Blended Learning Lesson Plan

Lesson Title:
How Many Are There?
Objectives:
Students will be able to sketch drawings to demonstrate their knowledge of addition and
subtraction.
Students will be able to solve problems by using resources, such as images, skits, and fingers.
State Standards:
K.ATO.2 Solve real-world/story problems using objects and drawings to find sums up to 10
and differences within 10.
 K.ATO.1 Model situations that involve addition and subtraction within 10 using
objects, fingers, mental images, drawings, acting out situations, verbal
explanations, expressions, and equations.

Context:
This lesson is a Kindergarten math lesson on addition and subtraction. It is the very basics that
includes assistive objects, such as drawings. Before adding and subtracting is introduced,
students have demonstrated their knowledge of counting numbers 0-10. This prior knowledge
will assist them when combining or taking away in this lesson. While students have been
introduced to basic addition, this lesson focuses on expanding this knowledge. From this lesson
on, students will be expected to add and subtract larger and more complex numbers. This is a
steppingstone that will help them grow.
Data:
This class consists of 18 Kindergarteners. They will be separated into three groups. These groups
are based on their skill level. Before beginning this lesson, the students took a verbal assessment
on counting and recognizing numbers. Based on their understanding of numbers, I split them into
one below average group, one average group, and one above average group. The students are
unaware of these groupings, instead their groups are named based on various animals. In this
specific lesson, I will gain insight on their level of understanding during both the independent
digital section and the closure section. The technology source that will be utilized will display
each students scores, strengths, and weaknesses. This will assist me with future grouping.
Materials:
Part of Materials Used: Link:
Lesson:
Introduction YouTube Video https://www.youtube.com/watch?v=uONIJ5TQ2DA

Teacher Quack and Count by

 Directed Keith Baker
Worksheet
Pencil
Collaborative Uno Cards
Snap Cubes
Whiteboard
Marker
Independent iPads https://jr.brainpop.com/
Digital BrainPOP Jr
Closure Worksheet
Pencil

Detailed paragraphs from here on down.

Procedures:
Introduction (10 minutes):
After the students complete their morning work, we will all gather at the carpet. Math will be the
first lesson of the day. I will introduce todays topic: addition. I will ask students to explain
addition and provide an example. I will tell the students that we are going to watch a video
together. This YouTube video by Jack Hartmann is both educational and entertaining. The
students will be able to move, dance, and sing which will decrease their energy level and
increase their focus. They will also view examples of addition. After the video plays, I will have
students return to sitting on the carpet. Because we do these rotations frequently, detailed
instructions are not necessary. Instead, I will briefly explain what they will be doing at each
station. For example, at the Teacher Directed station we are reading a story and completing an
activity, in Collaboration we are playing a game, at Independent Digital they are completing a
quiz on BrainPOP. I will also send the groups to the center they will begin at. Before setting the
timer, I will ask students if they have any questions regarding the expectations.
Teacher Directed (10 minutes):
During this section, we will see the use of addition through a children’s story. Following, we will
apply that knowledge to complete a worksheet. At this section, I will have the students sit at my
teacher’s desk. I will tell them that we are going to read a story about ducks, called Quack and
Count and we will have to help them fly by using addition. I will read the story aloud. On each
page, we will follow along and count the ducks. I will have the students count out loud to show
their understanding. At the end of the story, we will complete a worksheet that is adding up
ducks. The worksheet directly follows the story read out loud. Depending on the group, depends
on the assistance that will be needed. For example, the above average group are expected to
complete the worksheet independently while the below average group will need me to assist
them completely.
 Collaborative (10 minutes):
In this section, students will work in pairs to play an addition game. This game is not competitive
but by working together, students hopefully we will be able to assist one another with questions.
This game involves Uno cards, snap cubes, whiteboards, and markers. All these supplies will
already be at the station. The students will split into two and have two decks of Uno cards. They
will flip each deck so that two cards are face up. They will add these two numbers together. They
can demonstrate this by using snap cubes or simply writing on their whiteboards, depending on
their level of understanding. For example, if Sue flipped a 2, she would put two snap cubes
together and if Bob flipped a five, he would put five snap cubes together. They will then
combine their snap cubes to count the total. Or they can write their answers on their white board
and see if they get the same answer. In this section, they are able to make a few choices on how
to complete the activity.
Independent Digital (10 minutes):
In this section, students will use their iPad to demonstrate their understanding. Each student will
be assigned a quiz on BrainPOP Jr. While to the students it appears to be just a game, it will send
the scores to me, the teacher. I will then be able to view what students are struggling with and
where they feel confident. These scores will determine future lessons and groupings. If they
finish the quiz early, there will be other games assigned to them that they can choose from.

Closure (10 minutes):

After the thirty minutes is over, students will gather back at the carpet. We will reflect on each
station. I will ask the students one thing they learned at each station or to ask questions on
material they still do not understand. If there is time remaining, I will give each student a
worksheet, pencil, and clipboard. This worksheet is very similar to the one we did together at the
Teacher Directed station. When completed, I will also use these worksheets to guide future
lessons. It will show me if the students are ready for more complex problems or if we need to
spend more time on simple addition.
Rationale:
BrainPOP Jr:
I chose to use BrainPOP Jr. in this lesson because it is an educational, yet
entertaining app. It has a large selection of animated movies, games, and quizzes. BrainPOP Jr. is
aligned with Common Core and state standards. Therefore, it allows me, the teacher, to look up
standards and it will give me the videos, games, and quizzes that align. In this lesson, I used this
technique. This app follows many of the LORI criteria. For example, it has high content quality
as it avoids stereotyping and biasness. While BrainPOP Jr. does not specifically list the learning
goals, as mentioned above, it does align with state standards. It has high motivation as it is
engaging for younger students and has an appropriate difficulty. The presentation was well
designed as it appears professional with well-produced videos. It is also easy to interact with and
navigate. BrainPOP Jr. is very accessible as it includes features such as captions, screen reader
accessibility, and simple navigation.
YouTube video:
I chose to use YouTube to show a video by Jack Hartmann. Jack Hartmann
creates many educational and entertaining videos for younger students. He is well known on
YouTube. While this song includes addition facts, it is simply a fun way to engage students. I
think this is a great way to get students excited about learning addition. Hopefully it will help
them remember a few addition facts. This follows the standards and objections as it has students
count objects to add sums up to 10. This video is high content quality because it free from bias.
Although I am using this video for my lesson, it does not include learning goals or state standard
alignments. Because it is a video, it does not offer feedback. This specific LORI criteria is not
applicable in this situation. I chose this video mainly because it provides motivation. It is
appropriate for its audience. It is obvious that it was professionally produced as the presentation
design is appropriate. This song will help learners, such as those with ADHD, who need to move
around the classroom. YouTube offers accessibility functions, such as captions and play-back-
speed that can be slowed down or sped up. For those who are visually impaired, YouTube is
accessible with a screen reader.