edTPA Kindergarten Math Learning Experience PDF

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Summary

ECE-205 - Jill Klefstad - UW-Stout
Kindergarten math lesson on identifying the greater number in a set....

Description

Early Childhood Education Learning Experience Plan Template * Note: Do not put explanations and rationale in your plans. Plans should not exceed 4 pages in length. Teacher Candidate Name: Rylee Polman Age/Grade Level: 5/Kindergarten

WI Model Early Learning Standards (WMELS) Or Grade Level State Adopted Standards for the learning segment

(List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part.) B.EL.1 – Demonstrates understanding of numbers and counting. B.EL.2 – Understands number operations and relationships.

Learning Experience 1 Learning Objectives: Learning outcomes to be achieved by the end of the learning experience or learning segment Academic Language Development Identify the language demands of the learning task. (Oral, visual, and written) Key vocabulary and definitions

Instructional and learning activities that support diverse student needs. (Include what you and the children will be doing.) Link to teaching and learning theories and context for learning.

Given the lesson on comparing number sets, the alligator puppet tool, and Alligator Chomp! worksheet, the children will identify and solve the greater number in a set, then complete the Alligator Chomp! worksheet.

Prior Knowledge: Previously, the children have used terms such as bigger and small to describe numbers. They also have worked on sorting items into various categories such as color, number, size, and so on. This lesson will move the children further, comparing the numbers and deciding which number is greater. Vocabulary/Concept(s): New vocabulary will be discussed and applied such as the term greater than, and that it is just a more mathematical term for bigger. Greater than is a term and/or symbol for the adjective, bigger. Later, symbols will be introduced to go with these new terms. Introduction: I will pull out my alligator puppet and start making grumbling noises and have the puppet rub its tummy. I will say: “Oh no friends, I think Albert is really hungry! Do you hear that? *makes more grumbling noises* ”He needs to eat soon, but he’s a different kind of alligator, he eats numbers! Can you help him catch his dinner?”. Procedures:  Place two different magnetic numbers on the whiteboard and ask: “Can you tell Albert which number is bigger? He is really hungry!”.  After the children give a few different answers and opinions and why, Albert will eat the bigger number. I will then explain that this

number is the greater number. I will have the students repeat after me saying the phrase with the appropriate numbers: “____ is greater than _____”.  Repeat these steps with a few different sets of numbers.  Send the students back to their table spots using their arms to chomp like Albert.  Pass out the Alligator Chomp! worksheet and state the directions to color their alligators on the side of the worksheet, then cut out each alligator on the dotted line, and finally to glue the correct facing alligator towards the greater number. Closure:  Ask the children how they know what number Albert should eat so he isn’t hungry anymore and why.  Ask the children how did they know which way the alligator mouth should face? Transition: As the children are leaving the classroom for recess as an example, I will have each child hold up two numbers with their fingers. I will chomp one of the numbers with Albert the Alligator puppet and they need to tell me if I was right or wrong to be dismissed.  Albert the Alligator puppet Instructional Resources and Materials used to engage children  Alligator Chomp! worksheets  Magnetic numbers in this learning experience  Coloring utensils  Scissors  Glue Informal: Informal and/or formal I will observe which students correctly identified greater number in the assessments used to monitor set. children’ learning and feedback Formal: provided The students will complete the Alligator Chomp! worksheet that has the *Review examples shared in the children to determine which is the greater number. edTPA handbook glossary Multimodal teaching approaches: Adaptations of Learning Tasks and Materials Visual – Albert the Alligator puppet, magnetic numbers, and Alligator Chomp! worksheet. (Differentiated instruction) Auditorial – Directions to follow. *Review “variety of learners” in Kinesthetic – Manipulating magnetic numbers. the edTPA handbook glossary Individualization Remedial: Have the children just work on ordering the magnetic numbers from smallest to biggest. After that is complete, discuss why 5 is bigger than 2 and apply that to Albert. He would want to eat the 5 since it is greater than 5. Enrichment: Introduce the phrase less than to describe a number that is smaller than the other and have back-up worksheets working with the concept of less than. Interdisciplinary Language & Literacy – The children will be reading and adding the new vocabulary term, greater than, and possibly less than as an enrichment 

Central Focus

piece, through this lesson by using Albert to eat the greater or least number, then completing the worksheet. Art – The children will be coloring their alligators on the worksheet, cutting them out, and then gluing them between the two numbers in the number set, identifying which is the greater number. Subject specific content: (language, math, science, social studies) The central focus of these three learning experiences is comparing. Specifically, the students will be working to compare a set of numbers and identify the greater than, less than, and equal numbers and adding numbers together. Multimodal learning will occur as the students will see a chart, comparing worksheet, comparing equation cards, alligator puppet, magnetic numbers, dice, and blocks. The children will auditorily hear the greater than less than song and directions for each activity. The children will kinesthetically complete worksheets, build with blocks, roll dice, and clip clothespins to cards. Language will be developed by expanding mathematical vocabulary to greater than which is a term and symbol meaning bigger, less than which is a term and symbol meaning smaller, equal to which is a term and symbol meaning the same, addition which is putting numbers together to make a bigger number, and comparing which is looking to see what is different and the same. Interdisciplinary connections will be made to the content areas; language by introducing new vocabulary words, literacy by teaching that we read from left to right, art by having the children coloring, cutting, and gluing, and music by using a song to introduce math concepts. Language and literacy will be furthering the children’s mathematical vocabulary....