Running head: VIDEO # 1: LESSON PLAN, VIDEO, AND ANALYSIS

Analysis of a Kindergarten Video Math Lesson

This is my reflective analysis of a lesson taught to a kindergarten class ranging in age
from five to six years old on writing addition
sentences for ten. As a prerequisite to the lesson the
student would have to have a basic knowledge of
counting. Further, they would need a basic
understanding of what it means to put two numbers
together.
Lesson Planning:
Reflecting on my planning and preparation for this addition lesson, I see that I was able
to follow the state standards to write a developmentally appropriate lesson for my kindergarten
students. Since I have worked with this group of students for seven weeks, when planning and
preparing for my lesson I was able to incorporate the knowledge of my students into plans on
how best to put together a hands on lesson plans that would keep my entire class focused on
learning. Further, with this knowledge I was able to tailor a lesson that all the students would be
able to participate in through differentiating the lesson to include adding numbers within five or
greater than ten. Also, differentiated instruction was shown by modeling for the children the
concept of working addition word problems. Additionally, interdisciplinary connection was
shown by integrating language art into the lesson with the book Three Black Dots.
The content and standards for the lesson were: CC.K.OA.4 For any number from 1 9,
find the number that makes ten (10) when added to the given number, e.g., by using objects or

Running head: VIDEO # 1: LESSON PLAN, VIDEO, AND ANALYSIS

drawings, and record the answer with a drawing or equation. The essential questions the
students were to understand consisted of:

How can you use a drawing, object, pictures, words, or numbers, to find the
number that makes a ten from a given number?

Does the number of addends change the sum? How do you know when your
answer makes sense?

Why is it important that I can build the number combinations for the number 5?
10?

Reflecting on the standards, prerequisites, and the essential questions, I recognized that
the instructional objective would be an essential factor to the lesson outcome. This been said,
my instructional objective was for the student to use drawings, objects, pictures, words, and or
numbers to find ten (10) from a given number and record the answer. My instructional
procedure included incorporating interdisciplinary connections in whole group with reading the
book Ten Black Dots. The students were to understand from reading various number
combinations that could be made from one ten. To further the students understanding of
addition I introduced technology using a Brain Pop Jr. video on adding numbers within ten. The
lesson was planned to provide hands on activities rich with activities in whole and small group to
foster the students learning potential.
Quality of Instructions:
The lesson objective was clearly stated initially with the introduction to the
lesson, reading Ten Black Dots. While reading the book and after the video I presented
several questions to the class while in whole group, (e.g., what can you do with ten black dots,

Running head: VIDEO # 1: LESSON PLAN, VIDEO, AND ANALYSIS

who writes the words, who draws the pictures, what does it mean to add, how many, do you want
to show us how you got your answer) so all the students would benefit
from the responses given by the students. The students were engaged
in the lesson through actively participating, hands on with an
interactive whiteboard to work addition problems. Further, while
interacting with the whiteboard the children understood they could use a variety of strategies to
arrive at their answer from using their fingers, mental math, cubes, a number line, and tallies. To
keep the students engaged while one student was at the board the other students worked the
problem on their individual whiteboard. The lesson was differentiated with the activities taking
place in the different centers in making numbers within five, ten, or over. This been said, I feel a
quality instructional objective was met because my goal was to create a warm inviting
environment where students felt comfortable in asking questions and participating in the lesson.
The video reflects this happened. The students were allowed to voluntarily take turns answering
questions. The shy students were asked if they wanted to work a problem without any pressure
to do so.
Classroom Management:
Even thou the students were active during the lesson, they were
still engaged. Every Friday the students have an opportunity to
participate in a treasure box activity based on the number of Dojo
points (15) they receive during the week for class participation,
their behavior, or just being caught doing something right. They
can also have points taken away for their behavior or not

Running head: VIDEO # 1: LESSON PLAN, VIDEO, AND ANALYSIS

participating as applicable. As to instructional routines to minimize interruptions, even thou

several children had to take a restroom break during the lesson, the interruptions that happened
took place seemingly for the other students. The children are familiar with their daily routine. A
schedule is posted on the class wall with a picture of the activity corresponding to the time and
description of the activity for the children to recognize, make the association, and understand
their daily routine.
Professionalism:
Reflecting on my presentation I realize I have areas of opportunities to work on regarding
my spoken language. I realize sometimes I have problems with pronouncing my words clearly.
Otherwise, I believe this portion of the lesson went well.
Feedback from my Corresponding Teacher:

Wonderful expression

Loved the way you got the students involved while you were reading, I really
think that helped keep them actively listening

Students really enjoyed the Brain pop movie and I like the way you incorporated
technology into the lesson. I found out that Brain pop also offers a quiz at the
end. Maybe that would also be a fun activity for another time.

I loved the way you had some students working on the promethean board while
the rest of your group worked the problems on the dry erase boards. This was a
creative way to keep all students actively involved and allowed you an
opportunity to observe and quickly assess if the students understood the material
presented.

Running head: VIDEO # 1: LESSON PLAN, VIDEO, AND ANALYSIS

Transitions were smooth. I liked the small group rotation per day. It allowed a
little more time to work in those groups. Just remember that they have a hard
time focusing during the end of the day so the more play like activities and
games you can incorporate, the better.

I was very pleased with your enthusiasm and activity level. The students seemed
to really respond. I think we had a lot of learning going on in the classroom
during this lesson.
I feel the lesson went well with all of Danielsons Framework for Teaching met. I

realize there are areas I can improve on such as finding creative ways to keep the children fully
engaged and with presenting the instructions clearly. For instance, I noticed with the give me
five, it needed to have been said with more authority to prompt the students to immediately settle
down. All in all, I feel it was a good lesson. I can see, as the school days go by the children are
growing in their learning as they begin to understand and respond to the lesson activities.