PLANNING FOR TECHNOLOGY

Name: Emely Gonzalez-Avila

Date: 12/15/2023
Grade Level: Kinder
Subject Area: Math

Directions: Work with your Cooperating Teacher to complete the Class Profile.

Class Profile

Grade Level: Kinder

Age Ranges of Students: 5-6

Number of Students 23
● Male: 15

● Female: 8

● Other:

Number of Students’ Ethnic Distribution

● Hispanic or Latino: 15

● American Indian or Alaska Native:

● Asian: 3

● Black or African American: 4

● Native Hawaiian or Other Pacific Islander:

● White:

● Multiple Races: 1

● Unknown:

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Number of Students Receiving Mental Health Services: 2

Number of Students Receiving Free/Reduced Lunch:

Number of Students Qualifying for Section 504 Services: Speech (4)

Number of Students Receiving an IEP:4

Number of Students in each IDEA Disability Category

● Autism: 2

● Deaf-blindness:

● Deafness:

● Emotional Disturbance:

● Hearing Impairment:

● Intellectual Disability:

● Multiple Disabilities:

● Orthopedic impairment:

● Other health impairment:

● Specific learning disability:

● Speech or language impairment: 4

● Traumatic brain injury:

● Visual impairment (including blindness): Glasses 3

Number of Students with other Exceptionalities or Learning Differences

● High Ability learners (including gifted): 0

● English Language Learners: 5

● Twice-Exceptional:

Check which General Description of Family Structure Applies to Most of your Students
Two Guardian Household
One Guardian Household
Other

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Significant Cultural Aspects of Students (list examples):

Directions: Work with your Cooperating Teacher to survey students in order to find answers to
the following questions.

Survey – Collaborate with Students on Technology Tools

1. What digital tools do students already use?

phones, tablets, promethean

2. How was the student’s learning experience with using these digital tools?
positive

3. What digital tools are students interested in exploring?

laptops

Directions: As you complete the Reflection, make sure to delete the directions and brackets
after you type your responses.

Reflection

Student Characteristics
In this class I see more male students than female. There are different ethnicities such as
African American, Asian American, Hispanic, and Arabic. The age range is from 5-6 years old. In
the classroom the language that the students speak is English as either a first or second
language. Students who are learning English are more prone to be slow in communication and
tend to space out more easily.

Student Strengths & Learning Needs

Students with Autism are taken out of the classroom a few times a day, therefore they get the
extra support, but at the same time they are losing time from the classroom and their schedule.
These students also are able to participate with their peers but sometimes they might need a
break in the classroom as well.
The students who struggle with speech are also taken out of the classroom to get that extra
support. Again this affects them by being a bit behind and losing instructional time with their
peers.

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Equitable Access
When the students use technology they are free to express themselves in ways other than
verbal communication. Some students are able to physically use their bodies to move digital
manipulatives and also do work that is on their level and improve at their own pace.

Directions: As you design a fully developed technology-infused Lesson Plan, make sure to
delete the directions and brackets after you type your responses. Feel free to use one of three
lessons you have already developed in this course. However, make certain that you have
incorporated the components below.

This Lesson Plan needs to include the following ISTE components: Technology for ALL Learners,
Technology for Deep Learning, Digital Learning, Student Ownership, Solving Meaningful
Problems, Digital Assessments, and Assessment To Guide Progress.

Wherever you have satisfied each of these components in the Lesson Plan, insert a comment
box with the name of the component.

Lesson Plan

I. Planning
Standard
111.2.(b)3.(A) model the action of joining to represent addition and the
action of separating to represent subtraction;

Learning Students will solve adding and subtracting one-digit equations no greater than 10
Objective by using Froot Loop cereal, the promethean, and their tablets to show their
understanding of adding and subtracting with minor mistakes.

Differentiation ● The teacher will be on the lookout for students who may not
be getting the subject as fast as others to then have them
practice in front of the class with help of his/her peers.
● Students who need help writing numbers will have the teacher write it
with a highlighter and then have the student trace the equation with a
pencil.
● Students will have a speaker button that will dictate the directions out
loud to the student as he or she is using their IXL app.

Resources - Glue
- Cereal (froot loops)
- Paper

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 - paper cups
- Pencil
- Promethean
https://mathigon.org/polypad#number-frames
- Tablets
https://www.ixl.com/math/kindergarten

II. Delivery & Assessment of the Lesson

STEP A: 1. Activate prior knowledge
- Students have been practicing adding one-digit numbers
Anticipatory using manipulatives and virtual manipulatives.
Set - Students have been practicing subtracting one-digit
numbers using manipulatives and virtual manipulatives.
- Students have been introduced to adding and
subtracting equations.

2. Hook:
Today we will keep practicing adding and subtracting and for a
reminder we will start off with watching a small fun video about
the symbols of adding and subtracting.
https://youtu.be/0KPT5EaXUcA?si=kOx3cpTvf8uuNoEH (3:32-
5:14)
Students will then be asked a series of questions.
- What do we know about addition?
- Why is it important to know how to add and subtract?
- When do we use it? (Engage)

3. Statement of Learning Objective:

Today we will practice adding and subtracting using Froot Loops, the promethean,
and our tablets because we can use anything in our lives to practice counting.

STEP B:

Sequential 1. Development:
Step-by-step - Students will use digital and physical manipulatives, and songs
Procedures that will explain and remind them what is adding and subtracting.
- Students will be working with their table partners using cheerios
to solve the adding and subtracting equations that the teacher puts
on the board as a group with teacher support.
- Students will then use the IXL app on their tablets to work on
adding and subtracting independently.

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 2. Modeling:
The teacher will be using the promethean to write down an equation
and have the students help her solve it by moving digital
manipulatives using the screen.
The teacher will also be showing the students how to use the Froot
Loops to solve adding and subtracting equations.

3. Questioning
- What do we know about addition?
- Why is it important to know how to add and subtract?
When do we use it?
- Can someone give me an example of using adding and
subtracting when they go home?
- When did you use adding and subtracting today?

*Checks for Understanding:

Students will take turns being called to go up to the board and use the
manipulatives to solve the equations using the promethean.

STEP C: Students will practice using the promethean to solve adding and
subtracting equations in front of his or her peers. Students will be
Student called out at random to use the digital manipulatives and show
Practice their work.
Students will be working on their two equations as a group. As the
teacher puts 4+2= the students will be using their cheerios to show
me how to solve the equation and then show me the answer.
Students will have one addition and one subtraction equation to
solve as a group. (Explore)
Students will also show the teacher their answer by going to the
front of the class and showing their work. (Explain)

Students will then get their tablets and work on their IXL account at
their own pace.
STEP D: Students will solve one addition and subtraction equation using cheerios in a
piece of paper individually by solving 5+3= and 10-4= with minor mistakes.
Assessment (Evaluate)

Students will also be using the IXL app to solve equations with adding and
subtracting.

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*** NOTE***
In Early Childhood lesson plans only, the components of Sequential Step-by-Step Procedures
AND Student Practice may be repeated in one lesson, as appropriate.