GCU College of Education Kindergarten Math Lesson Plan

This document presents a detailed lesson plan for a kindergarten math class, focusing on teaching subtraction using drawings and objects. The lesson, designed for the GCU College of Education, aims to help students understand the concept of subtraction through estimation, drawing, and the use of counters. The plan includes grouping strategies, differentiation for various student needs (ELL, special needs, and gifted students), and formative questioning techniques to engage students in exploring, practicing, and applying the content. The lesson also incorporates multiple means of representation and expression, ensuring that all students can grasp the concepts. The plan concludes with an extension activity and homework assignment to reinforce learning. The goal is to make estimation of the problem and then work problems out to see if the estimate was correct.

GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate
Name:
Susan Kennedy
Grade Level: 9- 12 builds on K8
Date: 1-20-2020
Unit/Subject: Engineering
Instructional Plan Title: Science and Engineering Practices
Lesson Summary and
Focus: Use objects or drawings to help solve problems or word problems.
Students can choose how they wish to solve the problems either by
drawing items or using objects to count.
Classroom and Student
Factors/Grouping:
Students will be grouped together in pairs, special learner with higher
learner, behavior students will be placed in an area where if they need to
get in the floor they will not disturb others. The assistant will have our
lower learners to help assist them in solving the problems and encourage
them to figure the problems out.
National/State Learning
Standards:
M.K.4
Understand the relationship between numbers and quantities; connect counting to
cardinality.
1. When counting objects, say the number names in the standard order, pairing
each object with one and only one number name and each number name with
one and only one object.
M.K.8
Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or
equations.
M.K.9
Solve addition and subtraction word problems and add and subtract within 10 by using
objects or drawings to represent the problem.
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GCU College of Education
LESSON PLAN TEMPLATE
Specific Learning
Target(s)/Objectives:
Objective: make estimations of the problem and then work problems out to
see if the estimate was correct.
Given a problem student will first guess the answers before working out
the problem.
Academic Language Estimation- take a guess on what a answer is without working out the
problem.
Resources, Materials,
Equipment, and
Technology:
 Physics Books
 Thermodynamics Books
 White Board
 Smart Screen
 Organizer
 Connections cubes
 Two-color counters
 Tools-counters
Section 2: Instructional Planning
Anticipatory Set
 Ask questions regarding formulating, refining and evaluating empirically testable
questions and design problems using models and simulations.
 Analyze complex real-world problems by specifying criteria and constraints for
successful solutions.
 Ask students to recall how when we add to numbers together to solve a problem.
 Tell them that today we will be subtracting numbers from one another.
 Tell the students that they first must look at the problem and try to guess/estimate the
correct answer.
 Tell students after they estimate the answer then either draw or use their counters to
check themselves.
Time
Needed
5
minutes
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GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Representation I will model how to look at a problem and estimate or guess what an answer is
going to be.
 I will use the smart screen to model how to solve the problems, showing them
how they are use drawings or counters to check their answers.
 Write problems on the screen and ask students to guess the answers and have
them help me figure out the answers.
Explain how you will differentiate materials for each of the following groups:
 English language learners (ELL): Students who are ELL students will have extra time
and one on one or small group instructions to ensure clear understand. The use of an
language instructor will be used as needed.
 Students with special needs: given extra time and depending on their level on learning is
placed in either small group or with peers to help them solve the problems.
 Students with gifted abilities: Students will be given higher level problems and allowed to
help their peers
 Early finishers (those students who finish early and may need additional
resources/support): allow students to come to my desk or me to theirs and have them
show me how they got the answers and then they can help others.
Time
Needed
20
minutes
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the
content and academic language. How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group work, Kagan cooperative
learning structures, hands-on activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore,
practice, and apply the content and academic language. Bold any activities you will use in the
lesson. Also, include formative questioning strategies and higher order thinking questions you
might pose. I will use the smart screen to write problems out and ask students to help me guess
Time
Needed
10
MINUTES
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GCU College of Education
LESSON PLAN TEMPLATE
what the answer will be. (How will we guess the answer?)
 I will analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
 I design a solution to a complex real-world problem by breaking it down into smaller,
more manageable problems that can be solved through engineering.
 I will use a computer simulation to model the impact of proposed solutions to a complex
real-world problem with numerous criteria and constraints on interactions within and
between systems relevant to the problem. I will evaluate a solution to a complex real-world problem based on prioritized criteria
and trade-offs that account for a range of constraints, including cost, safety, reliability,
and aesthetics as well as possible social, cultural, and environmental impacts.
 If they students come up with the incorrect answers ask them “How can you figure out
which is wrong your estimate or you problem solving?”
Explain how you will differentiate activities for each of the following groups:
 English language learners (ELL): language specialist or one on one instruction and extra
time to solve problems if needed
 Students with special needs: small group instruction, paired up with their peers, or
assistant teacher helping student
 Students with gifted abilities: given high level subtraction problems and allowed to help
their peers out.
 Early finishers (those students who finish early and may need additional
resources/support): Students will show me how they found the answers then allowed to
help others or work on quite time activities from the quite bin.
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GCU College of Education
LESSON PLAN TEMPLATE
Multiple Means of Expression
Students will show me or my assistant how they got the answers, the steps they used to come
up with the answers and if there was a difference between the estimate and the answers how
they figured out which was the correct answer.
Explain how you will differentiate assessments for each of the following groups:
 English language learners (ELL): language specialist to help interpret the student, one
on one with students to have them explain their answers and the process.
 Students with special needs: one on one with me or assistant to show work and explain
how they found the answers and assistance given as need to help them.
 Students with gifted abilities: one on one with teacher or assistant to have them explain
their process and how they came up with their answers.
 Early finishers (those students who finish early and may need additional
resources/support): one on one with teachers to have them explain the process they
used to come up with their answers.
Time
Needed
10
minutes
Extension Activity and/or Homework
Students will take home a practice sheet for parents to help them with. Instructions on how to
solve problems will be on the sheet. .
Time
Needed
5
minutes
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