Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Heidi Mingle Subject/ Topic/ Theme Chart Games Grade ______1st Grade_________

I. Objectives How does this lesson connect to the unit plan? Learners will be able to:
Combine their knowledge of previous lessons on number relations with 0-99 chart activities. Demonstrate their knowledge of number relations by completing a series of number chart games. Design their own picture and describe the method to reproduce the picture on a 0-99 chart
cognitiveR U Ap An E C* physical development socioemotional

X X X

Common Core standards (or GLCEs if not available in Common Core) addressed:

MCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

Knowledge of the 0-99 chart and patterns in the 0-99 chart. Counting by 1s 5s and 10s. Understanding how to follow directional arrows.
Pre-assessment (for learning):

Discussion and redirection before activity.

Formative (for learning):

Outline assessment activities (applicable to this lesson)

Discussion and questions before and after lesson and activity.

Formative (as learning):

Students monitor their own progress as they play and are responsible for becoming an expert in the games. Summative (of learning): Observational of how well the students can navigate around the 0-99 chart and the Number Hotel.
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students are in pairs and get to move around the classroom to do the different activities. Provide options for expression and communication- increase medium of expression Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students are in groups so that the rest of the class does not distract them. Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback Games made to challenge the students and to assist each other in becoming experts of the 0-99 chart.

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Students play multiple chart games that assess their ability to move around the 0-99 chart. Provide options for language, mathematical expressions, and symbols- clarify & connect language Class direction done at the beginning of the lesson. Direction includes activity explanations and symbol definitions.

Students express their knowledge by completing the activities, and class discussion afterwards.

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Provide options for comprehensionactivate, apply & highlight Reinforcement of the 0-99 chart

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies Long term goal is to understand the game board and 0-99 chart better

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Students hold each other accountable with playing the game correctly and fairly.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

0-99 Chart Number Hotel Number Hotel Arrow Cards Translucent Counters

How will your classroom be set up for this lesson? III. The Plan Time Components Motivation (opening/ introduction/ engagement)

Group students together in pairs for activities.

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts.

5 min

Assign students to groups and activities.

Students get into their groups and get an assigned activity. (Their level in number relation knowledge determines the assigned activity.)

20 min

Model Whats My Picture? And Special Number again for students Whats My Picture? Have students pair up and cover numbers to create a picture using counters. Player one then calls out the numbers to a partner. The partner uses those numbers to recreate the picture made by player one. Then the players roles are reversed, giving each player a chance to recreate a picture. Special Number Have the students pair up and cover three numbers special to them (ex.: birthday, address, numbers in their phone number) and have their partner guess the players numbers. Number Hotel Have students start with counters on the number 60. They then pull 5 cards from the deck and move in the directions the cards tell them to. First one out of the number hotel wins. Students do assigned activity with their partners.

30 min

Development (the largest component or main body of the lesson)

Students may switch games after they have excelled in the assigned activity. Ask Questions

5-8 min

Closure (conclusion,

Gather students back together and see if they had any questions about any of the three games.

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culmination, wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) This lesson was meant to gather the students knowledge of the number charts and help them to make some connections. The students did very well at participating in the activities when we were together as a class. As I taught each game I had a student who I would pick as my partner. We would do it together while the rest of the class would help to direct us through the activity. Because these activities were repeats from past math lessons, the students were able to catch the processes easily. I decided to repeat these lessons together in one day because these specific activities were good to assess the students knowledge and understanding of the number chart. The lesson as a whole went well. Most of the students were able to complete the activity they were assigned to, and move on to another. Some I wanted to continue to play in order to help them to become more of an expert in. If I were to do something different next time I would involve more students in the direction. I would want to include more students to give them some power in the class while also assessing their skills. The students are excited to participate. However, it is sometimes impossible to include every student. I would like to teach a lesson were every student has a chance to get up and teach the class something or be included in the directional time. Children learn best when they teach others. I would like to use that in a math classroom at some point, because I believe that math is difficult for some students. If they become an expert in one aspect then they can help another student to become an expert.

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