Reflection: Lesson Planning Roll a Problem (Part 2) - Section 6: Exit Ticket


When planning a unit of study, it is important to map out the steps required to attain the new skill with a conceptual understanding of what and why they are learning it. That is why it is imperative that we deconstruct standards before we attempt to teach them.

When mapping the standard, consider what the kids need to be able to do before they can master the task. For instance, I realized that the kids need to be able to identify which numbers are larger and which are smaller before they can order subtraction problems. I then realized that they need to be able to recognize and explain the addition sign, subtraction sign and equal sign. The also need to understand that you have to have a large enough quantity to take away from when doing subtraction.

This unit of study is done after lessons that define larger and smaller numbers and quantities and it is strategically layered so that the kids are focusing on one skill at a time and continuously building on prior knowledge.

  Planning with steps in target goals
  Lesson Planning: Planning with steps in target goals
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Roll a Problem (Part 2)

Unit 15: Add It or Subtract It?
Lesson 3 of 4

Objective: SWBAT identify a addition or subtraction sign and set up, record and solve an equation by rolling a set of dice.

Big Idea: Kinders need a firm conceptual understanding of addition and subtraction. This activity helps them know the difference in setting up and solving addition and subtraction equations.

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