Scribd
Upload
104 views4 pages

Sample Lesson Plan: Stage 1 - Desired Results

This lesson plan aims to teach kindergarten students about addition up to 10. Students will understand that addition means combining numbers and can result in bigger or smaller amounts. Through different stations using objects like Magna-Tiles, candy, and puppets, students will practice combining sets to equal 10 total. Formative assessments include a pre-assessment worksheet and completion of learning activities. The teacher will provide feedback through learning targets, oral discussion, and progress tracking with sticker charts.

Uploaded by

api-332690974
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
104 views4 pages

Sample Lesson Plan: Stage 1 - Desired Results

This lesson plan aims to teach kindergarten students about addition up to 10. Students will understand that addition means combining numbers and can result in bigger or smaller amounts. Through different stations using objects like Magna-Tiles, candy, and puppets, students will practice combining sets to equal 10 total. Formative assessments include a pre-assessment worksheet and completion of learning activities. The teacher will provide feedback through learning targets, oral discussion, and progress tracking with sticker charts.

Uploaded by

api-332690974
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

SAMPLE LESSON PLAN

Stage 1 – Desired Results

Content Standard(s):
CCSS.MATH.CONTENT.K.OA.A.4:​ For any number from 1 to 9, find the
number that makes 10 when added to the given number, e.g., by using objects or
drawings, and record the answer with a drawing or equation (Common Core State
Standards Initiative, 2012).

Understandings:
Student will understand that…
● Addition means putting together.
● Numbers can be combined or reduced to new amounts, either bigger or
smaller.
● Different numbers can be added together to get the same result.

Essential Question:
● How can different approaches/combinations be used to solve a problem?

Student Objectives (Outcomes):


Students will know and be able to…
● Recognize the numbers 1-10.
● Count up to 10.
● Count up to 10 beginning at any number between 1 and 10.
● Figure out how to add different numbers together to get the same result (in
this particular lesson, the result of 10).

Student will build relationships by…


● Working with the teacher on different math related activities.
● Working with parents and/or sibling on math practice games and/or
worksheets.

Stage 2 – Assessment Evidence Directly Aligned to Content Standard

Performance Task(s):
● The goal of this lesson is to help my student correctly identify sums up to
10. I will provide the student with guided and individual work time to assess
his understanding of the standards.
● The student will need to demonstrate understanding through correctly
solving problems on worksheets, computer activities, and oral-based
games/assessments.

Self-Assessments
● Student is given a larger sticker chart to keep track of his progress over the
weeks.
● The student will also have separate sticker charts for individual assessments
to stand in as rubrics.

Other Evidence (Assessments)


● Formative pre-assessment – worksheet to assess math standards we have
unpacked and accomplished thus far.
● Stations will be used to offer variation and choices. Student will demonstrate
learning by successfully completing these different tasks.

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND


Assessments

Learning Activities:
To ensure that we stay on task and get a full 60 minutes of lesson time, I will use a
timer to transition from each task.
● Introduction/Essential Question (5 minutes): This will introduce my student
to the central theme of the lesson. I will highlight the progress he has made
over the weeks and remind him of the standards we have
unpacked/accomplished thus far. I will unpack the materials we will use,
while asking the student what he anticipates we will focus on for the day
using the materials as clues. I will then have the student assist me in setting
up three different work stations. ​(Curiosity, connection, coherence)
● Pre-assessment (5 minutes): Complete worksheet which will assess students’
ability to count up to 10. ​(Connection)
● Review pre-assessment (5 minutes)- Score student to assess their
understanding; assist student in completing sticker chart/rubric for the
pre-assessment. ​(Coaching)
● Station 1 (15 minutes): Using pre-arranged groups of Magna-Tiles of
differing amounts, student will be asked to replicate a design by adding the
correct number of Magna-Tiles to the existing pile to make structures
consisting of a total of 10 Magna-Tiles. The student will construct different
structures and then review with me. ​(Coherence, Concentration,
Coaching)
● Station 2 (10 minutes)- Using Swedish Fish and Starbursts, I will make 4
different groups with differing amounts of each candy. The student will be
asked to identify which groups of the candy contain a total of 10 pieces. For
example, one group will have 6 Swedish Fish and 4 Starbursts, another
group will have 3 Swedish Fish and 3 Starbursts, another group will have 5
of each candy, and the final group will have 7 Starbursts and 3 Swedish
Fish. Review the results. ​(Concentration, Context, Coaching)
● Station 3 (5 minutes)- Using Velcro puppets and puppet board provided by
the library, student will be asked to create 2 different puppets using a total of
10 pieces. The student can decide how many pieces are used for each puppet
as long as it makes a total of 10. ​(Curiosity, Context, Concentration).
● Computer game (10 minutes)- Student will play a game on one of the library
computers to further practice related math standards. ​(Coherence,
Concentration)
● Wrap up/review (5 minutes)- Assess any questions the student might have.
Update sticker charts to share with parents. ​(Coaching, Coherence,
Connection)

Stage 4 – Feedback Strategies (Entire Unit Plan)

Students will know what they need to improve and work towards mastery
through…
● Learning Targets
● Oral feedback on learning targets
● Sticker chart/rubric completeness

You might also like