Sierra Nevada College Lesson Plan

Teacher Kourtney Kins Lead Ruby Pierce

Candidate: Teacher:
Grade/Subject: Number Corner District: WCSD
Lesson School: Silver Lake
Content:
SNC Laureen Andrews Time 20 min
Supervisor: Allotted:

Materials, including technology:

Calendar, frog and toad spinner

Standard(s), including literacy for all content areas and/or SMP

K.CC.5 Given a number 1-20, count out that many objects
K.OA.1 Represent addition and subtraction with objects, fingers, drawings, acting out situations, numbers, of objects in
another group for groups of up to 10 objects.
K.OA.2 Solve addition and subtraction story problems

How will learning be assessed at the end of the unit/learning cycle (summative):
Learning will be assessed at the end of the lesson by seeing how the students display their data collection on their white
boards.

Objective(s): high cognitive demand for diverse learners Cognitive Level (DOK or
Blooms)
1.Students will make observations in order to see what will come next on the DOK 2
calendar pattern.

2. Students will collect and display cubes to show understanding of the story DOK 2
problem.

Connections to past learning or experience, building background

Observe and explain the pattern that students see on the calendar. What will come next? How do you know that will come
next?

Essential Vocabulary Definitions

Observe the action or process of observing something or someone carefully or in order
to gain information

addition the action or process of adding something to something else

Strategy for teaching new vocabulary

Think, Pair, Share. Students will turn to their shoulder partners and share what they know about our vocabulary words. As
a class, we will share what the definition is.

Sequence and Scope of Instruction (include Instructional Strategy estimate

instructional strategies, questions, opportunities d time
for meaning making through discourse and other
 Sierra Nevada College Lesson Plan
engagement strategies, formative assessments,
opportunities for metacognition, grouping,
differentiation and transitions)

Update Calendar Grid:

Students will snap their fingers as we
Begin by singing the days of the week
sing the days of the week song.
song, to help students find out what
day it is
Students will predict what will be on
the next card Use counting strategies, comparing
Once the card is revealed, we will strategies,

discuss what our number tree will look

Make number tree and introduce
like. (What number goes on top? How number sentences using symbols and
did you know that would be the top words.
number? What numbers go on the
bottom?) Choose a student to write the
number tree and post it on the
calendar. Compare to our number tree
from the day before.
Update Calendar Collector: Counting by ones and tens
Show students your Frog & Toad
Spinner and ask them to share any
observations they may have.
Note with students that half the
spinner belongs to the frog, and half
belongs to the
toad. Which animal, if either, do they
think might come up more frequently if
you
were to make 10 spins?
Encourage them to share their Look for spaces filled and blank spots.
reasoning as they make predictions,
and dont be too
surprised if the fact that the spinner is
equally divided between the two
animals has
little influence on their thinking. Observe our number line and tens
After students make some predictions, frames. Do they all match?
explain that youre going to spin the
arrow 10 times, and that you want
each of them to keep score on their
board.
Ask two students to pass out cubes
Update Days in School: and tens frames.
How many dots/ links do we need to
add? Ask students to check and see if they
 Sierra Nevada College Lesson Plan

How many blank spots do we have on have ten cubes

our tens frame? How did you find your

answer? How many dots/links total?

Number Line:
Ask students to observe the number
line. (if we add one day, what number
do we need to write on the number
line?) Ask for a volunteer to write the
number. The class can write the
number in the air with their finger.

Conceptual Fluency: Farm Animal Problems

to Ten
Let students know we will be working
with story problems about farm
animals.
Students will work with a one tens
frame, and ten cubes (2 colors)
Teacher will read out 2 stories
o Once there were three dairy
cows in the field eating grass.
Students will use the lighter color
cubes to put on their tens frame to
show how many cows there are
o Four more cows came to eat
grass with them
Students will use the darkest cube to
put on the amount of cubes needed for
the second set of cows
As a class, we will discuss how many
cows we have in total
Students will share the different ways
they totaled the number of cows.
Teacher will then record our equation
on a white board

Closure : specific activity to review content

Come up with an equation, as a class that explains the amount of cows on the tens frame.

Teacher Candidate Reflection on the lesson (after delivery)

SNC: April 3, 2014