You are on page 1of 3

Name: Lanie Quinowski

Grade Level:

Teaching Strategy:
Kinesthetic/Student Centered
Mathematics - Subtraction
Date:

April 19, 2015

Time:

Kindergarten
Subject/Topic:

30 minutes

A. Pre-Planning

2.

Goal
After reading the book Pete the Cat and His Four Groovy Buttons the
students will practice subtracting buttons from their Pete the Cat
poster and writing the math facts.

3.

Behavioral Objectives (each objective should contain the following


three elements)

+ In the classroom with Pete the Cat posters


+ Working next to classmates appropriately
+ Completing four math facts correctly

- Indicate how the objective will be measured by including the


Performance Indicator.

4.

Accommodations for diversity/special needs


Larger buttons/manipulatives
Different writing utensils
Pete the Cat Poster may need to be colored already. (Print out in color)

Could be done as a class on the white board if needed. Swap out the
buttons for magnets. Math Facts can be written already and the
students can make them with their buttons on the Pete the Cat poster.

5.

Resources and materials needed


Pencils
Crayons
Pete the Cat and His Four Groovy Buttons Book
Buttons (at least 10 per student)
Pete the Cat coloring page/poster
Math facts paper

B. Implementation

1.

Motivator
Learning how to appropriately perform subtraction like Pete the Cat
with his buttons. After they are done they can learn more about Pete,
get a Good Job sticker, and do any other activity that is appropriate
in the classroom environment as time permits.

2.

Lesson Outline
Read the book, Pete the Cat and His Four Groovy Buttons as a group.
Children can discuss how he lost his buttons, how many he had to
begin with and how many he ended up with.

They will then reenact Pete losing his buttons with their Pete the Cat
posters and button. This will appeal to visual, auditory, and kinesthetic
learning.
The students will record the math facts they recreated on their papers.
Once students are done they can get a sticker to celebrate their hard
work and choose another activity they would like to do.

3.

Closure
The teacher will check the students math facts (four to five math
facts) for accuracy and completion. The teacher can also recreate math
facts that students had trouble with on the board or one on one with
the student.

C. Reflection

1.

Reflection (What went well? What modifications would I consider for


any subsequent instruction?)
In the future it may work better to have the math facts that need to be
done pre-written on the students papers.
Reading about Pete the Cat losing his buttons helps the children to
envision what exactly subtraction looks like. This helps students at this
age since abstract thought capabilities are not yet fully developed.
Being able to recreate loosing buttons help children count how many
they are left with and understand the difference.

You might also like