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ASSIGNMENT 3: LESSON PLAN (15 POINTS)

(Type a 1-2 page double-spaced lesson plan that includes all the categories below)
YOUR NAME : Yesenia Hernandez SUBJECT: Math DATE: 10/27/16
Kindergarten

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning? The students are learning the difference between addition and subtract that will be represent to them using objects.

LIST OF MATERIALS:

 Objects (apple, or any object that they can use to solve the problem)
 Paper
 Pencil
 whiteboard

CONCEPT OR STANDARD TO BE TAUGHT: (i.e. number sense, geometry, measurement, pattern, mathematical reasoning)

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

1. Represent addition and subtraction with objects, fingers, mental images, drawings,2 sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.

FALL 2016: 340.01 1

PROCEDURE:

STEP 1: (Introduction): Begin by asking the students if they know what addition and subtraction is. Have students share their thoughts with the class. Give an example
of addition and subtraction by using objects. For instance, We can use apples, you can take 2 apples and ask the students how many apples there are and then when
they answer you can mention how many apples will I have if I take 3 more, and put the apples together and have the students count the apples with you. You can do
the same with subtraction., use the apples and select a couple of your students to help. For instance, you can use a problem like 3-2, and ask them if Julia has 3 apples
and she gives 2 apples to Denise, how many apples does Julia have? After explaining what addition and subtraction are, provide students with an object that they enjoy
using. You can use the same object you used to give an examples which are apples or even Cheerios for example. Do a few problems and have the students do it with
you. This will help students have an understanding of addition and subtraction.

STEP 2: (Activity):

After introducing addition and subtraction get students go back to their desk. Once they are all seated and paying attention mention to them that it is their turn to come
up with a few problems on their own, and they will be able use the objects you provide them with to help them solve their problem. After a few minutes have students
share their problems with a few of their classmates. Then after have them go back to circle time and ask students to come up and share their problems and explain how
they solved them. This will give students who did not have a chance to see or hear that particular students’ problem see it. After the children present have them share
their thought about the activity. For instance, ask them questions about what they liked, what they learned, etc.

STEP 3: (Assessment. How do you know they learned? What did you see that showed a young student’s learning?)

I would know that my students learned because when students shared their problems they where able to explain how and what they used to come up with the
problems. They were able to answer questions that students ask. Yet more importantly if the students look engage that will give you an idea if they are learning or not.

FALL 2016: 340.01 2

LIST FOUR OPEN-ENDED QUESTIONS THAT YOU WOULD ASK WHILE THEY ARE WORKING THAT WOULD DEEPEN THEIR
UNDERSTANDING.