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EDUC 2220- Educational Technology Lesson Plan Template

Number Learning
Megan Yerian
Kindergarten Math

Common Core Standards:

List the standards your lesson will address It is fine to copy and paste the standards.

See http://ims.ode.state.oh.us/ODE/IMS/ACS/

or http://www.ohiorc.org/

or http://education.ohio.gov/Topics/Academic-Content-Standards/New-Learning-Standards

for standards related to your area/grade level.

If you are planning a lesson for students Pre-K and younger, use the Ohio Early Learning Standards here:
http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards

Lesson Summary:

This lesson plan will be about learning numbers and understanding the spelling of number. The children will
learn about number matching, the children will also being learning about number word problems. The
teacher will provide candy as an option to help the children learn number quantity

Estimated Duration:

The teacher will take 10-15 minutes every day to do an introduction about each lesson the children will learn
about that day. After the teacher is done with her introduction the teacher will explain the students that they
will take about 25-30 minutes to work on problem that the teacher has given them. Once the students are
done the teacher will take the remaining 20-25 minutes to go over the problem as a class.

Commentary: Each day the teacher will take a brief introduction explaining what they will be learning
about today. For A challenge I believe would be the children working on problem that they may not be
familiar with. I say this because some children may not have ever been in a head start, or childcare
setting. Some children have been in a childcare setting or head start. With children being in a early head
start or pre-k setting, have had some learning about math not much but at least a introduction. Getting
the children to want to be involved in the lesson would be using rewards, candy while working with math
problems.

Instructional Procedures: (This will be one of the most detailed sections of this assignment).

Describe the instructional steps that will be taken to implement the lesson. For each section of the lesson,
document how much time it will take and what students are expected to do. Make sure to cite your uses of
technology as often as possible.

Please take the time to provide a clear narrative as to how the lesson will unfold.

Day 1:
For the first part of class about 10 minute we will go over this week lesson plan. The teacher will explain to
the children what we will be learning about. We are learning about numbers, word numbers, we will be
matching, math word problems as well as identifying and spelling number. First 10 minutes: Introductory
activity-
The students will be working on learning numbers and there spelling. This will be the introduction to helping
the children understand about numbers. The students will work on this for about 30 minutes on their own.
After the students do their 30 minutes is up the teacher will take the remaining 20 minutes discussing what
they learned about today.

Day 2: Today the teacher will take about 10-15 minutes explaining addition and subtraction using math
word problems and using candy. The teacher will then explain to the children that after discussing the
teacher will explain to the children that they will take 25-30 minutes to practice on their own.
The students will work in groups when working on addition and subtraction words problems. The students
will be split of into a groups of two. Each group will have 5 words problems to work on together.
Once the students have completed all five word problems they teacher will take the remaining 30-35 minutes
to go over the math problems.

Day 3: Today the teacher will be introducing math problem. What does math problem mean to you? The
teacher will take about 15 minutes for the children going over math problems and what they are. The teacher
will show the children how to solve the problem on the board.
The students will come up one by one to the smart board. There will be a math problem on the board when
the student comes up. The teacher will help the child if needed, but the teacher will encourage the children to
solve the math problem on their own. Each student will have a couple minutes to solve the problem. We will
do this for about 15 -20 minutes.

Once all the student have had a turn or the 15-20 minutes are up the teacher will go over the math problems
and show the children how to do them and correctly.

Day 4: Today the teacher will discuss identify spelling of numbers. This will help the children know what
the numbers are when they are in a spelling form. The teacher will show the children how to identify the
numbers in number form and written form. The teacher will take about 10-15 minutes to explain to the
children how to identify the numbers.
The student will take about 20 minutes working on a worksheet they give different various from numbers
and number written in a word form.

Once the students have completed their worksheet, the teacher will go over the worksheet explain how to the
in and out of the worksheet. This will take the rest of the class.

Day 5: This will be that day the children take the exam. The teacher will do a pre-study before the exam.
That will take about 20-30 minutes. Then the remaining time will be given to the children for the exam.

Pre-Assessment:
The pre-assessment will tell me what the children already know and need more help on learning. This will
not be grade. But this gives me an idea where children on coming from. Some children might have been in
pre-k or head start, some may just come to kindergarten and be their first time in school.
Tell me what you will do to determine what your students already know about the information being taught
in the lesson. This pre-assessment is just a test seeing where children are at, where I might need to work
more with and be taught. I know haft this lesson the children will have an exam. The exam will be a pass/fail
it will not be graded. I want to see how much the children learn and learn their strength and weakness.

Scoring Guidelines:
This pre-assessment will just be like a teacher checklist, this is my way of getting the feel of the
children. Learning what they know, where they may need the most help. Quiz will be grade by how
many they got right. The teacher will do observation on the children. Each children will have a their
own folder.

Post-Assessment:
After the lesson the student will take a exam. This exam will cover spelling, counting, matching, number fill
in. Each question will be either one or two points.
 Scoring Guidelines:
I believe for this one I feel like it I might put the exam as a pass/pass/failure. I say this because I want
to see what children have learned, seeing where the children are at. From here on out quizzes and
exam will start being graded. I am doing this seeing where children on. Wanting to know what they
already know. Grading will be done by showing work, I want to see that students have tried. If it just
showed work that not evern related to the problem the question will be marked wrong. If the question
is wrong but they showed work that is related to the problem they will get like half a point. It be they
same with projects and posters. I want to be able to see the work. If they problem is wrong I want to
see where the children made the mistake at and see where we can fix it. Exam will be the same I am
not sure what to do with exam yet. I want to do it the same as other grading but im not sure if that
allowed

Differentiated Instructional Support

I know some school have a special need teacher that can come to the class or student or taken to the class for
more one on one help. I am not sure how else to describe it. I know some teachers can have an assistant that
walks around the classroom to help. I just remember I would go to a class for help for being ADHD,
sometimes they would let us use a book depending. The teacher could do tutoring talking to the parents.
Communicating with them about helping their child showing support. Working with a consoler to help the
children who have a special need.

Extension
Birth Through Kindergarten Entry - Learning and Development Standards | Ohio Department of Education
This site shows learning developments from infant to pre-kindergarten. These standards are showing ages
developments that can give any idea where children might be out and should be learning.

Homework Options and Home Connections

The students will have homework every day. The homework that will be supplied will include numbers
picture of multiply picture like dogs, trees, ect. The children will haft to count how many dogs do you see.
Count the number of dogs, then circle the number that match and write the number. There will consist of
number matching, spelling. The children also can play leapfrog and ABC Mouse. These website also
provide multiply learning opportunity for not just math, but spelling, reading.

Interdisciplinary Connections
I believe learning number you also have the involved in learning math. Learning about the numbers, how to
write the numbers, as well as spelling them, like “1= one, 2= two ect. Learning you numbers and understand
them is the first step in learning.
Materials and Resources:

For teachers 1. Laptop.

2. Math book
3. Pictures.
The teacher will gather the materials they need. The teacher will hold of the
picture or show them on the laptop first. The teacher will then have the children
match what they see on the laptop to the picture.

For students The children will be given a laptop as well pencil and paper. This will help the children
understand their math.

Key Vocabulary
Numbers one through ten will need to be defined. The teacher will have a quiz that has to do with numbers
to have the children understand.
Additional Notes

Any additional information about your lesson- or notes for me- go here!