Blog post for week 7!

During this class we did 10 lesson plans and I felt like I learned so much more from doing them. From the first two that were due to the last three that we just turned in, I became to do so much better on them. I loved adding the DOK's into our lesson plans because I have never did that before in another class. I also loved deciding which strategy to use for our lesson plan. Those two things I never really put much thought into until doing all of these lesson plans. I have 5 lesson plans due next week for another class and I feel I will be much better prepared to do them after doing all of these for this class. Although sometimes I felt like the work was a lot I was glad to do the lesson plans because it made me better. After next week, I have two more class in the early summer and I will be done and begin my student teaching this fall. I am so excited. I loved this class and all that I learned!

Lesson Eight (Blog 6)

In my kindergarten classroom I work in I get to pull students that are struggling. There are two that cannot get the idea of numbers, so I created this lesson plan to do with them. They loved it and loved the books. They are slowly but surely getting the idea of numbers.

 

Lesson Eight

Lesson Title: Who Can Count?

Grade: Kindergarten

Standards: CCSS.Math.Content.K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Goals/Overview: During this lesson students will listen to a story and then work on their numbers. They will work on their whiteboards with flashcards, then do two worksheets, then I have a fun activity for them to do as a closure.

Objectives: Students will have a full understanding of how to count 20 starting at 0 and how to write all of the numbers.

Materials: The book Over in the Ocean in a Coral Reef and Over in the Meadow, paper and pencil, worksheets, white boards, markers, flashcards

Vocabulary: Numbers, one, two, three, four, five, six, seven, eight, nine, ten

Anticipatory Set/Hook: I will start my lesson by introducing how to count in general by reading the two books Over in the Ocean in a Coral Reef and Over in the Meadow. These two books are about counting and spelling the numbers and writing the numbers from 1 to 10 and this will give a boost start to what we will be learning in this lesson and it will get the students attention.

Modeling/Teacher input:  First as a class we will begin to count from 0 to 20 and make sure that the all students can do so. I will also write the number and the word number on the board for the students to see. “Can you classify (DOK 2/4) the numbers 0 to 20?”

Guided practice: Ask students how many desks are in the room; ask them how many fingers and toes they have, I will write what they say on the board.  I will also Write on the board a list of numbers 0 to 20 but I will skip some and call on different students to come up to the board to fill in the blank (DOK 1)  and make sure all the other students agree.

Check for Understanding: I will do something a little fun for the students and have them get out their white marker boards and will show a flash card and it will either have a number 0 to 20 on it or a number of objects and the students are to write the number of objects or draw circles for the number on the flash card. “Can you show (DOK 3) me the amount of circles for this number?”

Independent practice: I will hand out a worksheet to the students that have numbers 0 to 20 on them with dotted lines and have all the students trace these numbers, then rewrite them on their own next to the traced number. Then I will hand out a work sheet for the students that have numbers 0 to 20 on them and they have to count the objects and write the number. “Can you write (DOK 5) your numbers 0 to 20?”

 

Closure: For my closure I will ask the students to go home and count the number of different items in their house; they have to at least do five different items.  Examples would be number of fans in the house, number of couches, etc. They would bring this wrote down back to class the next day and share it with their classmates. “Students can you asses (DOK 6) the items in your home?”

Modifications: For students that need extra help I will have them concentrate more on the numbers 0 to 10 and work on them for a while until they can get the hang of it then they can move onto to other worksheets that deal with 11 to 20.

For students that are beyond this level and already know how to write their numbers 0 to 20 will push them to go further and give them a goal to get to 50 and if they can do that easily go all the way to 100 and write them all out on a number line.

Strategy: Brain Storming Prior Knowledge because the students will have to use their knowledge of knowing how to count.

 

 

lesson plan 7

This is the lesson plan I did for my 7th one. I feel like they are getting a little easier as the weeks go on. I enjoy doing math lessons the most, although I did a science one this week as well and really enjoyed making it.

 

Lesson Seven

Lesson Title: Let’s count money!

Standards: Geometry and Measurement: Grade 1: C Work with time and money: Know the value of a penny, nickel, dime and quarter.

Goals/Overview: The students will learn to know the value of money and how they can add it together to get more or take away to get less.

Objectives: Students will have a clear understanding of the value of coins and know how to add them.

Materials: pennies, nickels, dimes, quarters, pencils, paper, markers, coin examples (on my whiteboard).

Vocabulary: money, penny, nickel, dime, quarter, buying, worth, value, compare, brainstorm.

Anticipatory Set/Hook: I will have a different amount of money sitting on each student’s desk and a blank piece of paper. I will tell the student to make a list (DOK1)/ brainstorm what they could buy with the coins they have. “Students please make a list of what you could buy with your coins.” I will also do one on the board so the students can look and compare (DOK4) theirs to mine. “Look at the board and compare my list to your list”.

Modeling/Teacher input: After my students and I brainstorm what we they think they could spend their money we will discuss them as a class and see if they could be something doable of if they had no concept of the coins. I will then put some pictures of the different coins on the board and we will classify (DOK2) them as a class. “Can you classify these different coins”? I will also write it really big on a piece of chart paper so we can hang it in the room as a reference for the students.

Guided practice: Together as a class I will put different amounts of money on the board and we will calculate (DOK3) a way to come up with this amount. “Calculate the amount of money you come up with”. Then I will ask the students to show us another way to get to this same amount different than the one we just did.

Check for Understanding: To check for understanding of the coins I will flash a picture of the coins and have the students tell me what the coin and called and what the value of the coin is. I will do this a few times and make sure all students answer at least once.

Independent practice: For an easy but great independent practice, I will give my students an amount of money (45 cents or 23 cents), I will give them 5 different money values. They will then have to create (DOK5) 3 different ways to come up with the amount of money, or all 5 amounts. “Create 3 different ways to find your amount of money for all 5 amounts on your paper”.  I will give each students random amounts of money so they cannot copy off of the other student next to them. They will turn this in to me for a grade.

Closure: I will give students a certain amount of money and as they finish their worksheet they will bring it to me and bring their coins as well. I will have candy on my desk that they can buy. They have to spend all the money they have (they will have about 50 cents in a quarter, dimes, nickels, and pennies). There will be bigger candy for more and littler candy for less. So they will decide if they want more candy it will be littler or have lesson candy but bigger candy. This will not only show me what they know about adding and knowing the value of their money but they will get to decide how they want to use it. When the students come to me I will ask them, “What is the value (DOK6) of your money”?

Modifications: For advanced students I will give them a dollar and change amount to create how they can make that amount with just change. For example $2.76 but they can only use all change to create this amount of money.

For struggling learners I will work with me one on one or in a group. For the independent practice I will only give them 2 or 3 amounts to create and they will only have to create 2 different ways to come up with the amount.

Strategies: I used brainstorming in my hook for my strategy for this lesson.