An Aligned Home Extension Activity

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

In this section, include a bulleted list of the general academic and content-specific vocabulary you need to teach. Describe how you will teach students those terms in the lesson in a few sentences.

Vocabulary Teaching Strategy: I will introduce these terms through visual demonstrations and hands-on activities. Students will hear and use the vocabulary while manipulating objects, creating a meaningful context for learning. I shall prepare anchor chart definitions with examples and encourage students to use academic language during group discussions and activities.

List all resources, materials, equipment, and technology you and the students will use during the lesson. As your instructor requires, add or attach copies of all printed and online materials at the end of this template. Include links needed for online resources.

Prepared anchor charts with the definitions of even and odd numbers.

The group sorted cards with different numbers of objects

The student worksheet for pairing and sorting.

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson, and gaining student interest in the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate students for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

·         Initiate a sorting activity for the whole class, for example

·         Have students join blocks and sit in a circle with them

·         Ask students to pair blocks.

·         Guide the students to recognize when blocks cannot be paired.

·         Use animated and enthusiastic tones that pique the interest.

·         Play a quick “Pair or No Pair” sort game for fun engagement time with students.

Students perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

·         Physical manipulation of the blocks for kinesthetic learners.

·         Explanatory verbal and demonstrative presentations.

·         Color-coded sorting mats: even and odd group separation.

·         Use of hand gestures to indicate pairing.

·         Simple sketches on the whiteboard showing paired and unpaired objects (Burden &Byrd,2022).

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher-order thinking questions you might pose.

Small Group Sorting Activity

Cooperative same/same-different activities

Kinesthetic learning (for example, students moving blocks in space)

Solo work using sorting worksheets

Approaches to Formative Questioning:

“How do you know these things add up to an even number?”

“What happens if you try pairing all the objects?”

“Can you show me how you would sort these blocks?”

Higher Order Meaning Questions:

“What will happen if we add one more block in this group?”

“What are even and odd numbers in terms of difference?”

“Can you make a collection of objects which cannot be paired equally?”

Students differ in how they navigate a learning environment and express their knowledge. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for the response, selection, and composition to accommodate all students. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially a differentiated assessment.

In a bulleted list, explain the options you will provide your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech-to-text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit—bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

Block sorting evaluation

Written worksheet for identifying odd and even groups

Drawing activity showing even and odd objects

Formative Assessments:

Thumbs up/thumbs down for quick checks of understanding

Exit ticket with three identification problems on even/odd numbers

Mini-whiteboard responses

Four corners activity of sorting number groups (Valenuela,2022).

Describe an aligned home extension activity that will support individual student needs.

·         Categorize things according to groups: Even or Odd

·         Draw pictures to represent the sorted groups

·         Write simple equations to show how the objects from groups are paired

·         Get to know their findings within family members in learning reinforcement (Valenzuela,2022).