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Brittney Vargas

Lesson Title: Wheel of Review Grade: Kindergarten

Learning Target: Students will be able to show their knowledge of mathematics by answering review
questions presented to them.

Grade Level Guide: Content Standards: Ohio, Kindergarten, Mathematics

Content Curriculum Focal Points Common Core State Interdisciplinary Connections


NCTM Standards
This lesson will create an K.CC.1 Count to 100 by Though writing numbers is a math
environment for students to show ones and by tens. standard This lesson also connects
their skill in mathematics in a K.CC.3 Write numbers from language arts by using simple word
fun and creative way. Students 0 to 20. Represent a number problems and the writing portion of
will be able to practice their of objects with a written the game. Also all questions will be
skills to attain mathematic numeral 0-20 (with 0 written out so that they will be able
fluency. resenting a count of no to see the question being read out.
objects).
K.CC.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.

Academic Language: More than, Less than, Numbers. This game is meant to be a review activity that
assesses student’s previous knowledge.

Students’ Needs: This lesson requires students to use their prior knowledge of the mathematic skills
they have been taught throughout the school year. Students will be able to put their writing, identifying,
basic adding, and representing skills to work. In this game students will be engaged in directed play. In
this lesson I hope to see students intensely absorbed, persisting in their play, concentrating on the task
for a time, and to ask questions, make guesses and to discuss with peers. I would hope that if a student is
unsure of their answer that they would collaborate with peers and work together for the correct answer.
In using a game with rules student will develop their cognitive skills including turn taking, social skills,
language and listening skills, in addition to developing an understanding of cooperation and working
together. Piaget believed that play is meaningful and relevant and can be a rich source for learning. Also
Vygotsky theorized that learning is social and interactive in nature. By having students engage in a game
with social interactions this lesson is developing student’s cognitive and social skills.

Universal Design for Learning (UDL) This lesson is easily adaptable for students with
exceptionalities. Below are some ways that this lesson can be adapted.
English Language Learners Exceptional Needs

For ELL students having the Since each person participating in


questions written and verbally the game has individual turns, this
spoken would help. means that the teacher would be able
For some of the questions there are to guide the student as much as
visuals that would be easier for these necessary for students who may not
students to come to the answer. have a firm grasp on the material.
The questions could be projected so
that they appear larger and are easier
to see.
For gifted students the teacher could
ask the student to take the question a
step further for the students who are
able to.

Materials:
Student Needs- Students will not need anything for this lesson other than their prior knowledge.
Teacher Needs- For the lesson the teacher will need the game wheel, notecards with the questions
divided in the separate categories, a whiteboard or paper, a marker or pencil, cups and pom-poms or a
paper for scorekeeping. The teacher will have all of this prepared before the lesson so that all that is
needed to do in the classroom is lay out the materials.

Language Function: The phrasing of the questions presented will give students the opportunity to show
that they do know the mathematic language they have been taught. Their answers to the questions will
demonstrate their knowledge of the academic language.

Before: To introduce this lesson the teacher will ask the students what they have learned so far in math.
The students will give the different skills they have acquired. Then the teacher will explain that the class
will be playing a game that involves math explaining how to play and what the rules of the game are.

During: Students will be expected to spin the wheel on their own, and answer the questions posed to
them as independently as possible. Each student will be accountable by means of individual, not group
turns. Each child when answering the question will have the Teacher’s full attention when it is their
turn. When it is not their turn students will be expected to answer questions on their own without
shouting out the answer.

After: This game itself is a formative assessment. It allows students to practice using their prior
knowledge. Since they are telling the teacher the answer to the question, he or she is able to assess their
ability. This lesson would be used to review before the summative assessment for the year, or state
testing that students would have to take.

Assessment:
Type of Description of Modifications Evaluation Criteria
assessment assessment
Informal By answering the Because of the variety There will be score keeping and
Formative questions asked of them of questions that there for every correct answer the
Assessment students will be directly are answering them student gets they will get a point.
telling, writing or does not need much If the student does not answer
representing their modification. If a correctly, the answer will be
answers to the teacher. student has trouble explained and student will be
When it is not that reading a question, it asked if they understand the
student’s turn they will could be read out to correct answer and why their
be thinking of the them. If the student answer was incorrect.
answer, once it has been requires extra time
answered they will give then the activity
a thumbs up or down to allows for that as well.
say whether they
thought of the correct
answer.

Resources:

Isenberg, J.P., & Jalongo, M.R. (2005). Creative thinking and arts based learning: Preschool through
fourth grade. Pearson Education.

National Council of Teachers of Mathematics


https://www.nctm.org/