CEP Lesson Plan Form
Teacher: Brookie Hitt Date: 3/25/19
School: Shepardson Elementry School Grade Level: K
Content Area: Math
Title: Math Lesson # 3 of 4
Lesson Idea/Topic Lesson 10-1: In this math lesson, students will be doing problems
and from the Pearson math curriculum. They will follow along whole
Rational/Relevance: group and then work independently at their tables. They are learning
how to draw counters to represent a number, and then create an
equation with the number 10 based on the number they choose. (For
example, if they chose 11: 10+1=11).
Student Profile: This lesson ties in to what the students have been learning. It offers
good pacing and strategies since Kindergarteners are just being
exposed to math concepts.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Standard: 1. Number Sense, Properties, and Operations
2. Composing and decomposing quantity forms the foundation for addition and subtraction
Students Can:
a. Model and describe addition as putting together and adding to, and subtraction
as taking apart and taking from, using objects or drawings
i. Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds,6 acting out situations, verbal explanations, expressions, or
equations.
c. Compose and decompose numbers 11–19 to gain foundations for place
value using objects and drawings.
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Understandings: (Big Ideas)
1. People combine quantities to find a total such as number of boys and girls in a
classroom or coins for a purchase.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
1. What happens when two quantities are combined?
2. What happens when a set of objects is separated into different sets?
Evidence Outcomes: (Learning Targets)
Every student will be able to:
Decompose numbers and create a new equation.
I can:
“I can use drawings and equations to make the numbers 11, 12, and 13.”
This means:
I can put counters on the ten frame, and figure out how many are left over. Then I can create an
equation based on these numbers.
List of Assessments:
Once the students go back to their tables, I will be able to have an eye on all of them
to see how they are doing. I may take notes if I notice a few students are not grasping
the concept. This allows me to quickly identify the students that are struggling and
the students that are ready to move on.
Planned Lesson Activities
Name and Pearson Lesson 10-1: The purpose of this lesson is to work with the numbers
Purpose of 11, 12, and 13 by drawing counters and creating equations starting with the
Lesson number 10.
Co-Teaching Which model(s) will be used?
Will co-teaching One teach one assist/station teaching
models be
utilized in this Why did you choose this model(s) and what are the teachers’ roles?
lesson? Yes X We have a child with autism that joins our class at the end of the day. We
No ___ have found that the strategy that works best for us is to have one teach the
whole group, and one work one-on-one with this child. Once the students get
sent to their seats we can tag team helping all students.
Approx. Time For the whole morning meeting and centers: from 9-10:05 (1 hour and five
and Materials minutes)
1. Pearson math worksheets
2. Pencils
3. Clipboards
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CEP Lesson Plan Form
4. Erasers
5. Math games/cards (once students finish their math)
Anticipatory The students will be coming back from P.E and the routine is to put their
Set jackets away, grab a clipboard and a math worksheet, and meet on the carpet.
I plan to sing these coin rhymes we learned a few weeks ago to get their
attention. Once I have their attention, I will start the lesson on the smartboard.
Procedures The strategy I intend to use is: Whole group smartboard instruction. It asks a
question whole group and then has a video to further explain it.
I am using this strategy here because: This is part of the math curriculum and
it breaks apart the lesson nicely for the students to understand.
Teacher Actions Student Actions Data Collected
Explaining the lesson Following along to I will jot down
whole group and then whole group instruction noticings I have. If
dismissing students to and then working students are struggling I
their tables. independently at their will make note of it.
table spots.
Closure The strategy I intend to use is: Math games
I am using this strategy here because: Once the students finish their work,
they pack up their belongings and can choose to play math card games with
their peers. We emphasize the importance of game manners. If they do not
have game manners, we ask them to grab a book and sit alone. Near the end
of the day, we will gather up the students and do a calming activity before
they leave for the day.
Differentiation Content Process Product Environment
Modifications: Some Students With this All of the
students should be able particular students will
may need to complete math be at the
more one this math worksheet, carpet to
on one independently, there may be begin, but
assistance. but we some then they
encourage differentiation will break
them to ask depending if away to their
for help if the students own seat.
they are stuck. choose to do
11, 12, or 13.
Extensions: Some No further No extensions No extension
students processes on the to the
choose to needed. product! environment.
complete
the
homework
section as
well-
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CEP Lesson Plan Form
however
this is
completely
optional.
Assessment
We will be able to asses if the students were able to complete their math
independently or if they needed extra assistance.
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