Name: Rahima Begum

Grade: Kindergarten Date: 11-07-2023

Observation #: 3rd and CPAST Unit and Lesson Title: Bridge: Mathematics, Unit 3
Module 1 Session 5 Growing Bike Pattern
Time Duration: 1:10-2pm
 Content Standard Alignment: Identify the number of objects as the last number said when
counting a group of objects and count collections of objects in different ways to demonstrate
that the arrangement of objects and the order in which there are counted do not change the
total number of objects (K.CC. 4b)

 Count up to ten objects arranged in line, rectangular array, or circle to answer “how many?”
questions (K.CC.5)
 Represent addition with objects (K.OA.1)
 Count by 2s to 20 (supports 1.NBT)
 Construct viable argument and critique the reasoning of others (K.MP.3)
 Look for and make use of structure (K.MP.7)

Lesson Objectives/Instructional Goal(s):

Learning Target: Students will be able to count and identify the number of objects in various
arrangements, understanding that the order does not affect the total count.

Learning Target: Students will be able to count up to ten objects in different configurations (line,
rectangular array, circle) to answer "how many?" questions.

Learning Target: Students will represent addition using objects.

Learning Target: Students will count by 2s up to 20, supporting.

Learning Target: Students will develop the ability to construct viable arguments and critique the
reasoning of others.

Learning Target: Students will look for and make use of structure in mathematical problem-solving.
High Leverage Practices:
 Eliciting Student Ideas: By asking students to think of things that come in doubles in their
daily lives, I'm eliciting their ideas and encouraging active participation.
 Conducting a Group Discussion: Engaging students in discussions about doubles, even
numbers, and patterns fosters a collaborative learning environment.
 Modeling: I'm modeling the concept of doubles by explaining that "2 is double 1, and 4 is
double 2," which aids student understanding.

Instructional Materials/Resources:

1. Chart with Bicycles Pictures: A visual aid to introduce the concept of "doubles" and
patterns
2. Counting Objects: Various objects (e.g., counters, toys) for hands-on counting activities

Crowder /rev 8-23

 3. Visual Patterns: charts and illustrations to demonstrate even numbers and patterns.

Methods and Instructional Strategies

Introduction- Engaging
the Learner:
Show a chart with pictures
of bicycles and ask, "What
do you notice about the
chart?" Guide them to
focus on the number of
wheels.

Instructional Activities:  Direct instruction: introducing the concept of doubles and

 Display the learning even numbers
target: "Today, we will  Guided practice: leading students through examples and
learn about doubles, discussions
even numbers, and  Small group: encouraging peer discussions and collaborative
patterns."Show a chart activities.
with bicycle patterns  Cooperative learning: having students identify examples of
and ask, "What do you doubles together.
notice about the  Independent work: having students find and create their own
number of wheels on a examples of doubles
bicycle?"  Visible thinking: encouraging students to express their
 Introduce "doubles" thoughts and observations
concept (e.g., 2 is  Think-pair-share: Promoting discussions and sharing of ideas
double 1, 4 is double  Writing: recording examples and patterns on paper.
2).
 Charts and visual aids: using pictures and objects to reinforce
 Discuss other things understanding
that come in pairs in
 Wait time: Allowing students time to think and respond
daily life.
during discussions
 Share visuals of pairs
and discuss the concept
of "two" or "doubles."
 Show patterns of even
numbers (e.g., 2, 4, 6,
8) and their connection
to doubles.
 Have students identify
and create their own
doubles and even
number examples.
Conclude by revisiting
the learning target and

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 asking, "What did we
learn about doubles,
even numbers, and
patterns today?"

Wrap Up-
Synthesis/Closure:

Revisit the learning target

and ask students, "What
did we learn about doubles,
even numbers, and patterns
today?" Summarize key
points, address any
misunderstandings, and
prepare them for the next
lesson.

Transition(s ) After the lesson, students will have about 15-20 minutes to work independently in small
groups in math workstations.

Differentiation According to Student Needs (you do not need to include this until our 3rd and
4th observation):
 Use varied resources and materials to cater to different learning styles.
 Implement flexible grouping to adapt to individual needs and pace of learning.
https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/
#unique-identifier

Assessment (Formative and Summative):

 Use "Thumbs Up/Thumbs Down" to check for student understanding during the
lesson.
 Engage students in "Turn & Talk" activities to encourage peer discussion and
assessment.
 Observe and listen to students' responses and interactions during class discussions.

Personal reflection on the lesson:

 Were the students actively engaged and showing understanding during the lesson?
 Did I effectively differentiate instruction to meet the diverse needs of the students?

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 Did the lesson align with the specific learning objectives and standards?
 How well did I facilitate student interactions and encourage them to construct viable
arguments?
 Were there any challenges or misconceptions that emerged during the lesson, and
how did I address them?
 Did I use appropriate resources and teaching strategies to support the lesson's
objectives?
 What can I do differently to enhance student learning in future math lessons?

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