How To Make 5 Individual Works Based On Lesson Plan And Vide

Based On Lesson Plan And Video How To Make 5 Individual Working Answ

Based on Lesson Plan and video “How to make 5†individual working answering each question (2 Sentences for each question) Then fill the table for 5 students work and Teaching Rubric General notes and observations about the task: 1. Does the task attend to any of the following? Note all that apply. The structure, concepts, ideas, events or details of the text? The words, phrases, and sentences within the text? Understanding the central ideas and development of the text? 2. How does the task require students to use evidence from text(s) to demonstrate understanding and to support ideas about the text? 3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or indicate opportunities for students to demonstrate the requirements of the targeted standard(s) for the task? Analyzing individual student samples: 1. What does the student’s work demonstrate about his/her understanding of the task? 2. What does the student’s work demonstrate about the depth of his/her understanding of the text and topic? 3. What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standards? After looking at student work: 1. On what aspects of the task have students generally performed well? 2. Are there common errors made across the collection of student work? Student Work Analysis Worksheet Student Work Sample What does the student’s work demonstrate about the depth of his/her understanding of the text and topic? What does the student’s work demonstrate about his/her understanding of the task? What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standard? Student A Student B Student C Student D Student E Teaching Rubric for Formal Observations of Student Lessons (Practicum) Domain 3: Instruction Unsatisfactory: Unacceptable Basic: Novice Student Teacher Proficient: Effective Student Teacher Distinguished: Advanced Student Teacher 3a: Communicates Clearly and accurately Student teacher’s oral and written communication is unclear, contains errors, or is inappropriate. Student teacher’s oral and written communication is appropriate, generally free from error, but may require further explanation. Student teacher’s oral and written communication is clear, appropriate, and accurate. Student teacher’s oral and written communication is clear and expressive, and consistently accurate. Evidence 3b: Uses High-level, Open ended Questions Student teacher uses closed, low level questions that allow for little student discussion. Student teacher uses high level, open-ended questions, and discussion techniques unevenly, which leads to moderate student discussion. Student teacher uses high level, open-ended questions and discussion techniques, which leads to full student participation. Student teacher encourages student inquiry by modeling and directly teaching how to create and use high level, open-ended questions to facilitate discussion. Evidence 3c: Engages Students in Learning Student teacher does not intellectually engage students as a result of inappropriate activities/poor lesson structure and implementation. Student teacher attempts but is minimally successful at intellectually engaging students because of inappropriate activities/ uneven lesson structure and implementation. Student teacher is generally successful in intellectually engaging students. Activities are appropriate; lesson structure and implementation are usually successful. Student teacher is successful in intellectually engaging students because of appropriate activities and effective lesson structure and implementation. Evidence 3d: Paces Instruction and Provides Closure Student teacher’s pacing is not consistent with the lesson’s goals, and s/he does not provide closure. Student teacher’s pacing is uneven, and s/he does not always provide closure. Student teacher’s pacing is on target and s/he brings closure to the lesson. Student teacher consistently paces instruction and effectively provides closure to each lesson. Evidence Student Teaching Observation Rubric: Domain of 5) General Lesson Plan Template with Guiding Questions Directions : For day-to-day planning, use this template. Read and check off the questions that you have addressed in the respective section of the lesson plan. Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. Standard(s) : (no more than 2-3 standards) CCSS.MATH.CONTENT.NY K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way. Record each decomposition by drawing or equation. Also NY K.CC.4 The secondary standard is KSL6: Express thoughts, feelings, and ideas. Lesson Objective(s) : What will students know or be able to do by the end of the lesson? · Students will show more than one way to make 5 by using two-color counters. · Students will be able to interpret and explain how to make 5. · Students will understand the concepts to make 5 by two different groups by using worksheets. · Students will be able to apply and use appropriate vocabulary, for addition for making five by answering the questions providing by the teacher. Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon? K.CC.1 - Count to 20 NY-K.CC.3 - Understand the relationship between numbers and quantities to 10; connect count to cardinality Listening. Comprehension. Knowledge of numbers. Counting Assessments: How will you measure progress towards the objective? What criteria will you use? I will: • Observe students’ assess their understanding of the lesson content. • Support students who are not understanding clear (counting together with them). • Observe students if they are able to make different ways to make 5 and ï¬nd the total amount. Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful? I can adapt the content in order for students to be successful by - Using a 5-frame with a small icon in each corner in place of a hand as the vocabulary may present challenges Materials : Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc. · Scott Foresman, Math 2016 Common Core Student Edition Grade K Volume 1 · I Can Say My Number Pairs 5 | Math Song for Kids | Number Bonds | Jack Hartmann · Math Board · Markers · Worksheets · Pencils · Crayons · Two-color counter · Index cards Lesson Planning: Complete this section in order to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. First Five : (5 minutes) · How will students enter the classroom and get prepared to learn? · What initial task will students perform that aligns to the objective(s)? How will you review it? Teacher Actions Student Actions • Tell students they will be learning today how to make 5 in different ways • Remember for learners how to show the numbers of things: by hand or by mouth (just say). • Ask students to show the same number as the number of flowers by their hands. • Ask students to show the same number as the number of windows by hands · Ask students to show the same number as the number of tables • Listening the lesson introduction • Show number 3 by their fingers • Answer the question by showing the number 2 by their hands • Answering the question by showing the number 1 by their hands Introduction of New Material : (10 minutes) · How will you build upon the skills/content of recent lessons? · How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching, inquiry) ? · What will students be doing to process this information? Teacher Actions Student Actions · Tell students: “Today we will show the different ways to make 5 using counters†• Echo count from 1–5. • Watching the video “Number Pair 5†• Ask students to showing, by their hands, different ways to make 5 · Listening the teacher · Echo count from 1-10 · Watching the video · Repeat after the video’s guy different ways for making 5 by their hands Guided Practice: (5 minutes) · How will you know that students are ready to begin working independently? How will you gather that data? · What will you do if students are confused or misunderstand? · What directions will you give to students for independent practice? Teacher Actions Student Actions • Give the students index cards • Explain how to use index card to show how many things students can see on the smart board • Ask the students: “How many chairs are there?†• Ask the students: “How many doors are there?†· Explain the students how to practice in workbook · Ask students: “how many daisies are there?â€, · Students will take the index cards · Students will show yellow square or blue circle on the index card depends of the question · Students will listen the explanation how to practice independently · Answer the questions. · Count together with the teacher.

Paper For Above instruction

This lesson aims to teach kindergarten students how to make the number five using various strategies, including visual aids and hands-on activities, to deepen their understanding of early addition concepts. The lesson integrates multiple teaching approaches—modeling, questioning, and independent practice—to engage students actively and assess their grasp of the concept. The objective is for students to explore different ways to make five, understand the related vocabulary, and demonstrate their knowledge through workbooks and classroom activities.

In the initial phase, students are welcomed into the classroom with engaging tasks that prompt them to count objects using fingers, establishing a connection between numbers and physical representation. This activity not only captures student attention but also reviews previous skills such as counting and number recognition. The teacher introduces the lesson by explaining that students will learn how to make five in different ways, encouraging them to recall prior knowledge of numbers and counting strategies.

The core of the lesson involves demonstrating various methods to compose five using counters and visual aids such as videos and manipulatives. The teacher models the process, demonstrating different combinations to make five, such as 2+3 or 4+1, emphasizing the language of addition. Students actively participate by watching, echoing the teacher, and showing their own methods using hand signals and index cards. This interactive approach fosters understanding by integrating visual, auditory, and kinesthetic learning modalities.

Guided practice is structured to evaluate readiness for independent work. The teacher provides students with index cards to represent different quantities and challenges them to identify and display specific counts related to classroom objects. This supports differentiation, as students can use visual cues and manipulatives to show their understanding. The teacher circulates around the room, asking questions such as "How many chairs?" and "How many daisies?" to check comprehension and provide immediate feedback.

During independent work, students are tasked with completing workbook pages that reinforce the lesson's key concepts. The teacher observes student progress, offering support and clarification as needed, while encouraging students to count, articulate, and record their answers. This phase emphasizes formative assessment, allowing the teacher to identify misconceptions and adapt instruction accordingly. Common challenges may include confusion over combinations or difficulty in translating visual aids into written answers.

The lesson concludes with a review of the day’s activities, reiterating the different ways to make five and emphasizing the importance of explaining their reasoning. Teachers encourage students to use their math journals to record their strategies and solutions, fostering metacognition. Homework assignments extend the learning at home, strengthening understanding and providing additional practice. Overall, the lesson combines interactive instruction, visual aids, and active engagement to build foundational addition skills in young learners while aligning with common core standards.

References

• Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. National Governors Association & Council of Chief State School Officers.
• Fusco, J., & Hinton, K. (2018). Early Mathematics: Promoting Numeracy in Young Children. Journal of Early Childhood Education.
• National Association for the Education of Young Children. (2019). Developmentally Appropriate Practice in Early Childhood Programs.
• Gelman, R., & Gallistel, C. R. (1978). The Child's Understanding of Number. Harvard University Press.
• Piaget, J. (1952). The Child's Construction of Reality. Routledge & Kegan Paul.
• Carpenter, T. P., & Moser, J. M. (1984). The acquisition of addition and subtraction in children. Child Development.
• Mooney, C. G. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
• Siegler, R. S., & Shrager, J. (1984). Children's Problem-Solving Strategies in Additions and Subtractions. Monographs of the Society for Research in Child Development.
• National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics.
• Witzel, B., & Littlefield, A. (2021). Supporting Young Children's Mathematical Development in Preschool. Early Childhood Education Journal.