Level: Elementary
Grade Level: Kindergarten
New York State Common Core Learning Standards
Standard Area: Mathematics
Domain: Operations and Algebraic Thinking
Cluster: Understand addition as putting things together and adding to understand subtraction as taking part and taking from.
Standard: K.OA1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
| Instructional Tasks | Learning Objectives |
Student Work |
Assessment Tool |
-Create number stories using drawings shown on the smart board. -With limited assistance from the teacher, use objects to represent numbers in addition equations. -Complete Connecting Cubes worksheet activity, while using objects to solve addition equations. |
-TSWBT will be able to use drawings of a pair of shoes, a frog, and an ice cream cone to create number stories. -TSWBT use connecting cubes to solve and represent the addition equations from the number stories recited. -TSWBAT complete the Connecting Cubes worksheet activity while using two different colored connecting cubes and crayons to represent the number groups in each addition equation. |
-A verbal explanation of the number story created with the drawings shown on the smart board. -Use the connecting cubes to appropriately represent each number group and solve the addition equations. -A completed worksheet showing that the student used two different colors to represent each number group and solved the addition equations. |
-The students are not assessed for their verbal explanations, for this part of the lesson serves as an introduction. However, the teacher takes observational notes. -The students are assessed through a checklist indicating whether they are able to use the connecting cubes to represent and solve the addition equations from the number stories. -The students are assessed through a four point Connecting Cubes Worksheet Activity rubric that considers the accuracy of their answers, effort, coloring and coloring for understanding to represent and solve the addition equations. |
Supporting Standard: L.K.4
Common Core Standard: New York P-12 Common Core Learning Standards
Grade Level: Kindergarten
Domain: Language Arts and Literacy
Benchmark: Speaking and Listening
Benchmark Indicator: Comprehension and Collaboration
Sample Indicator: Describes familiar people, places, things, and events and, with prompting and support, provide additional detail.
Classroom Background
This learning experience was taught in a general education classroom at Maryvale Primary School. This classroom contains 24 students with one lead teacher. There are 11 girls and 13 boys, all ranging between the ages of 5-6 years old. All students are typically developing, however, three students are diagnosed with ADHD.
Within the classroom, the students often demonstrate good behavior in order to move themselves up on the behavioral color chart and take a visit to the treasure box (which is further explained in Appendix C). The student’s seating consist of six desk arranged in a U-shape. There are two floor areas with both white and yellow tape to remind the students of their seating arrangements. The students work well from both their seats and the floor areas. The classroom environment is welcoming and encourages the feeling of safety. The classroom arrangement is further described in Appendix D.
Student’s Knowledge
Prior to learning experience
-Knowledge of colors
-Knowledge of numbers stories
-Identification of objects/items
-Identification of numbers
During learning experience
-How to connect connecting cubes
-Using (two) different colors to represent number groups
After learning experience
-How to represent number groups by color
-How to use connecting cubes to solve addition equations