Senior Practicum Daily/Formal Lesson Planning Template Winter 2017

Name: Rachel Schwieger Formal Unit Lesson # __1___ or Daily Lesson# _____Lesson Date: 1/31
Lesson Element Your Description of Criteria
Lesson type Self-directed/Direct Instruction
Standards CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.
Blooms and Bloom: Apply
DOK DOK: Skill/Concept
Objective Students will be able to show addition of the numbers 1-10 with counting bears for each math sentence with
80% accuracy.
Assessment We will be doing each problem together as a group. I will be able to look at each persons counting bears in
Plan the group to know if they have the correct number. If not, we will count as a group and make sure everyone
has the same answer. I will take notes of which students will need extra help.
Materials Need Counting bears
Math sentences written out on note cards
Cut out written + sign for the students to put in between their bears.
Key Math sentence
Vocabulary Answer
Equals
Add/ addition
Counting bears
Expectations Students will read the card with the math sentence and be able to count out each bear for the correct answer.
They will do this activity with level 1 voices. They will only answer the question I ask if they raise their hand
or if I ask the specifically.
They will then clean up and rotate quietly.
Anticipatory Boys and girls I need your help today with adding. I have a test for my school today and I need to practice my
Set addition. Can you help me?
Instructional I will show you a card with a math sentence on it. Then I will have you show me with the counting bears what
Inputs the math sentence should look like. For example, if I had 2+2 I would need two bears + two bears= how many?
After everyone has counted out the bears. We will then count them together and you can help me to see if I have
it right.
Modeling Hold up the card with the math sentence on it. Alright boys and girls, what is the math sentence? 3+4. Alright,
so we should count out how many bears first? 3! Then how many bears? 4! Alright now what does 3 +4=? 7!
Do we have seven bears?
Guided Alright, now its your turn. Hold up math sentence. It is 5+6 show me what it looks like. Alright it looks like
Practice everyone is done. Lets count together to make sure we are all correct.
Closure Alright boys and girls thank you for helping me study for my math test! I think I will be able to do very well
on the test because of all of you!
Differentiation For the students that need extra help. Have students that understand counting well first try to help them count.
If they are still struggling set in and help doing hand over hand counting by pointing to each bear with a
finger. This will help track the bears for the students struggling!
Independent Have the students go home and count different objects in their house.
Practice /
Application
Transitions Alright boys and girls, lets put the bears back in the bucket and show Mrs. Fransen we are ready to rotate!
Reflections This lesson went really well today. Better than I had planned for! This lesson helped me and Mrs. Fransen
know where our students fall with understanding math sentences and how to use the plus sign correctly. I
needed to set expectations better when the students sat down at my table. The students were talking a lot and
playing a lot. One time a student asked if they could play with the counting bears towards the end. I liked that
idea so I used it from then out.