Lesson Overview

1. Context and Learning Environment for this Lesson:

Interns name Ezekiel Luna School William Allen White

Mentor teacher _Marilyn Dalton_____ Subject Math

Grade level (s) K Tentative date to be taught February 27 2017 Time ________________________

The setting:

This is considered an online classroom, each student has their own chromebook. There are 16 students, nine boys and seven girls
their economic status vary as well as where they live. There are two sets of steps that form an L that are around 8ft long and
2.5ft wide, this is where lessons start, they are in front of the classroom. Besides the step is a marker board, calendar, TV,
fireplace and computer. There is a chair that the teacher sits in to teach the lesson. The students can sit where they please on
the steps, if need be the students can be moved. The desks are south of the steps, there are four tables in two groupings, 8
children sit at each grouping.

Class Description:

Number of students: 16

Grade level:Kindergatern

Numbers by gender: 9 boys 7 girls

Numbers by ethnicity: 10

Identified special needs (list specific needs such as ELL, IEP needs): 2 students on IEPs with anther being processed currently. These
IEPs are for speech and one is speech and PT.
 Other needs that may place a student at risk: One child does occasionally act out, but recently has been having pretty good days. We
have made a pinky promise to promise to have good days. When shown a pinky he will usually show his pinky and settle down.

Estimated number of students working above, on, and below level in math: 10

Classroom Physical Setting: (how students are arranged, teaching resources including available technology)
Brief description of classroom physical setting:
School SES (% of students on free and reduced lunch in school):

Materials needed for the lesson: (include quantities, descriptions, page numbers, etc.)

For the teacher:

Base ten blocks/linking cubes

Marker board

Marker

Math Worksheet

Tv

Math youtube video (base ten blocks teen numbers) listed below

https://www.youtube.com/watch?v=uedvwH6Ay18

For the student(s):

Marker board

Marker

Pencil

20 Base ten blocks/linking cubes

2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to achieve, including:
The student will compose and decompose numbers in the teens into tens and ones.
The student will model, create, and describe numbers in the teens.

2.1 Instructional Objectives: - Standard K.NBTA 1 Compose and decompose numbers from 11 to 19 into tens and some further ones

The students will begin the lesson watching the base ten video on the tv, they will sing and dance to this video. This is done so the children attention
will be had, while learning, the numbers to twenty, and learning how to decompose numbers in the teens. This will be Cognitive Knowledge High.
2.2 Relevant local district/state/common core standard(s) - (ksde.org)

Standard K.NBTA 1 Compose and decompose numbers from 11 to 19 into tens and some further ones

3. Assessment: How and when will you determine the extent to which students have achieved the lesson objectives?

The students will have a front and back page to work on, after it is looked at the students can take it home. It will be noted who struggled with
the worksheet and who did not. If a student did not answer correctly, the student will get to relook at the questions as many times as they need
to get it correct.

I know students have mastered decomposing and composing teen numbers when their paper(worksheet) has no errors on it on it, if they have
errors they can keep fixing it until all are correct.

4. Adaptations:

4.1 Gearing down Students for gearing down will have a sheet, that is short four problems.

Gearing up Students will have all questions including going out of teen numbers into the twenties.

5. Integration:

Across: Music in integrated with math when they sing and dance to the teens math video.
 Within: N/a

6. References/Resources Used:

https://www.youtube.com/watch?v=uedvwH6Ay18

7. Instructional Design Teaching Plan

7.1 Introduction

a. Anticipatory Set To begin math, the students will first do the calendar and weather. This involves singing the songs for days of the
week, months, and other songs. They will add to how many days they have been in school, and add to the chart. After they will do the
weather, and compare the weather on the graph in the room. How many more/How many less days have been _____ compared to _____.
After this the teens math video will play on the tv. While that is playing, the students will be singing and dancing to the video. Once the
video is played, the students will sit down on the steps, and listen for directions.

b. Communication of Objectives:
Today, class we just listened to one of our favorite math songs, the numbers in the teens song! I know you guys know the words but lets
see if we can take the song to our desks where we will use base ten blocks to do our worksheet! First lets get our marker boards and try and
model some teen numbers, you guys ready? (these will be numbers that I the teacher will pick on the spot between 1-20, numbers that
students seem to be having a hard time with can and should be repeated at least once.)

*7.2. Input The students will be in meeting on the steps all together, they will sing and dance while watching the base tens video on the TV.
We will watch this video, and then talk about numbers in the teens having a tens and so many ones. After this, the students will watch me
model how two questions. 1 base ten stick and 8 units, and then another question that is just a tens stick. The students then will go back to their
desk handiwork on the worksheet handed to them, base ten blocks will be at their desk as well. After the students finish the assignment they
will sit, and start reading a mirp book.

*7.3 Modeling I the teacher will show students two questions on how to do this. Questions will be one base ten block and 8 units, the other
will be one base ten block no units. This questions will not be the first questions however but in the middle of the assignment.
*7.4 Guided Practice
As the teacher I will guide the students by modeling two questions.
As the teacher I will also guide the students to how to properly use the base ten blocks.
I will also be guiding the students to be safe and calm during the lesson, and keep it under control.

*7.5 Checks for Understanding

I will check to make sure each student is participating in the activity, and following the rules, while making sure they are completing
their hand out, and being able to find the answer on their own.
I will make sure the students are keeping themselves and others safe, and working.

7.6 Independent Practice/Assignment For individual practice, each student will receive a handout that they will complete on their own.
Two of the questions have been modeled by the teacher already. They will mire after completing their handout, the handout will be looked at
by teacher or aids in the room, if the student got all correct they will put it in their bag and Mirp. If the student had a problem they did not get a
correct answer on they will get their hand out back, and will work on it until they get it correct.

7.7. Closure, wrap-up Students will sing the song about base ten again, and if time allows sing a song that the computer helper wants that is
math related.