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Expected Learning Students will be able to identify patterns in tables to solve word problems.
(NAEYC 5a, 5b, 5c; Students will be able to skip count by 10s and 2s.
Danielson 1a) Students will be able to rotate through various math centers applying unit 7
concepts to four different activities.
This lesson is the last in this unit of math so thus far students have made numbers
Justification (edTPA
11 to 19 using tens frames, used numbers 11 to 19 to identify two or one more and
Rubrics 1, 2, 3;
two or one less, counted by tens using tens frames, counted to 120, and used
NAEYC 3a, 3b, 3c,
counting by 10 to solve word problems. Students also have extensive knowledge
5a, 5b, 5c; Danielson
of counting by 2s and 10s as they sing a song daily to practice these skills every
1b)
morning. With this base knowledge, this lesson works to help students understand
the use for these skills and identify patterns in problem solving. This lesson also
provides rudimentary skills required for eventually working up to multiplication
in later grades. According to Jean Piaget and his theory of the stages of cognitive
development, the students within this class are just entering the concrete
operational stage of development. This means that the students are beginning to
develop their logical thinking and number conservation skills. This lesson works
to help students expand their schemas with logical thinking by identifying
patterns in numbers and solving word problems with number logic.
Students have also displayed a pattern of stronger math engagement when they
are able to play various games to apply their learned math skills which develops
into the four centers. The centers also allow for the lesson to extend into student
driven learning that meets constructivist views and addresses kinesthetic and
visual learning styles of students.
Content Standards Standard(s):
Before beginning the Students will complete Exit ticket: What number can
visual learning video the independent you count by to find how
students will be asked practice problems on many hats 8 children wear?
to count by 2s to 20 their own as the teacher
and count by 10s to circulates to provide The pattern table will be
100. scaffolded support to provided for solving and the
students. students will hand in the
answer that they come up
with.
Centers:
Cupcake counters- students will be able to order numbers counting by 10s, 2s, and
5s.
Give a the dog a bone- Smartboard game in which students will be able to use a
120 hundreds chart to identify various numbers 1 through 120.
Slaps- students will be able to identify numbers two less than the number on the
card they flip.
Clover Number Order- Students will be able to pull a number and find the next
five numbers that are in sequence following the number they pulled.
Elements of an (Briefly address only 1-6 for Grades 1 through 3, and address all in Pre-
Effective Learning K/K)
Environment
1) Differentiation Content, process, and product is differentiated through the use of various math
(edTPA rubric 6, 7, centers. Each center has a different activity in which the students are applying
8; NAEYC 4b, 4c, different math skills to play varied games. Based on student readiness, the centers
4d; Danielson 3d) are either more complex or practice easier skills to help strengthen their math
skills. Allowing students to work in heterozygous leveled groups adds a layer of
differentiation to the lesson as well.
2) Diverse Learners Centers are chosen based on student ability to complete on their own. During this
(edTPA rubrics 6, 7; time, any students that did not fully understand the lesson or need more time such
NAEYC 1c; as those with IEPs, will come to the back table to work in a small group finish
Danielson 1b) their work or work through more problems with the teacher. The three students
with IEPs are often given one-on-one or small group support at the back table to
ensure they grasp the concept. If all students are able to participate in centers,
teachers will each pick a center and provide support to students whom need help.
Two student also receive shortened work in completing the content.
2) Intellectual Throughout this lesson students are utilizing several higher level intellectual
Growth (edTPA skills. Their problem solving skills are continually challenged throughout each
rubric 6, 8; NAEYC aspect of this lesson as they are using logical and patterns to help them to solve
4d) word problems with help and on their own. Their critical thinking skills are also
exercised throughout the lesson as they are looking for patterns in the related
numbers they are using to solve each word problem.
3) Self Regulation/ As I work through the problems with the student I am supporting the development
Autonomy (edTPA 6, of student autonomy as I gradually release the responsibility to the students. I start
8; NAEYC 4d; by modeling, then we do it together, and then the students are working on their
Danielson 2b, 3b, 3d) own. Students are also building self-regulation and autonomy as they rotate
through centers as they will be completed in small groups.
5) Instructional As the students work on the practice problems at their desk two teachers will be
Feedback (edTPA 7, circulating to provide support to students. If students require help or feedback on
8, 9, 12, 13; their work they will raise their hands for the teacher to acknowledge the need for
Danielson 3d) support. Students will use feedback in the form of guidance through the problem
and completing at least one on their own.
6) Multimodality In this lesson students are involved in visual, audio, technology and video aspects
(edTPA 1; NAEYC through the visual learning video and use of the smart board throughout the
4b, 4c, 4d). lesson. Students are involved in kinesthetic experiences within the activities they
are completing in the centers they are rotating through.