jack Hartmann While videos are playing, dismiss students by table color for water and bathroom breaks.Once videos are complete prompt students to meet on the carpet for the math fluency activity:T:?(Show 12.)? Say the number the regular way.S:???? 12.T:???(Separate the cards.)? Say 12 the Say Ten way.S:???? Ten 2.Continue with the following possible sequence:? 13, 14, 19, 11, 10, 15, 17, 16, 18. ?Note that 10 should be read "ten" and not "ten 0."At the completion of the fluency activity, ask that students return to their seats to and grab their pencil, eraser, and notebook.As students return to the carpet, pass out story problem worksheet and read the story 3-4 times.Give 2-3 minutes for students to complete the set and monitor for student answers.Select 3 students to come to the board and allow one to draw the picture, one to draw the bond, and one to write the number sentence.Then, once each student has completed sharing on the board, discuss the elements that students should have written their number line.Ask students “Does your paper look like mine?” prompting students who may have not finished o correct their mistakes.As students continue to make revisions and complete their story problem worksheet, ask that they turn their paper over and listen to instructions.Show students the “Speedy Tens Recording sheet”. Explain that students will be identify teen numbers today using a dice. Model how students will use the die to complete the worksheet:display teacher example.Roll the dice and have one student from the front row read the number on the top of the dice. For example, three*Begin by filling in the teacher module page using the number three. “If I rolled a three, how many dots do I need to color in on my second frame?” S: 3T: Three, yes. (Draw 3 dots accordingly) Who can tell me how many dots there are all together in both ten frames without having to count each dot one-by-one?S: 13T: How do you know?S: (various responses are likely)T: (complete the number sentence: One ten and _____ ones. My number is ______)After the model, explain to students that they should practice rolling the die and completing the sheet with different one’s values.Explain that if you were to roll again and landed on three* once again that you would need to roll and additional time because you already used three* for your worksheet.Dismiss students by rows back to their seats.Pass out worksheets by tables. Prompt students to write their names by using the chant: The first thing I do is always the same. I take out my pencil, and I write my time.Circulate as students work independently.What will you do if……a student struggles with the content?If students working below grade level have difficulties with the Concept development, I will pair them with a above grade level partner or put them in a small group to solve the problem. Form a small group, and assign “jobs” so students hold each other accountable What will you do if……a student masters the content quickly?If a student masters the content quickly I will ask that’s students write a number addition and subtraction sentence for each ten frame. Once that is complete I will then ask that they take out their notebooks and write a number bond for each problem as well.Meeting your students’ needs as people and as learnersIf applicable, how does this lesson connect to the interests and cultural backgrounds of your students?This lesson helps prepare students with the foundational requirements that they need in order to begin first grade. As the year comes to a close, we have been stressing the behaviors and expectations of first graders. Therefore, by stressing that students need to know this concept in order to be “first grade ready” they are likely to be engaged and eager to learn.If applicable, how does this lesson connect to/reflect the local community?This lesson reflects to the local community and everyday lives of students as they see their parents use currency. Because of this lesson student may make connections to the total that parent may spend at the store. For example, if a student went shopping with a family member and the total balance was $17, the student would know that their parent may pay the balance with a ten-dollar bill and seven ones.How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)? For students who need additional enrichment for the activity, once the lesson extension is complete I will ask them the following H.O.T. question:“Think about the all the teen numbers and their one’s place value. Think about the numbers on the die. What teen numbers cannot be found using the ones place value as represented from the die?”How will you differentiate instruction for students who need additional language support?Scaffold the lesson for English language learners by introducing the terms total and part. Use pictures of other visual aids of a total and a part. Post the words with the visual on the word wall so that students can continuously refer to them. Accommodations (If needed)(What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.)N.O., J.C., J.B., R.M. A.L., L.F., and T.M. appear to be struggling with the concept and likely these students will need additional support to complete the assignment. The support that will likely be needed will include additional scaffolding or modeling of 1-2 problems.Materials(What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)19 dicesSpeedy Tens recording sheet (20 copies)PencilsDocument cameraProjectorInternet accessStory problem sheet (20 copies)Pre- Observation Reflection: Designing Lessons to Meet Student Learning NeedsPlease answer one question in each category (i.e.: Learning objectives and goals) below for a total of 5 questions. Use complete sentences and attend to writing mechanics. Include this sheet as the cover page for your formal lesson plan. Learning Objectives and GoalsHow do you plan to communicate the learning objectives to students? Be specific include teacher talk and exact language you might use. In order to teach the learning objectives associated with the lesson, I plan simply to state the objective at the start of the fluency activity and then further explain how we will accomplished lesson at the start of the worksheet. I will begin by asking the class “Who can tell me what we have been learning in math since returning from break?”, I may allow for a turn and talk opportunity in order to allow students the chance to share the ways that we can represent teen numbers. Then, I will introduce the worksheet and state how it will be completed by leading on example. Throughout the student work time, I will remind students of the learning objectives when they appear to be struggling and refer back to the example that provided.Using Data (choose one)What sources of student data did you use to determine student performance levels? What did you learn from this data?Since returning from the break, I have taken anecdotal notes and collected student work samples which demonstrate students’ performance levels and understanding of the concept thus far. From this data, I have concluded that N.O., J.C., J.B., R.M. A.L., L.F., and T.M. appear to be struggling with the concept and likely these students will need additional support to complete the assignment.Assessment (choose one)How do you plan to provide feedback to students? WhyIn order to provide feedback to provide feedback to students I plan to circulate the room as students complete their worksheet checking for errors and to provide scaffolding and enrichment activities as needed. Through doing this I can monitor individual student difficulties and plan which question should be aimed towards which students as the module moves on.Instruction (choose one)How will you know when it is time to move from one activity to the next? Our math block typically follows a set schedule which includes 2-3 math videos, a fluency activity, story problem concept development, and application set. Each of these components in the block tends to have an estimated time which is not set in stone. I will know when it is time to move on from each activity simply as I complete them. This portion of the math block should likely take 40 minutes with the remaining portion of the block consisting of the worksheet at which at that point in time Stacy will take the lead in the facilitation of the lesson.Observation FocusWhat specific areas would you like me to focus on for my observation (i.e.: questioning, teacher movement). It may help to think about a FEAP or instructional goalFor this observation, I’d like to ask that you focus on my teacher language. Is it kindergarten appropriate? Ho might I improve it? Etc. Additionally, are the enrichment activities that I am implementing in the classroom are appropriate or are they too easy? ................
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