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Attributes Math Lesson

The document describes a kindergarten math lesson on attributes that begins by having students describe attributes of each other, uses a spinner game and apple manipulatives to practice identifying attributes, and concludes by assessing students' understanding of attributes and providing differentiated instruction.

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81 views5 pages

Attributes Math Lesson

The document describes a kindergarten math lesson on attributes that begins by having students describe attributes of each other, uses a spinner game and apple manipulatives to practice identifying attributes, and concludes by assessing students' understanding of attributes and providing differentiated instruction.

Uploaded by

api-508424314
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Attributes Math Lesson

Student Teaching (Riverside) – Spring 2020


When teaching my lessons during student teaching, I needed to ensure I understood the
content and the main learning objectives for that content area. More importantly, however, I
needed to know my students’ abilities and design my instruction so as to be meaningful and
accessible for them. I believe my attributes math lesson exhibits my understanding and ability to
design instruction in a meaningful way for my students.
To teach the concept of attributes, I opened the lesson by describing attributes of various
students. I invited other students to share in the describing attributes of other students. By
making the connection of attributes personal to students, I was able to grab their attention and
make the information accessible to them. As we progressed in the lesson, we used this lesson’s
PowerPoint to play the attribute spinner game. Students spun three different categories of
spinners: size, color, and shape. Based on what each spinner landed on, students needed to find
the shape on that slide that fulfilled each of those three attributes. For example, my student Luke
spun attributes that described a small, yellow square. The first student who found the shape that
matched those attributes raised their hand and, if called on, would come up and point to the
shape. If they chose the correct shape, they were the next student to spin the spinners. Once
students grasped the idea of attributes, I introduced the attributes apples to the students. Some
apples were green, yellow, or red. Some contained leaves while others contained worms.
Students returned to their seats with an apple in hand. When I called up various attributes,
students with an apple matching that attribute had to come up to the carpet. We repeated this
process until everyone had a chance to come up to the carpet and hold up their apple, showing
their common attribute.
Students responded very positively to this lesson as they were able to actively engage and
contribute to the learning process. As demonstrated by the pacing and layout of the lesson, we
engaged in activities that built on one another. For students to play the attributes apples game,
they first had to demonstrate an understanding of attributes (describing the students) and an
ability to identify objects to match said attributes (attribute spinner game). I believe this lesson
supports the standard concerning content pedagogy as I demonstrated an understanding of the
math concept and an ability to construct a lesson that made this concept meaningful to students.
GENEVA COLLEGE
BEAVER FALLS, PA
MATH
NAME: Jenna Marcisz DATE: Feb 13, 2020
SUBJECT: EDU 434 GRADE LEVEL: Kindergarten
I. TOPIC
Attributes
II. REFERENCE TO PA OR COMMON CORE STANDARDS
2.3 K.A.2 Analyze, compare, create, and compose two- and three-dimensional shapes.
III. LESSON OBJECTIVES
TSWBAT…

 Compare similarities between apple manipulatives


 Contrast differences among apple manipulatives
 Group together based on attributes of the apple

IV. MATERIALS
 (21) Attribute Apples
 Everyday Math Lesson 6.10 PowerPoint

V. A. INTRODUCTION
 Students, we are learning about attributes today! Go around the carpet and point
out attributes of students. For example, Bentley is wearing a black shirt. Luke has
blonde hair. Those are attributes of Bentley and Luke!
 Who can explain what an attribute means?
o An attribute describes something about an object.
o Describe attributes of shapes/objects within the classroom.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

 Open the PowerPoint and reinforce the concept of attributes. Model the first
example of finding a shape based on the attribute spinner.
 Spin the color, shape, and size spinners on the PowerPoint slide. Give students wait
time to find the shape on the screen. Call on students to point out the right shape on
the slide.
 Distribute the apples to students. They will be similar/different from each other
based on the color, size, and having a leaf/worm. Explain to students that I am
shopping for apples. When I call up an attribute of the apple, I need everyone with
an apple that has that attribute to come up to me.
 Call apple attributes as follows:
O I am looking for red apples. Anyone who has a red apple, please come up to
the front of the classroom.
O Repeat this process until almost every student has come up to the front of
the classroom. Instruct students to put the apples back in the bucket as we
finish the lesson.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING


ENVIRONMENT)

 Learning Environment: As I am teaching students about attributes, my instruction


will be differentiated based on students’ learning styles. The idea of attributes will
be presented with respect to students’ attributes, shapes, and apples. The apples
activity will allow tactile and kinesthetic learners to engage in the learning process.

D. CLOSURE (SUMMARY)

 Students, we learned all about attributes today! Who can tell me an attribute of
Finn, our classroom pet? Who can tell me an attribute of the spheres hanging from
the ceiling in the classroom?
 Attributes help us describe things! The more we learn about attributes, the easier
finding objects based on their attributes will be.

VI. ASSESSMENT/EVALUATION
To assess students understanding of attributes, I will be formatively assessing them as they find the
shapes on the PowerPoint and as they bring their apples up to the front of the classroom.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS


 Accommodations:
O Wear microphone that transmits audio to Colten’s cochlear implants.

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