This lesson plan is for a 1st grade level class with a total of 25 students. It also elucidates information concerning Algebra, a mathematics topic. The class addresses the CCSS Math Content. 1 NBT. B. 3 State Standard(s). Preparation for the lesson was based on information from 1 st grade teacher and the text book. Children must develop their mathematical thinking at an early age; children's ability to develop mathematical thinking at an early age boosts their reading and attention skills, thus resulting in an improvement in academic performance. The lesson will focus on solving real-world problems involving addition, putting together, and using pictures to find the sum. The lesson plan entails several intervention strategies used by educators during the teaching process. Some of these strategies used to enhance learner educator relationships include mathematical-modeling, problem-solving techniques, and other learning tools and devices like math manipulatives.
According to Piaget's Theory of Cognitive development, children between ages 2 and 7 begin to think symbolically and can use words and pictures to represent objects (Mooney, 2013). As a result, the teaching plan components were strategized based on an attenuation that considered the children's varying experiences and interests. Besides, another consideration made was that the lesson plan was established to assist learners easily attain the set goal of comprehending and successively solving mathematical problems. The theory also explains information on Piaget's Theory of Cognitive development in another perspective based on how children's problem-skills can be positively influenced. Therefore, developmentally appropriate practices (DAP) are included in the lesson to impact the learner's knowledgeability and comprehension skills effectively. For instance, the question involving the addition of birds is designed to capture the children's interest in nature to help them solve the mathematical problem of addition. This example uses real-life situations in teaching. Amongst the lesson plan are some questions that involve addition examples where drawings have been used; pictures that boost the children's understanding help solve the math problems. The significance of using real-life situations while teaching children is that they easily memorize any content presented using the real-life settings and examples.
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Educators face a hard time analyzing and making decisions regarding the specific content to be taught to growing children and the particular teaching method to use. Incorporating mathematical skills into children's curriculum is also a challenge since educators can not efficiently decide the respective ages for specific mathematical skills (Bredekamp). Educators face a hard time incorporating mathematical skills into the curriculum because each key math concept and skill taught at a specific stage may be used later in other complex lessons. The lesson plan focuses on the deep understanding of specific concepts, linking the learning process with other topics, and relating the lesson to solving real-world problems. In all examples in the lesson plan, the operations and calculations stick to addition of numbers. The lesson plan also links math education with other sciences and the environment; many lesson plan calculations involve addition of living and non-living things such as butterflies, birds, fish, and balloons. Apart from helping the children relate the education to other sciences, the examples reflect the children's real-life experiences. Linking mathematics subject with other disciplines is a key aspect of the lesson plan, it helps learners understand the roles played by different subjects and disciplines in the learning process.
As per Vygotsky's theory, social interactions and experiences precede cognitive development (Mooney, 2013). Educators need to actively establish the roles and involvement of the family in schoolwork; this will help establish more effective and student-based educative concepts. This can be achieved by developing meaningful communication with parents, prioritizing families' needs in education, and welcoming families in the education process. After all, families and societies are children's first teachers. To allow the family to participate in the learning process, practice and homework are assigned to the children that are to be completed at home with their parents, guardians, or family members. An unwritten assignment is also issued to the students to select how many animals or pets there are in their homes. The assignment is to be completed through observation or by asking or interacting with their family members. The unwritten assignment may also be completed by interacting with neighbors to know how many pets they have for those with no pets.
The evaluation part, lesson check, and spiral review segments of the lesson plan focus on assessment. Assessment of children's learning skills entails gathering information regarding students' learning and development trends for use in making future teaching practices that are more efficient in delivering learning skills to children (Mooney, 2013). Besides, dynamic assessments require the educator's assistance in assessing the child's strengths and weaknesses. The lesson check and the spiral review also allow the children to practice the concepts taught and engage other children and the teacher to promote content retention.
In conclusion, developmentally appropriate practices (DAP), learning content, assessment, and parental involvement considered in preparing the lesson to facilitate a successful early childhood class on addition. Developmentally appropriate practices such as the use of images were used to prepare the lesson plan for the children. The study plan was also keen on the content to be taught in the lesson; the operations focused on addition of numbers. The involvement of parents was considered in the homework and assignments issued to the parents. Finally, the lesson plan included appropriate assessments to gather evidence on the children's development and aid content memorization.
References
Bredekamp, S. (2019). Effective Practices in Early Childhood Education (4th Ed.). Pearson.
Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (2nd Ed.).
