KA3 MATH EXAMPLE

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University of Washington *

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20090127

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Mathematics

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Feb 20, 2024

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KEY ASSESSMENT 3: MATH EXAMPLE Elementary Education (K-6) Lesson Planning Unit General Directions: Elementary Education (K-6) Lesson Planning Unit Throughout the methods courses, teacher candidates will develop a lesson planning unit. Candidates will create one lesson plan per content area (reading, math, science, health/physical education, social studies, and integrated arts) in a variety of grade levels (K-6). Each content area meets CIEP curriculum indicators (refer to attached individual rubrics for each content area). EE CIEP Standards (Reading): 2.1, 2.1.1, 2.1.2, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Math): 2.2.2, 2.3, 2.3.1, 2.3.2, 2.3.3, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Science):2.2, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.5.1, 2.2.5.2, 2.2.5.3, 2.2.5.4, 2.2.5.5, 2.2.5.6, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Health/Physical Education: A Health Lesson Plan Integrated with Physical Education):2.6, 2.6.1, 2.6.2, 2.6.3, 2.6.4, 2.7, 2.7.1, 2.7.2, 2.7.3, 2.7.4, 2.7.5, 2.7.6, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Social Studies): 2.4, 2.4.1, 2.4.2, 2.4.3, 2.4.4, 2.4.5, 2.4.6, 2.4.7, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 EE CIEP Standards (Integrated Arts): 2.5,2.5.1, 2.5.2, 2.5.3, 2.5.4, 2.8.0, 3.1, 3.2, 3.3, 3.4, 3.5, 4 Candidates must use the lesson plan template provided and respond to all prompts in each section using 12-point font, Times New Roman. Each lesson plan must include an informal and formal assessment tool(s) to evaluate learning in the content area with respect to the content standard(s) addressed. Section Directions: Instructions are provided in red for each section below. Guiding notes and examples are included on the lesson plan template. Central Focus for the Unit (CIEP EE 3.1): Give a description of the important understandings and core concepts that students should develop within the learning segment based on the content standard(s). Content Standards - Alabama College and Career Ready Standards (CCRS) (CIEP EE 3.1): Include the number and text for each selected content standard (no more than 2) that are central to the student learning that you expect to support throughout your lesson plan. Learning Objectives (CIEP EE 3.1): Include 1-3 learning objectives that guide the

KEY ASSESSMENT 3: MATH EXAMPLE development of the assessment tool that will be used to evaluate students’ knowledge/skill after instruction. Lesson Timeline (CIEP EE 3.1): Include a detailed timeline for the 60-minute lesson. Essential Questions (CIEP EE 3.3): Identify 1-3 big ideas that summarize this lesson guide instruction. Instructional Resources and Materials (CIEP EE 1): List all instructional materials and resources. They must be numbered in the lesson plan and on each attachment. For example: IM 1:1 (Instructional Material 1: Lesson 1); IM 2:1 (Instructional Material 2: Lesson 1). Provide a link for each resource or material listed. Introduction to Lesson (Anticipatory Set) (CIEP EE 3.3, 3.4, 3.5): Identify step by step and in detail what you (the teacher candidate) will be doing to introduce the lesson. Steps must be sequentially numbered. Instructional Strategies and Learning Tasks (Procedure) (CIEP EE 3.3, 3.4, 3.5): Identify step by step and in detail the instructional strategies that you (the teacher candidate) and the students will be doing. Steps must be sequentially numbered. Guided and Independent Practice (CIEP EE 3.3, 3.4, 3.5): Identify step by step and in detail the guided practice followed by the independent practice that you (the teacher candidate) and the students will be doing. Steps must be sequentially numbered. Closure (CIEP EE 3.3): Identify step by step and in detail what you (the teacher candidate) and the students will be doing to summarize and conclude the lesson. Steps must be sequentially numbered. Technology (CIEP EE 2.2.2): Describe in detail how the technology included in the instructional strategies and learning tasks add value to the instruction and assessment. Differentiation and Planned Universal Support (CIEP EE 2.8, 3.2): Identify and describe in detail your plans to assist learners who experience difficulty or require enrichment. Include modifications, accommodations, and differentiations. Language Function Students Will Develop and Additional Language Demands and Language Supports (CIEP EE 3.5): List and describe the strategies and resources you will use to help your students understand and learn to use the identified language function and/or demands, vocabulary, syntax, and discourse. Include the language supports you will provide.

KEY ASSESSMENT 3: MATH EXAMPLE Types of Student Assessments and What Is Being Assessed—Informal Assessments (CIEP 4), Formal Assessments (CIEP 4), and Modifications to the Assessments (CIEP EE 3.2): Describe and develop the assessment tools used to evaluate learning with respect to each standard(s) addressed in the instruction used in the lesson plan. Include all assessment tools with the lesson plan. They must be numbered in the lesson plan and on each attachment. For example, A 1: 1 (Assessment 1: Lesson 1); A 2: 1 (Assessment 2: Lesson 1). Relevant Theories and/or Research-Based Practices (CIEP EE 1, 3.1): Identify and justify the best practices that you are utilizing in the lesson giving credit to the appropriate theorists. Formal citations are not required.

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KEY ASSESSMENT 3: MATH EXAMPLE Elementary Education (K-6) Lesson Planning Unit Template General Directions: Elementary Education Lesson Planning Unit Throughout the methods courses, teacher candidates will develop a lesson planning unit. Candidates will choose one theme and one grade level (K-6) and create one lesson plan per content area (reading, math, science, health, physical education, social studies, integrated arts in a variety of grade levels from K-6). Each content area meets CIEP curriculum indicators. Candidates must use the lesson plan template provided and respond to all prompts in each sections using 12-point font, Times New Roman. Each lesson plan must include an original assessment tool(s) to evaluate learning in the content area with respect to the content standard(s) addressed Section Directions: Instructions and guiding notes are provided in red for each section below. Central Focus for the Unit (CIEP EE 3.1): Students will model how to identify pennies and dimes Content Standards - Alabama College and Career Ready Standards (CCRS) (CIEP EE 3.1): M.AAS.K.14- Describe common objects by their attributes. [K-MD1] Learning Objectives (CIEP EE 3.1):  Students will be able to identify pennies and dimes.  Students will be able to identify the value of pennies and dimes Lesson Timeline (CIEP EE 3.1) Introduction/Assessment: 10 minutes Video: 5 minutes Lesson:15 Modeling Activity: 10 minutes Activity: 15 minutes Exit Slip: 5 minutes Essential Questions:

KEY ASSESSMENT 3: MATH EXAMPLE (CIEP EE 3.3)  What is the value of a penny?  What is the value of a dime ?  What is the name of the coin with the value of 1 cent?  What is the name of the coin with the value of 10 cents?  What makes a penny different from a dime? . Instructional Resources and Materials: (CIEP EE 1) IM:1 Projector and whiteboard IM:2 My Growing Brain: Counting Coins Video IM:3 Popsicle sticks IM:4 Glue IM:5 Scissors IM:6 Colors IM:7 Markers IM:8 Coin Printout IM:9 Pennies IM:10 Dimes IM:11 Exit Slip Introduction to Lesson (Anticipatory Set): (CIEP EE 3.3, 3.4, 3.5) 1. I will give each student a penny and a dime and ask if they know the name of these coins. Then I will ask if anyone knows the value of these coins. Lastly, I will ask if anyone knows what pennies and dimes are used for. This is a form of informal assessment to see what my students know before starting the lesson. 2. We will begin discussing the lesson and the activity we will be doing. This will give the students the ability to prepare themselves for the lesson . Instructional Strategies and Learning Tasks (Procedure):

KEY ASSESSMENT 3: MATH EXAMPLE (CIEP EE 3.3, 3.4, 3.5) 1. The teacher will begin passing out pennies (IM:9) and dimes (IM:10). Next the teach will informally assessing the students on their knowledge of pennies and dimes by asking questions about the name and value of the coins. Next the teacher will use the projector (IM:1) to display the video, Counting Coins, onto the whiteboard (IM:1). After the video, the teacher will discuss with the student what they learned from the video. This creates schema for the students to have during the lesson. 2. Next, the teacher will begin the lesson. During the lesson the teacher will be using the whiteboard(IM:1) to draw the characteristics of each coin so that the students will be able to tell the difference between the two. The teacher will ask, “what color is the penny?” and “what color is the dime?” After the students answer the teacher will write their answer on the board under the drawing of the coin. Next the teacher will ask, “what is the value of a penny?” and “what is the value of a dime?” After the students answer the teacher will write their values under the drawings as well. 3. The teacher will then pass out the materials needed for the activity. Each student will need to wait until the teacher has modeled how to do the activity, to begin. The teacher models the order in which the students are to assemble they activity. The students must first use their colors (IM:6) to fill in their coin printout(IM:8). Next, students will cut out the coins with scissors (IM:5). Then students will glue (IM:4) the coins to separate popsicle sticks (IM:3), one for the penny and one for the dime. Lastly, the students will use the marker (IM:7) to write the name of the coin and its value on the popsicle stick (IM:3). As students are doing their activity the teacher will walk around and assist as needed. Guided and Independent Practice: (CIEP EE 3.3, 3.4, 3.5) 1. Students will use what they made to continue practicing what they learned. Students will break up into pairs and ask each other questions about the penny and dime. 2. The teacher will informally assess and observe the students by listening to their question and answers. If the teacher hears a student answer incorrectly then the teacher will stop the whole class and go over the correct answer together. 3. Students will then continue to work with their partner until the teacher joins in and ask them more questions. This gives the teacher the ability to work with the students one- on -one and help them if they need it. Closure: (CIEP EE 3.3) As the student begin to finish their activity the teacher passes out the exit slip sheet. On the

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KEY ASSESSMENT 3: MATH EXAMPLE exit slip it ask 1 question from the class and 1 bonus questions. The first question is “does the penny or dime have the highest vale? and the bonus is “what color is the penny?” Whoever gets the bonus questions right will get to get a treat from the treasure chest. Technology: (CIEP EE 2.2.2) The technology used during the lesson includes the projector. The projector was used to display the video , Counting Coins. Technology played an important role during the lesson because it gave a visual representation of the lesson and provided the students with proper schema to develop relationships between the video and what they are about to learn. Differentiation and Planned Universal Support: (CIEP EE 2.8, 3.2) Identify your plans to assist learners who experience difficulty or require enrichment. Include: Modifications: : For students who are struggling with the activity, the material will already be colored in and cut out for them. This will allow them more time to finish the activity and stay on task with everyone else. Accommodations: Students that need accommodations will sit near the teacher’s desk so that they can hear and see the teacher and board clearly. They will have partner to help them with the activity and exit slip. Their materials will also be prepared to insure they complete the activity. Differentiations: : To meet the individual needs of each student, the teacher will provide a handout to each student that gives examples and step by step directions for the activity. This will help the students that need guided instruction. The exit slip will be different for each student according to their independent level of reading. This way each student can understand and answer the questions correctly . Language Function Students Will Develop and Additional Language Demands and Language Supports (CIEP EE 3.5) What strategies and resources will you use to help your students understand and learn to use the identified language function and/or demands? What language supports will you provide? A table is useful to help display your language functions/demands with your language supports. Example: If your learning task is for students to evaluate a friendly letter, they need to understand the embedded examples. Language Functions/Demands (there are 4 language functions) Language Supports

KEY ASSESSMENT 3: MATH EXAMPLE Language Function: Model Attributes The teacher will model how to do the activity. The teacher will model how to write the value of the penny and dime on the popsicle stick. Vocabulary: Value The teacher wrote the value of a dime under the picture on the whiteboard . Syntax : Drawings Cent sign As the class repeats the value of a penny, the teacher draws the cent sign to represent the worth of the penny . Discourse: Make a poster in groups. Students will create a poster in their group of either the penny and dime and write what they have learned. Types of Student Assessments and What Is Being Assessed: Describe and develop the assessment tools to use with the lesson. The assessment tools should evaluate learning with respect to each standard(s) addressed in the instruction. All descriptions must be included here and all developed assessments must be attached. These must be numbered here in the lesson plan and also on each attachment. Informal Assessments: (CIEP EE 4) The students will use schema to answer questions during the beginning the lesson. The teacher will be informally assessing students by listening to their answers and observing . Formal Assessments: (CIEP EE 4) The teacher will formally assess students’ knowledge of the lesson by having them create drawings based off what they learned about pennies and dimes. The students will be modeling what they learned. By drawing a representation of the penny and dime. The students will also give the name and value of the coins. The teacher will walk around and observe each student as they create their drawing. Modifications to the Assessments: (CIEP EE 3.2)

KEY ASSESSMENT 3: MATH EXAMPLE Modifications will be made for students during the informal assessment by answering the question son-on-one with the teacher so that they do not feel pressured or anxious if they get the answer wrong. For the formal assessment the students will be paired with a partner they feel comfortable with to complete their drawing. This will help them stay on task and have support when they need it. Relevant Theories and/or Research-Based Practices (CIEP EE 1, 3.1) The teacher used the theory of Constructivism so shape her lesson in a way that students learn gathering knowledge by interacting with the lesson. Students are showing this by creating the drawings of what they learned and creating their dime and penny popsicle sticks. Students learn best when interacting with the lesson and the teacher is the cognitive guide to the learner -centered approach. Pre- Test Name:______________________________ 1. What is this? a. Quarter b. Dime c. Nickel d. Penny by Unknown Author is licensed under

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KEY ASSESSMENT 3: MATH EXAMPLE 2. What is this? a. Quarter b. Dime c. Nickel d. Penny Post-Test Name:___________________________ 1. What is the value of a dime? a. 1 cent b. 4 cents c. 10 cents d. 5 cents 2. What is the value of a penny? a. 1 cent b. 4 cents c. 10 cents d. 5 cents 3. What is the name of this coin?

KEY ASSESSMENT 3: MATH EXAMPLE _________________________ 4. What is the name of this coin? __________________________ Answer Key: Pre-test 1. D 2. B Post-Test 1. C 2. A 3. Dime 4. Penny by Unknown Author is licensed under

KA3 MATH EXAMPLE

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