Teacher Candidate: Stacie J.

Nix
Lesson: 4
Grade: Kindergarten
April 23,2014
TEKS:
(K.13) Underlying processes and mathematical tools. The student applies Kindergarten
mathematics to solve problems connected to everyday experiences and activities in and
outside of school. The student is expected to:
(B) solve problems with guidance that incorporates the processes of understanding the
problem, making a plan, carrying out the plan, and evaluating the solution for
reasonableness;
Formal Objective: Students will demonstrate their understanding by solving a provide
math problem using the steps: listening to what the problem is, understanding the problem,
making a plan, carrying out the plan, and evaluating the solution; along with conferencing
with the teacher candidate and explaining how they solved their problem in a step by step
procedure.
Mental Math: Teacher candidate will get the students to warm their brains up by showing
them dot cards. Each card will have a certain amount of dots on it, but not in the same
position as the pips on dominoes or dice.
Mini Lesson: Teacher candidate will review the standard directional guide for the
students and have students put each step into a charade for the students to remember
easily.
Contextual/Procedural Problem: Braxton has 4 pencils. Kaidn has 2 pencils. Jade has 3
pencils. How many pencils in all?
Introduction of Problem: Teacher candidate will read the problem to the group first.
After the reading, the group will read the problem with the teacher candidate as the
teacher candidate points to each word in the problem. The teacher candidate will then ask
each student to explain in their own words what the problem means.
Student Work Time: Each student will work individually on solving how many pencils are
there in all. The students will use the problem solving steps we reviewed to determine
their answer. The teacher candidate will supply different types of manipulates for the
students to solve the problem, such as: colored buttons, pom pom balls, counter chips, ten
frames, and number lines. Each student will have the opportunity to conference with the
teacher candidate. The teacher candidate will facilitate when needed. Conferencing with
the teacher candidate individually will allow the teacher candidate know what the student
understands. During conference time, the other students will work on the activity Popsicle
Addition.
Game: When the students are finished with their word problem, they will work on the
activity Popsicle Addition. Students will pick a popsicle stick out of the tin container that
has an addition problem on it, write the numbers down on the Popsicle Addition data sheet
and solve the problem. The students will continue the activity until the teacher candidate
is finished conferencing with each student.

Conferencing/Conferring: Teacher candidate will ask the students to share how they

solved the problem. The teacher candidate will ask the students to explain in detail how
they came up with their answer. The teacher candidate will ask the students if they know
another way to solve the problem and if so to share the other way(s). The teacher
candidate will ask the students how many pencils would you have if Mrs. Nix gave you 2
more?
Share Time: Each student will share how they solved the problem. While each student
shares their response, the teacher candidate will record on the board how each student
solved the problem, so the other student can have a visual and the opportunity to agree or
disagree. The teacher candidate will give the students a chance to ask questions or make
comments after each student shares their cleaver way of answering the problem.

Performance Check List

Student 1
Praise Point

Teach Point
Students listened how to read the
Math Workshop Directional Guide.
Students worked on their own
solving the problem.
Students explained their answer
step by step during conference
time.
Students explained their way of
solving the problem during Share
Time.

Student 2

Student 3

Supporting Documents