EDUC 491/492

Lesson Plan Apple Count Down

Author:      Edith Macias Date:      9/19/20 Subject: Math

School-Site Diana Pipersky Course: Educ 497 Grade Level: Kindergarten

Supervisor:

School:      Decker Elementary

Preparation to Teach
Unit Theme September - Apples
(Where in the unit is
your lesson):

Content Standard(s): CCSS.MATH.CONTENT.K.CC.A.3

Write numbers from 0 to 20. Represent several objects with a written numeral 0-20 (with 0 representing a count of no objects).

ELD Standards: Interpretive (Bridging)- Listening actively Demonstrate active listening to read-alouds and oral presentations by asking and answering
detailed questions, with minimal prompting and light support.

Learning Goal(s) or By the end of the lesson, students will be able to understand that a block of ten accounts for ten single units. Students will be able to see the
Objective(s): connection between numbers as they relate to the number of objects.

Materials: Apple Countdown by Joan Holub, Apple Ten Frame Worksheet, base ten manipulatives, a basket of apples

Technology Teacher: Computer

Integration: Student: Computer

Class Background
List three things you have learned about your students that will assist you in planning and implementing this lesson.
What you I learned the class is doing a unit on apples.
learned:

How it will I will read a book that connects with apples to make the lesson cohesive for the students.
influence your
lesson:
What you Students participating from home.
learned:

How it will I plan to actively engage students during the read aloud by pointing at the pictures and asking them questions. This will help keep
influence your students on task and interested.
lesson:
What you I learned that students understand base ten. The teacher currently uses a place value chart during the calendar to express the
learned: number of days the students have been in school this year.

How it will I will build on the students’ knowledge and use base ten manipulatives to help the students complete the worksheet.
influence your
lesson:

Universal Design for Learning

English Learner
Student Description The student had a hard time pronouncing some words. It is hard to understand him sometimes.
Since we are distance learning, he has a family member next to him that helps him. He actively
participates and can follow along.
In what ways does your lesson My lesson will consist of modeling for the students and working alongside the students. I will
design meet the needs of this provide visuals for the student to ensure they understand the math concepts within the lesson.
particular student? Explain.
In what ways does your lesson The student actively participates therefore, during the read-aloud the student will be able to
design take advantage of the share his thoughts along with his classmates and continue to be engaged.
strengths of this particular student?
Explain.

A student who presents a different instructional challenge or from an underserved population

Student Description The student has a hearing impairment. Due to her impairment, her speech is hard to understand.
She likes to do arts and crafts. She is constantly engaged and follows directions.
In what ways does your lesson This lesson focus on math content and listening skills. Since I am the one reading the story to the
design meet the needs of this students I can speak loud and clear so that the student can hear me rather than playing a video. I
particular student? Explain. am in control of clarity and pace during my read aloud.
In what ways does your lesson Since the student follows directions and participates, the lesson will take advantage of this
design take advantage of the student’s strengths by providing clear directions and expectations that the student can follow.
strengths of this particular student?
Explain.

Instructional Plan
Engage

Instructional Strategies      Guess How Many?

I will show it to the students and have them guess how many apples are in the basket?
Breakout Rooms-
Students will go into a breakout room with 3 students and share with their peers how many apples they think are in the basket.
I will have students count along with me the number of apples I placed in the basket to see the correct number of apples.
Informal Assessment      I will ask students to share by showing me with their fingers the number of apples.

Rationale for Decisions The Guess How Many, will get students thinking about numbers as they relate to objects. It will also engage them and get them excited for
the lesson. Breakout rooms will ensure that all students get to share.
Reflection (Completed I was not able to do breakout rooms because I was not an original host in my breakout room. However, I made sure every student got to
after the lesson) share their guess. This was important for me because the students can become upset if they do not share. I wanted them to be engaged and
not be upset as I began my lesson. I went around the screen and compared answers with the students so they can be made aware of their
peer’s guesses. After the students shared their guesses, I had them count out with me to determine how many apples were in the basket.
This was a good way for students to start making the connection that a number represents the amount of something. It was also a way for
me to help them with self-discovery and help them see it for themselves. Overall, I think this part of the lesson went well. Students were
excited to guess and were thinking about apples!
Explore

Instructional Strategies      Students will begin to investigate the phenomena that the amount of objects translates to a number.
I will read the book Apple Countdown. During the read aloud, I will point out the objects and have students count along to see the
representation of the number used in the story.

Informal Assessment      Students will count along as I point. I will be able to determine if students are following along and I can check for understanding as
I read.
Rationale for Decisions The book provides many examples of how objects are connected to numbers. Therefore, building their understanding.

Reflection (Completed The students were engaged at the beginning of the story. They were counting along, and we were making observations as I read. I tried to
after the lesson) also include elements that the students knew about apples since this was the theme in the unit. For example, in one of the pages, the
students were counting cars on the train. The cars were red, green, and yellow. I thought this was a good time to have students make that
connection from what they learned; apples come in those three colors. I think the book was a little too long for their attention span on the
computer. If I could do this over, I would eliminate some of the countings we did and maybe do every fourth page.
Explain
Instructional Strategies      Using math manipulatives, or counters, students will use them to represent the number in the worksheet. Students will then color in
to show how many units are in the number (Apple Ten Worksheet). I will model for the students while they follow along doing the first 6
problems in the worksheet.
Informal Assessment      I will ask the student to face the camera to their work so I can see their progress. I will then be able to reexplain or help students that
might be struggling.
Rationale for Decisions The worksheet will help check for understanding and will give students practice.

Reflection (Completed I used math manipulatives to show examples of the first 5 problems we worked on. Once I saw that the students no longer needed them, I
after the lesson) stopped and just helped them count along. I did this because it would allow us to get more work done while I still had their attention. I had
one student that flew through this and others that were going at the same pace as me. So, I told the students that we're finishing up to color
the apples that were 5 or more green and less than 5 yellow. I liked how this help challenged the students that were working at a faster
pace. I had students show me their work via their camera so I can assess and help those who were struggling.
Elaborate
Instructional Strategies      I will ask students to share with me how the boxes we colored in connect with the number.
Informal Assessment      Asking students this question will help assess if students understood the concept that the numbers tell us how much we have
(number of objects).
Rationale for Decisions By posing the questions, I can see if students understood the concept and are ready to practice on their own.

Reflection (Completed For this part of the lesson I asked the question and they share aloud what they thought. Students were able to explain to me that the
after the lesson) numbers tell me how much we have. I was able to build on that and explain how ten rods and singles work and make the connection to the
ten frames. If I can do this over again, I would have students raise their hands and call on them to share. This would have given those
students that might have needed more time to think about it. Some students were quick to make that connection, but I feel that if the others
got that extra time, they would have come up with their ideas rather than be told. I think this important because when students self-
discover they reach a deeper level of understanding.
Evaluate
Formal Assessment      Students will complete the last three problems of the worksheet on their own.
     

Rationale for Decisions I will be able to assess students' work and check for understanding.

Reflection (Completed Overall, students were able to complete the worksheet with minimal help. I went back after they were done and checked their answers by
after the lesson) going over the problems, I asked them to do. We had extra time, so I had extra practice ready for them only this time they were counting
and writing the number. Students were able to meet the objective. I was not able to see all the students at the same time due to my screen
sharing however, at the end of my lesson I learned that there is a way to see all the students on my screen. In the future, I feel that is going
to be a great help for my other lesson. I will be able to monitor better and track my pacing to better meet the students’ needs.

Rationale
1. What is the underlying I want students to be well prepared for their practice which is why the underlying theoretical base
theoretical base for your for my lesson was to implement a gradual release form of instruction. However, to keep student
lesson decisions? engagement, I chose to incorporate inquiry practices as much as I could.
2. Explain how the learning plan The learning plan eases students into working independently. I will provide constant support and
connects to the social and encouragement throughout the lesson as I model for the students.
emotional needs of the
students.
3. Explain how your choice of My choice of technology is something that students are familiar with and have to practice with.
technology-supported the
learning goals and student
engagement.
4. How are you going to know There will be several times when I ask students to count with me, based on that, I will be able to
that students are actively determine if they are following along or if I need to get their attention.
engaged?
5. What procedures and routines Students are expected to follow directions and raise their hands if they have a question or want to
are needed for student share their thoughts.
activities and materials?
6. Describe how the lesson Through the lesson, students will identify objects in which they learn that objects can be units
supported students’ academic and units are needed to make a ten frame.
language.
7. Describe how the lesson Students are familiar with a place value chart and how one’s are used to make a rod of ten. This
supported students’ content lesson will give a clear understanding of how single units make up a ten rod and give students a
knowledge. deeper understanding of base ten.