VIU Lesson Plan Template: Year 5

Name Karina King Lesson # 1

Topic Math- Candy Hearts, patterns, counting and graphing Date of Lesson Feb 7th

Time of Lesson
Time Allotted
Grades k/1

Rationale: How is this lesson relevant to these learners? Why it is important?

This lesson will help solidify skills that the kids have previously worked on. Patterns, counting, and sorting.

BC Curriculum Connections: Which Big Ideas (Understand), Core and Curricular Competencies (Do), Content Standards (Know)
does this lesson develop?
Big Ideas - Repeating elements in patterns can be identified.
Understand

What will - Concrete graphs help us to compare and interpret data and show one to one correspondence
students
understand?

Core Competency - Thinking

What will - Communication
Do

students do?
Curricular - Develop, demonstrate, and apply understanding through play, inquiry and problem solving
Competencies
Content Standards - Number concepts to 10 and 20
What will - Repeating patterns with multiple elements and attributes
Know

students - Concrete graphs

know?

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First Peoples Principles of Learning or Quw’utsun Teachings: Which teachings are reinforced in this lesson?
Learning involves patience and time.

Who are the students in the class?

Specific Learning Intentions: (student-friendly language)
INTENSIVE: What supports do specific students require? (Students who require 1-1 or lengthy support)
Intensive Instruction:
- One student will need one to one support to finish this activity, teacher will have to sit with his
student and ensure that they are staying on track.

TARGETED: What supports do specific groups of students require? (Students who require learning, self-
Targeted Instruction: management or enrichment support)
- As I am walking around the room, I will touch base with students who may need a remainder about
what we are doing for the activity.
- I will have to remind kids that this is a quiet activity, so other friends can concentrate on the activity.
- I will hand a fidget to a few students who need to have something to play with while they are
thinking so they aren’t tempted to talk to their neighbours

Universal Instruction: UNIVERSAL: What do I intend for all students to learn in this lesson?
Once instructions have been completed check for students understanding. If some kids do not
understand what is happening, go and talk to them individually once everyone else has started.

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Prior Learning: access prior knowledge Students have worked on all these skills in the past, this is just solidifying these skills in a fun way.
What previous learnings do students need to
know for success in this lesson?
How does this lesson extend prior learnings?
Evidence of Learning: Students will complete the fun tasks, and if there is time share their results with the class.
How will students demonstrate their learning?

products

conversations observations

How will I record this learning?

Criteria: Students will know that they have been successful when they have completed the tasks, and have a
better understanding of the concepts and skills.
What criteria guide students to know how to be
successful in this lesson?
(What evidence will I expect to see?)

What resources, materials, and preparation is required for this lesson?

Resources: Three candy heart hand outs
- https://www.teacherspayteachers.com/Product/Valentines-Day-Conversation-Heart-Math-Fun-FREE-193495
Materials: candy hearts, pencils, and crayons
Preparation: Have the candy hearts divided up, and have all papers required copied out for each kid to have one.

Organizational/Management Strategies: What special considerations are needed for this lesson? How will I
organize the learners, groupings, activities, transitions, and materials to anticipate a smooth lesson?
Working at table groups
Use the overhead to work with the kids so they will have a better understanding on the concepts.

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Connect: Teacher will… Students will… Pacing
Share learning Today we will be working with candy “I can make patterns, sort, and count
intention
(hook)
hearts the solidify some key concepts candy hearts”

Process: - Teacher will give kids their baggies with heart candies - Show respectful listening and showing ready at their
Activities to extend in them tables. Kids are encouraged to ask questions when
understanding - Start out by giving them one candy that they can have they come up.
right now and let them know that if they wait and
don’t eat anymore, you have a surprise at the end.
- Make sure all kids have their sheets, and pencils for
these fun interactive tasks
- Have your own set of sheets, go through each task
with he kids, do the example with them, and let them
go a head and do their own, and then move onto the
next sheet.
- Encourage kids to work together and ask questions!
Check Understanding!

Transform: - Make sure teacher is walking around while the kids are
working on their tasks. Check in with the kids who
Application of
maybe are struggling or needing more assistance then
learning, personal others.
and ‘real life’
applications.

Closure: - Kids will be allowed to have their candy hearts IF they

Solidify and deepen have shown good listening and respect throughout the
the learning lesson.
 Connect back to
the learning
intention.
 Connect to next
learning.

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Reflection: What was successful in this lesson? If taught again, what would I change to make this lesson even more successful and
inclusive for diverse and exceptional students? Consider: how do I feel about this lesson as well as suggestions from
students/peers/sponsor and supervisor.
What worked?

What didn’t work, and why?

What are my next steps?

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