Reflection: Staircase of Complexity What's Hiding? (3 and 4) - Section 2: Direct Instruction


My grade level plans all our math lessons as a group. When we came together to plan decomposing to 5, we realized that we were all facing the same problem - many of our students didn't yet have a firm grasp on quantities past two. It was obvious to all of us that we all had many kids who had no experience with counting, quantities or number recognition. Most of our kids spent hours each day watching TV and playing video games. This put us at a disadvantage for teaching combinations of any amount. We decided as a group that it would be best to teach combinations of 3 and 4 first and then raising up to 5 which would build a staircase of complexity of learning. We did this by designing the lessons backward. We asked discussed what the kids would need to know before we taught them to decompose quantities to five. We then started with the least challenging of these skills so the kids could build skills on each previous lesson.

  Planning with your colleagues
  Staircase of Complexity: Planning with your colleagues
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What's Hiding? (3 and 4)

Unit 12: What Makes 5?
Lesson 2 of 4

Objective: SWBAT to name combinations of 5 by identifying the missing addend.

Big Idea: Kindergartners need concrete visuals and hands on experiences to grasp new concepts. This lesson allows the kids to see, feel and say the combinations that make 3 and 4 in order to build fluency while working toward combinations of 5.

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