EDUC 2220- Educational Technology Lesson Plan Assignment 8

Half day Kindergarten

Ms. Madison Burgei

AM/PM Kindergarten/ Math

Common Core Standards:

MP.1 Make sense of problems and persevere in solving them.

MP.2 Reason abstractly and quantitatively.
MP. 4 Model with Mathematics.
K.CC.6 Orally identify whether the number of objects in one group is greater/more than,
less/fewer than, or the same as the number of objects in another group.
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds such as claps, acting out situations, verbal explanations, expressions, or equations.
Drawings need not show details, but should show the mathematics in the problem.
K.OA.2 Solve addition and subtraction problems, and add and subtract within 10 by using
objects or drawings to represent the problem.
K.OA. 5 Fluently add and subtract within 5.

Lesson Summary:

First, as a class, we will go over our numbers 1-10 with a visual representation using the smart
board in the classroom. We will begin by simply counting, and then refreshing students memory
of the previous days work in math as well as what students created during art yesterday. I will
then explain today’s lesson which is “Counting cookies in the cookie jar”. Students will be
broken up into groups of two, and will be asked to find a spot in the classroom to begin this
activity. Yesterday, each students created one cookie jar using a paper plate and five cookies by
using construction paper, crayons, and markers. Each group will then have a total of 10 cookies
to play with. Students are asked to put all of the cookies together, while one person closes their
eyes and the other person will hide as many cookies under the cookie jar that they would like.
The student with their eyes closed has to then use their problem solving skills, critical thinking,
addition and subtraction, and overall ability to count to 10 to find out how many cookies are
under the cookie jar. For example, I have 10 cookies total, while my partner closed their eyes, I
snuck 4 cookies into the cookie jar. My partner then has to think, “okay, we started with ten…I
see six cookies NOT in the cookie jar…so that means theres are 4 cookies in the cookie jar!”
Students can also hold up 10 fingers, and put down 6 to represent how many cookies are not in
the jar. Simple yet fun and interactive way students can work on their math skills. Throughout
the next couple of days, we will continue to review before beginning the lesson and incorporate
this concept in new ways. We will use lego blocks to count and build a tower(addition) and use
dice to add numbers together.

Estimated Duration:
This lesson will take about two hours. I plan on taking this lesson and dividing it up into three
days since this lesson is created for AM / PM kindergarten schedules (40 minute class period for
math centers and teaching the lesson with review)

Commentary:
I think that the hardest challenge with this lesson is going to be the kids doing math in their
heads and applying it towards the activity. The other challenge I think will occur is the challenge
of students interacting with peers they do not normally interact with, since this activity is paired
up randomly. However, I think that the students will overall enjoy participating in this activity
because it is designed to be more like a game and children love games! The lesson is fun,
interactive and is engaging the students into learning while simultaneously being fun.

Instructional Procedures:
The first 10 minutes of each day for this lesson will begin with review of the simple math we
have been learning throughout the year so far. We will use the white board and smart board for
review and then begin to talk about the activity for that day. After this, I will draw names of two
out of a cup to assign the groups of two for this activity. After drawing everyones groups,
students will decide where they would like to play the game. They can choose to play it on the
floor, at the table, in the quiet space area, at their seats, etc. Once they find where they would
like to learn, they will be given simple step directions on how to play and how much time they
have for the activity as well.
Day one: After doing the 10 minute intro and review, students will spend 20 minutes actively
participating the assigned activity. First day we will do the cookie jar activity. The teacher will
walk around and observe the class and help when needed. The teacher will actively look and
listen to students who are participating and keep track for participation stars. After 20 minutes of
active learning, the students will then gather on the carpet to openly discuss the activity. As a
class, we will talk about what we liked about the activity, what we didn’t like about the activity,
if it helped or did not. We will have an open conversation to allow students to give honest
feedback and help other students feel and understand what the activity was all about.

Day two:
After doing the 10 minute intro and review, students will spend 20 minutes actively participating
the assigned activity. The second day we will do the Lego activity Students will be given 10
Lego, a pencil, blank sheet of paper, and five laminated counting sheets per group. Each sheet
will have a simple math equation that students will work together to solve. Once the children
have their answer, they write it down on a separate piece of paper. The teacher will walk around
and observe the class and help when needed. The teacher will actively look and listen to students
who are participating and keep track for participation stars. After 20 minutes of active learning,
the students will then gather on the carpet to openly discuss the activity. As a class, we will talk
about what we liked about the activity, what we didn’t like about the activity, if it helped or did
not. We will also go over each groups answers and discuss how they came up with that number.
We will have an open conversation to allow students to give honest feedback and help other
students feel and understand what the activity was all about.
Day Three:
After doing the 10 minute intro and review, students will spend 20 minutes actively participating
the assigned activity. The third day, we will do the dice activity. The groups will be given dice
(2), a worksheet, and a pencil. Students will then roll the dice, count the numbers on the first die,
jot it down and then count the number on the second die, jot it down and add them together.
They groups will work together to come to a consensus as to what they think the total should be.
This will be more challenging because it is possible to role 6 + 6 = 12. The teacher will walk
around and observe the class and help when needed. The teacher will actively look and listen to
students who are participating and keep track for participation stars. After 20 minutes of active
learning, the students will then gather on the carpet to openly discuss the activity. As a class, we
will talk about what we liked about the activity, what we didn’t like about the activity, if it
helped or did not. We will have an open conversation to allow students to give honest feedback
and help other students feel and understand what the activity was all about.

For Teachers:
Materials you will need are as follows…
1) white board
2) dry erase markers
3)smartboard
4)computer, ipad, or tablet
5)laminated worksheets
6)pencils
7)scrap paper
8)construction paper
9)paper plate
10) markers, crayons, etc.
12) dice
13) Lego blocks

For Parents:
1) Tablet, Ipad, laptop, etc
2) Crayons, markers, etc
3) paper plate
4) construction paper
5) Dice
6) Lego blocks