SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning

TOPICDETAILS CK

NameMakenzie Bilodeau

SubjectMathematics

Grade LevelPre Kindergarten

Date/DurationMarch 31, 2015; 30 minutes

Standards/ anchors/

competencies PA/Common Core/Standards(Plus any others as may be required) 2.1 PK.A.1 Know number names and the count sequence. 2.4 PK.A.1 Describe and compare measurable attributes of length and weight of everyday objects. 2.1 PK.A.4 Classify objects and count the number of objects in each category.

Formative AND/OR Summative Assessment EvidenceFormal Evaluation

N/AInformal Evaluation

As the students are completing the activities, I, the teacher will be observing their ability to accomplish the task (match the numbers, sort the balls according to size, and sort the golf balls according to color).

ObjectiveA-B-C-D

Bloom's TaxonomyWebb's Depth of Knowledge (DOK) During a matching game, pre kindergarten students will be able to individually match the number of dots on an object to its corresponding symbol with 100% accuracy. As a group, pre kindergarten students will be able to arrange a variety of sports equipment according to size with 100% accuracy. During a sorting game, pre kindergarten students will be able to individually sort golf balls based on color with 100% accuracy. Blooms: Application Webbs Depth of Knowledge: Level 2 (Skill/ Concept)

Step-by-Step Procedures

RATIONALE for the Learning PlanDETAILS CK

IntroductionActivating Prior Knowledge

Do the children know the different types of sports equipment?

In a bag, I will have a variety of sports balls

Soccer ball, gold ball, baseball, football, basketball, hockey puck

I will pull the balls out of a bag one at a time and have the children try to identify the ball and what sport it is played in.

For each ball, I will also ask the students if they know anything about that sport

Where is it played (on a field, in a court, on the ice)

Teams that play this sport (Steelers, penguins, pirates)

The time of the year its played (Spring, fall, winter, summer)Hook/Lead-In/Anticipatory Set

I will read the Story Nice Hit! You Can Play Baseball by Nick Fauchald with the children

Move the children up closer to my seat

Go through open shut them with the children

Once the story is completed, have the children move back to their piece of tape in the circle

Explicit Instructions

Big IdeasEssential QuestionsBig Idea Statement

Mathematical relationships among numbers can be represented, compared, and communicated. Measurement attributes can be quantified and estimated using non-customary units of measure.

Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions

Essential Questions

How is mathematics used to quantify, compare, represent, and model numbers? Why does what we measure influence how we measure?

How can data be organized and represented to provide insight into the relationship between quantities.

Key Vocabulary

Football

Basketball

Baseball

Hockey

Golf

Bowling

Tennis

Volleyball

Sports

Lesson Procedure

Must include adaptations & accommodations for students with special needs

Accommodations, ModificationsPre-Assessment of Students

As a group, the children will be sorting the different balls by size.

1. Each child in the circle will have a ball. After placing the smallest ball (golf ball) down, they will need to work together to decide which ball comes next.

This activity will give me, the teacher, a general understanding of each of the childrens math skills. From this information I will be able to differentiate accordingly when the children are at the tables completing the individual activities. Modeling of the Concept

Group activity

1. I will choose the smallest ball (golf ball) and use it as a guide to show where the chain of comparison begins

Number matching

1. As the children are in the circle, I will give an example of a baseball number that matches the number of dots on a bat

Sorting

1. I will take a handful of colored golf balls and sort them according to color, showing the children how they should be sorting at the tableTransition

Open Shut them for the story Children will move from their seat in the circle to place a given ball in the correct position based on size

Children will sit back on the tape while they are being given the instructions for the activities at the tables

After completing the activities at the tables, the children will come back to the circle for a review of the activities

Guiding the Practice

There will be either a work-study or myself at the tables with each of the tables. We will be available to answer any questions the students may have or aid in a task the child is unable to complete on his or her own. Can ask supplementary questions as the children are completing the activities

1. For sorting: Which color has the most? The least? Do any have the same amount? Can you finish this pattern?

Providing the Independent Practice

Each of the students will have the opportunity to complete the tasks at the tables individually. Adaptations/Accommodations for Students with Special Needs

For the student on the Autism Spectrum

1. When completing the number matching activity, the student will be provided with two options to choose from for an answer

For the gifted student

1. When completing the number matching activity, the student will be given simple addition and subtraction problems to complete

2. When completing he sorting activity, the student will be asked to finish patters with the colors and create their own patterns with the golf balls

Materials

(reading, technology, equipment, supplies, etc.) Book Baseballs/bats with numbers Colored golf balls Sample of each of the balls (golf ball, volleyball, football, basketball, bowling ball, hockey puck, tennis ball, and baseball)

ClosureSummary & Review of the Learning

The students will return to the circle. As a group, we will match 5 of the baseballs and bats. We will also sort the colored golf balls together to reinforce the conceptsHomework/Assignments

Other(This area is to be determined by instructor OR student as needed)

Supervising teacher comments and signature

Teacher

Self-reflection

What worked?

What would you change?