The IPG

Interns Name: Bonnie

McElligott

Date: 7/10/2015

Subject: Math

Grade Level: Kindergarten

1. TEKS: Math K.2F

The student is expected to
generate a number that is one
more than or one less than
another number up to at least 20.

2. Big Understanding
It is important for us to have a
solid understanding of addition
and subtraction because it is a
skill we will use everyday for the
rest of our lives.

Objective: I can add one more

or subtract one less from any
number up to 20.
3. Evidence: Assessment
Summative Assessment: **Students will be given a verbal test with
hands-on manipulatives. They will be given a variety of numbers and
then be asked to show one more or one less for each.
Formative Assessment: **Teacher will observe students as they play
the one more/one less dice game as well as in cooperative groups with
the white boards. **Teacher will question the students as they play
these various games to determine their level of understanding of both
the mathematical concept and the vocabulary.
4. Opening Hook:
I brought a snack to share with everyone today! (Spinach) ________, I
like how well your whole body is listening, please help me with this
snack. *Give the student a huge bowl of spinachDo you want some
more spinach or less? *Demonstrate less by removing spinach from
the bowl. OK, OK, I brought another snack since you didnt like the
spinach. *Give the student a Blow PopDont you think we should
give everyone a Blow Pop? Do you need more or less Blow Pops?
*Demonstrate more by handing the student additional Blow Pops.
5. Instructional Strategies/Student Activities
Teacher Input/Modeling
1. Hook
2. Objective
3. Big Understanding
4. Vocabulary:
**more
**less

**add
**subtract
**bigger
**smaller
**give
**take away
5. Teacher models during the Hook and brainstorms vocabulary
after the Big Understanding.
Guided Practice:
1. Together we will play the one more/one less dice game.
2. Tcontinuously asks and encourages each student to use the
mathematical vocabulary in complete sentences as they take
their turn rolling the dice.
3. SState the mathematical sentence using the vocabulary in a
complete sentence.
CFU (Check for Understanding)
Teacher will observe the students as they play the dice game looking
for correct understanding of one more and one less and whether or not
they can verbalize it into a complete sentence with correct vocabulary.
Independent Practice:
1. Students will use the white boards, writing one more/one less.
2. At the computer center, students will go to www.education.com
and play Im thinking of a number.
6. Higher Level Questions
**See questions in Opening Hook
Why did you add/subtract from the total?
How would you add/subtract 2 or 3 more/less?
**Teacher questions throughout the dice game
7. Materials/Resources
Spinach, Blow Pops, 1 more/1 less dice, white boards, dry erase
markers, cloth squares
8. Grouping Patterns
Whole group, table partners
9. Ending, Summary/Reflection/Closing
What were we practicing during the dice game? Why? Why is it
important to use the correct vocabulary in math? Did we learn how to
do one more/one less? Lets say what our job was in math today. Did
we complete and understand our goal?
10.
Technology:
www.education.com
Im thinking of a number. Math game for
kindergarten