TPACK Template

Subject Mathematics

Grade Level Kindergarten

Learning Objective K.3 The student will

a) Count forward orally by ones from 0 to 100;

b) Count backward orally by ones when given any
number between 1 and 10;
c) Identify the number after, without counting, when
given any number between 0 and100 and identify the
number before, without counting, when given any
number between 1 and 10; and
Content

d) Count forward by tens to determine the total number

of objects to 100.

Activity
Students will already know how to count forward by ones from
0 to 100 by the time we get to the subtraction lesson.

1. I would count forwards to the class from 0 to 10 while

holding up my fingers.
2. I would then count backwards to the class from 10 to 0
while holding up my fingers so they could visually see
what I’m doing with my hands.
3. I would count backwards again but I would have them
show me on their hands this time.
4. I would then go into detail on how if I had six fingers up
and I needed to subtract (take away) two then I would
put two of my fingers down since they will be gone
(taken away). Now I’m left with four
5. I would pull up the “smart” website to pull up the
“subtraction stories” lesson
 Substitute will be provided link to presentation
(see technology section)
6. During the presentation, read through the problem and
explain the first two to the class.
 First slide:
 Read aloud the first slide “Four fish were
swimming away from school. A shark came
Pedagogy

along. She counted those fish”

 When counting “1, 2, 3, 4” use the tools on the
whiteboard to circle the fish as you count
  Continue reading: “She opened her mouth wide
and managed to eat two of them”
 Explain to the class that since the shark ate two
of them that means that we have to subtract
two since they are no longer there.
 Using the tools on the whiteboard, cross out
two of the fish.
 Continue reading: “How many were left?”
 Using the tools on the whiteboard, circle the
remaining fish in a different color to show those
are the only ones left since the other two are
crossed out because the shark ate them.
 Do what you did for the first slide again for the
second.
7. For the rest of the slides, read aloud the question and
see if any of the students want to come solve the
problem. Make sure they cross out the fish that are
being subtracted and they explain as they go. Once they
are done, go through the problem so the whole class
has it explained to them again for reiteration.
8. Split them up into two groups and have them play the
game.
 They can use their fingers to figure out the
answers, talk amongst their group members, or
they can draw it out themselves.
 Once someone in the group has the answer,
they will raise their hand, wait to be called on,
go to the board, and click their answer (once a
student has gone make sure other students in
the group answer the other questions)
 Whether it’s right or wrong the next group will
go and answer the same question (if it was
wrong) or move onto the next question (if it was
right)
 Before moving on, see if the students have any
questions and reiterate how they got the
answer correct (if they got the question wrong
wait until someone got it right to explain how
it’s the right answer)
 Technology Link to presentation: (to see changes I’ve made and to be able
to play the game have to login to SLS online)
https://content.smarttech.com/share/407b1b8d-872f-4dea-
9929-70d7aded8fb1
Technology

Student access link if parents want them to practice some

more at home: (students need to sign in to their account)
https://suite.smarttech.com/student/share/cd950540-a3cf-
45eb-a166-fc5527790ca9