Basic Productivity Tools (BPT)

Lesson Idea Name: How Many?

Content Area: Mathematics
Grade Level(s): Kindergarten
Content Standard Addressed:
MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

Technology Standard Addressed:

3- Knowledge constructor

Selected Technology Tool:

PowerPoint
URL(s) to support the lesson (if applicable):
https://www.office.com/launch/powerpoint?auth=2
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

This lesson will be done in small groups in order to keep the material at a comprehensible level for all
students. Gifted students will have higher numbers or objects won’t be organized on the screen and students
still needing extra supports will have lower numbers and organized objects. In order to ensure struggling
students are taking part in productive struggle, there will be one or two difficult slides in order to promote
critical thinking but having something they are comfortable with still present, this is to ensure the activity is
appropriate and prevent students from giving up. Further, students will have the options to use manipulatives
of their choosing such as base ten blocks or snap cubes, this will support hands on students. The presentation
relies on colors and visual aids as well as going along with an audio.

Lesson idea implementation:

This will be a quick lesson that will occur before the main counting lesson and after the counting lesson to
assess how the students feel about counting after taking in new information. To introduce this lesson, the
teacher will ask students if they know how to count and follow this up with why it is important to know how
to count. This will be to hook students. From here the teacher will call together small groups where she shows
the PowerPoint. The presentation will have a question posed such as “How many dogs do you see?” they will
have a couple seconds to count on their own, the PowerPoint will then count out the objects on the screen,
the next slide will then play where the total numbers of objects displayed on the previous screen. The
presentation will not be presented in numerical order to prevent the students from guessing.
During this lesson, students will be expected to count in their heads before or during the narration.
Students will have the option to count on their fingers or with a manipulative. After this PowerPoint is
 Basic Productivity Tools (BPT)
presented, students will return to their tables in which they have a pile of small objects (like erasers, pencils,
paper clips, etc.) and a white board at their spot. Students will have some time to count and write down how
many objects there are in total. Once the teacher has gone around and made sure all students have the
correct answer, they will rotate one seat over and count a different pile. This will repeat until they end up
back at their original seat.
Reflective Practice:
I will be able to use PowerPoint as my technology tool to help me determine if this lesson was effective.
Students will have to be engaged for this lesson to work and I can make the presentation longer and ask
individual students to answer when I need to clarify their level of understanding. The presentation can also be
edited as students learn such as using higher numbers or taking away visual representations of numbers.