This engaging kindergarten math lesson focuses on all three aspects of rigor: students practice fluency while representing numbers; they solve an application word problem independently, and they explore the concept of adding one more. The concept development portion of this lesson focuses mainly on K.CC.B.4.c - understanding that adding one more leads to the next number in the counting sequence. Students work with partners and in whole group to develop their understanding of this content, with varying levels of support. This lesson demonstrates different aspects of Core Actions 1, 2, and 3.
The video is annotated using the Instructional Practice Guide: Coaching Tool.
Adding One More (Bowles)Download
After students represent a given number on their rekenrek, the teacher prompts them to turn and tell a partner how they showed the number 14. Students talk to partners about how they represented the number; the teacher gives additional support and encouragement to students who need it. The teacher then brings one student up to the front with his representation for other students to comment on, to clarify understanding.
As students work, the teacher identifies students with different strategies for showing the given number; she brings these students to the front to demonstrate their thinking for the rest of the class, to strengthen understanding for all students.
The teacher calls on different students to explain their thinking for the group. These students are able to demonstrate and explain how they represented the given number on their rekenreks.
The teacher poses a word problem for students to solve in their math journals, directing them to use pictures and/or numbers to solve the problem. Students work independently to make sense of and solve the problem.
As students work independently to solve the given problem, the teacher checks in with students as needed to question work and clarify thinking. Some students make adjustments to their work based on the teacher's feedback.
As students finish solving the given word problem, the teacher prompts them to explain their thinking to a peer. The teacher allows students to talk to each other about their mathematical thinking in order to improve their learning.
In the concept development part of this lesson, students are counting and identifying numbers accurately, using manipulatives and then drawings to show "one more". This work reflects the depth of K.CC.4-5: counting to tell the number of objects.
Students are using counting skills and understanding of quantity to represent numbers, and then identify the quantity that is "one more". This part of the lesson builds on students' prior knowledge of number sense to understand the concept of "one more" than a given number.
This part of the lesson is exploring K.CC.4c, which targets conceptual understanding. Students are using linking cubes and counting to represent numbers, and they are adding one more cube to show that adding one more cube means the next number. Students are also asked to verbalize their thinking using the provided sentence frame, to solidify and demonstrate their understanding.
The teacher plans her instruction to give students multiple opportunities to develop their understanding of "one more", both in partners and with the whole group. This activity is appropriate for the kindergarten level.
After the teacher gives instructions, she travels to student pairs, stopping to clarify directions, ask questions, and model the activity as needed. As students work, the teacher notices that many of the students aren't understanding the activity, so she stops the partner work and pulls the whole group together to more explicitly develop understanding.