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Play-Based Learning: Number Modeling

Coursework Instructions:

just looked at your week 6 submission and it looks like you are missing many of the required components in the lesson plan. Below is the information I posted in my week 6 announcement. Please let me know if you would like me to remove your submission and allow you to submit another LP. 
Play-Based Learning – Download the Partial Lesson Plan Template provided in the Topic 6 Resources. Complete 3 components: Part II B “I Do” and “Students Do” and Part III Summative Assessment. Specific instructions are found on the partial lesson plan. Please do not remove the instructions. To understand expectations of this assessment, see the Completed Lesson Plan Example (which is just an example and not to be used).
TARGET CRITERIA:
* Part II B Learning and teaching activities
“I Do”
1. aligns with the lesson standards, lesson focus and learning objectives.
2. are engaging age-appropriate play-based teaching strategies
3. includes modeling and formative assessment(s)
4. clearly states transition statements, essential questions, and academic language
5. are sequential, detailed, step-by-step instructions that a substitute teacher could easily implement (see LP template for more details).
“Students Do”
1. what you expect your students to do is clearly stated
2. activities will include peer interaction/communication and formative assessment(s)
3. corresponds to each step of the “I Do”
*Reflection demonstrates your understanding and thoughtful consideration of the benefits of play-based learning.
*Part III Summative Assessment is an age-appropriate assessment activity that measures content mastery and is closely aligned with the learning objectives and state standards. See partial LP template for more details.
*Submission is virtually free of spelling errors; sentences are well-developed and content-related language is used.

Coursework Sample Content Preview:
Part 1: Lesson Plan
-236220-18288000GCU College of Education
LESSON PLAN Number Modeling
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title

First
Math
PARTIAL GCU LESSON PLAN
DEVELOP PLAY-BASED LESSON ACTIVITIES

I. Planning

Lesson summary and focus:

The application of drawings, play and manipulative skills that shall model all the ways aimed at making the numbers within ten by adding.

Classroom and student factors:

This remains to be a first grade general class in education with the students of various capacity and ability.

National / State Learning Standards:

CCSS.MATH.CONTENT.1.OA.A.1
The application of deduction and addition inside 20 aimed at solving word snags which involves activities of addition to, deducting from, taking apart, putting collected, and thus comparing with the several nonentities in every position like through the use of objects for the unknown numbers to represent or show the problem.
CCSS.MATH.CONTENT.1.OA.B.3If you know how to add and subtract, you'll realize that the same equation that makes 6+4=10 also makes 4+9=13. (You can supplement in any way that you like.) Four + eight plus six adds up to 10 when the final two digits are added together. This suggests that the correct answer is 18, which is 4 plus 8 plus 6. This property of addition is known as "associativity."

Specific learning target(s) / objectives:
The students shall apply the TSW model to record the required ways of making the number 10 through play where the students will use drawings of combinations and connecting cubes together with the written numbers sentences as dispatched on paper and accessible at the end of the class through a gallery wall.

Teaching notes:
The pupils will work on how to make the numbers using the several techniques and tactics required through playing cards, dominoes, pawns, and connecting cubes. The scholars shall work progressively their way up to the several techniques required in building number 20.
EX: 4+18=22
19 +3=21
11+11=22

Agenda:
Figure out what comes first (1) in the lesson, (2) what goes on throughout the teaching and learning, and (3) what comes last. This can be presented to the class as a timetable, along with an approximate duration for each section of instruction.


Academic Language:

Key vocabulary:
Addition Sentence
Commutative Property
Sum
Added
Pattern
Connecting Cubes

Function:
Review vocabulary using the math vocabulary word wall.

Form:
The teacher will show an example of the vocabulary and students will identify the word.
Ex: “This is the answer to an addition problem”
Students respond with “Sum”

Instructional Materials, Equipment, and Technology:

Paper, Connecting cubes of varying colors 10 red and 10 blue, red and blue crayons or colored pencils.

Grouping:


II. Instruction

A. Opening

Prior knowledge connection:

Here, I shall identify how this lesson connects to the previous lesson and learning with the knowledge of the students and their lives.

Anticipatory set:

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