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California Content Standards and/or Curriculum Framework.

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California Content Standards and/or Curriculum Framework.

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Counting and Cardinality K.CC

Know number names and the count sequence.

1. Count to 100 by ones and by tens.

2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

7. Compare two numbers between 1 and 10 presented as written numerals.

Operations and Algebraic Thinking K.OA

3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

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.

5. Fluently add and subtract within 5.

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Learning goal(s) for content and ELD, as appropriate.

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Learning goal(s) for content and ELD, as appropriate.

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Learning Goals for Content:

Students should be able to Count to tell the number of objects.

Students should be able to count to 100 by ones and by tens.

Students should be able to count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Students should be able to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1

Students should be able to compare two numbers between 1 and 10 presented as written numerals.

Students should be able to decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Students will use 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.

(ELD) English Language Development Goals:

Students should be able to exchange information and ideas with others through oral collaborative discussions on the topic using academic language.

Students should adapt their English language choices to various contexts based on task, purpose, and audience.

Students should understand and be able to discuss mathematical informational texts and worksheets.

Students should be able to support their ideas both in writing and verbally.

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Evidence and description of assessments of learning (informal assessment, student self-assessment, and formal assessment).

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Evidence and description of assessments of learning (informal assessment, student self-assessment, and formal assessment).

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Informal Formative Assessments:

(Floor) During Calendar:

How many groups of 10 in our date today? (All answer silently with fingers; looking for 1)

How many days have we been in School? (call on one student)

How many Groups of ten are in that number? (All answer with silent fingers; looking for 6)

Whole Class -Listen for answers-

Adding one more to the number of days of school?

Count days by 10s

Count to 100 by tens

Discuss: Intro to Math Lesson 3.X

-access prior knowledge

-build numbers up to 10

-discuss more than/less than, equal

Allow students to give answers, model with a Ten Frame and Counters, address misconceptions, and listen to how students discuss their thoughts and opinions.

(At Desks) Math Lesson Projected on Whiteboard, Teacher Models using overhead

-have students answer questions from the math unit lesson (call on raised hands) and have them go up to the board to show answers

-Discuss answers with the whole class

-Have students Self Correct their papers, correcting backward numbers, incorrect answers

Formal Assessment:

-Students will be asked to count to 100 independently. This information will be recorded and used to grade for proficiency. Kindergartners have achieved grade level state standard proficiency when they can count to 100 by ones and tens

-Students will be asked to write the numbers 1-20 independently. This information will be recorded and used to grade for proficiency. Kindergartners have achieved grade level state standard proficiency when they can write their numbers in counting order, 1-20.

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Linking to Prior Learning and Building on Previous Lessons.

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Linking to Prior Learning and Building on Previous Lessons.

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Students have been working on building numbers up to 10 using counters, sorting maps, Ten Frames and Counters in collaborative, modeled lessons. Students have progressed through the GoMath mathematics unit worksheets for many weeks. The three mathematics lesson plans that I have written build upon previous lessons by

-Using the consecutive GoMath worksheets that build upon the last lesson in sequence

-Having the students work with Ten Frames independently

-Introducing new academic language that correlates to previously learned academic language; for example, students have learned more than, less than, and equal-I will introduce the words Addition and Subtraction

-Have students independently count to 100 by tens.

-Have students independently count to 100 by ones.

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Learning Activities: Using Educational Technology 

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Learning Activities: Using Educational Technology 

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The technology used in my Kindergarten classroom is all teacher-driven; students do not use any classroom technology independently.

-All students can see the projected math worksheets on the whiteboard

-All students can see the Jack Harmon mathematics videos projected on the whiteboard

Using the UDL framework, I show the lesson material in multiple forms to foster understanding for all learning types and ensure equitable access to content. Presenting the mathematics lessons in a music video coupled with movements helps retention of information, and makes the motivation to learn intrinsic.

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Let's Get Fit | Count to 100 | Jack Hartmann

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English language development (ELD) and academic language development.

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English language development (ELD) and academic language development.

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Students in Kindergarten are just beginning to understand and communicate using the English language, in its written, and spoken forms. They are all, in a sense, English Language Learners. English Language Development and mathematical understanding in this lesson are supported by the use of mathematical academic language spoken to my students and continuous informal assessments to ensure that all students understand the lesson.

There will be multiple opportunities for students to be exposed to the lesson material in many forms; videos, group discussions, modeled and collaborative work, independent work, and guided practice. At all times, appropriate academic language will be modeled and students will be given the opportunity to express themselves verbally using learned academic language with peers and in discussions.

Students should be able to exchange information and ideas with others through oral collaborative discussions on the topic using academic language.

Students should adapt their English language choices to various contexts based on task, purpose, and audience.

Students should understand and be able to discuss mathematical informational texts and worksheets.

Students should be able to support their ideas both in writing and verbally.

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All of my students are native English speakers, but they are only 5 years old, so there are strategies to use to ensure understanding, and so a lesson is taught much like an ELL classroom;

• I talk naturally, not too fast or too slow.

• I don't talk with my back turned to the students, they need to see how I pronounce words and form my mouth and expressions, making sure the students can see my face clearly when I am speaking.

• I use visual cues, such as body language and props, to allow the child a second opportunity to receive the message I am communicating.

• I clearly introduce a new topic when the subject of conversation is changing.

• I summarize key points given by classmates.

• I write words, dates, assignments, and other important information on the board.

• I acknowledge and say the name of each child who contributes to a discussion.

• I repeat or rephrase comments or questions to the entire class before responding or calling on another child.

• I tell students to not be worried about getting anything wrong, to try their best, and that they can do hard things.