Micro Lesson Two!

 

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: Kindergarten

Subject(s): Math

The topic of Study: Numbers in order 0-10

Time Allotment: 45 minutes

Standards: (Include Common Core and/or Subject Area (if needed))

CCSS.MATH.CONTENT.K.CC.A.1: "Count to 100 by ones and by tens."

CCSS.MATH.CONTENT.K.CC.C.7: "Compare two numbers between 1 and 10 presented as written numerals."

Objectives: (What do you want the students to know or be able to do?, I will be looking carefully at how they align with your assessment)

Students will be able to recognize and order numbers 1-10

Students will be able to explain how to order numbers from 0-10 using written support.

 

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know before the lesson? Students should be able to count to ten and recognize about half of their numbers. How will prior knowledge and experience be assessed? Short review and quick memory game to refresh their minds. How will you use this information in the planning process? When will the lesson be taught in the course of the school year? Why? Within the first month of the school year.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

Introduction:

 

-Read the book aloud, pausing as you read, make sure the students are noticing how the numbers are ordered.

-Have students turn and talk to share with a partner. Have students answer to the following questions: Which number came first? How about last?" “Do we know what number comes next?”

-After reading the book, we will go over our vocab words.

-Point to the number line (vocab word) and say, "This is called a number line. It helps us keep track as we count."

-Model counting aloud from 0-10, pointing to each number on the number line.

-Explain to students that when counting, there is always order. Define order is the arrangement of things in a particular pattern or sequence. (vocab word)

-Tell students that when counting, we say each number in order from the smallest number to the greatest or biggest number."

-Place the numbers 0, 2, 1, and 3 on the smartboard.

-Point to the numbers and say, "Can you help me count these numbers?"

-Will do this several times and the students I call will come help with arranging numbers and have students give thumbs up or down to verify if it is correct.

-Have the students echo-count the numbers and count together.

-Model using the number line to find and count the numbers in the correct order. Move the numbers into the matching sequence on the board, then recount the numbers aloud to check the order.

-Students will watch the “count to 10” video on YouTube to get them to let out the wiggles and get their mind focused before they start the guided practice.

 

Guided Practice:

 

-Put students in groups of 3 and give each group a small baggie of number cards with numbers 0-10 and a number line.

-Students should put the cards in order from least to greatest.

-Review that in this group of numbers, 0 is the least and must start to the left and 10 is the greatest number.

-Repeat the process with the remaining numbers.

 

Group Work:

 

-Every student will get an iPad.

-Each student will work in groups, but each student will create a timeline on their own on the tablet.

-Students will place numbers in the correct order

-Students will check with their partners to see if their order is correct.

 

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

-The teacher will use a smartboard when conducting her introduction several times.

-Students will use the iPad to create a timeline.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay: Work in a small teacher led-group to order the numbers on the worksheet
• Gifted: They can make a timeline going up to 20.
• ELL: will vary if they can work in a small group or teacher-led small group.

Reflection: Designing Instruction (InTask Standards 7 and 8): How do the instructional methods align with what you know about best practices (think about your methods classes)?   How are you engaging students in creative and higher-order thinking?

IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the student’s success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

-Students will be assessed by the teacher walking around the class during guided practice and also the timelines that students create.

Instruments: (Include [or link to] any tools that you will be used to assess your students (i.e. rubric, checklist, worksheet, test)

-Teacher will use be taking note of the students who were actively engaged and were able to do the guided practice.

-Teacher will use the timeline that students had to create as an assessment as well.

 

Reflection: Planning Assessment (InTask Standard 6): ·         How do the instructional methods align with what you know about best practices (think about your methods classes)? How are you engaging students in creative and higher-order thinking?

IV. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, web links, books, craft items, etc.), and other necessary items

-“Steam train, dream train 1,2,3” book

-Smartboard

-Vocabulary word cards

-bags of number cards

-iPad

 

How does your lesson meet ISTE Standards? §  ISTE Standards for Educators (The technology standards you should meet as a teacher) 2.2 Leader Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning  2.5 Designer   Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.   2.6 Facilitator   Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students   §  ISTE Standards for Students (The technology standards you should help your future students meet) 1.2 Digital Citizen Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical. 1.3 Knowledge Constructor Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.