Whitman Elementary - Tulsa Public Schools

Grade / Instructional Focus: Kindergarten Mathematics
Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender
Goal: All Kdg. students will demonstrate mathematics proficiency at grade level or above
grade level on the Kindergarten Assessment Tool..
Achievement Objective / Benchmark (median scores or assessment nomenclature):
Standard Objective PASS Current %
or
assessment
nomenclature
Number Sense
Combine and remove
objects from sets and
verbally describe the
result
2.8 (KAT)
Adequate
Measurement Time 4.2a (KAT)
Adequate
@ least half
will score __
as %
or assessment
nomenclature
Proficient
Proficient
Years as
Issue
N/A
N/A
Interventions / Strategies:
The following research-based strategies have been chosen specifically to meet the needs of
students of each gender and race as well as those who are Special Needs or economically
challenged. Female students benefit from verbal interaction, descriptive narration, and
expressing emotional connections/experiences to the information. Male students benefit from
simple, analytic explanation, kinesthetic movement, and visual images to aid in retention of
information. According to Ruby Payne, economically challenged students, need to know the
“why” and “how” of a topic, before they can learn it. With those needs in mind, the following
interventions/strategies have been chosen:
2.8
The kindergarten teachers will model how to make sets larger or smaller (adding/subtracting)
using the overhead projector and using Marzano’s strategy of Cooperative Learning using a
large hoola hoop to add children into the “set” or subtract the children from the set. Students
will do the same using a mat and bear counters and a worksheet gluing beans to add to the
set. To subtract, students will use a mat and bear counters and oat cereal on a folded napkin
to take away from one side of the napkin the amount of the cereal pieces called by the
teacher during the large group.
4.2
The kindergarten teacher will give each student a clock. The teacher will model how to use
the clock to tell time. The teacher and students will locate all of the numbers on the face of
the clock. The teacher will then show the children the hands of the clock and explain the use
of each. The teacher will model how to read time off the clock. The teacher will tell a time
(whole hour) and the students will make their personal clocks to match the teacher clock. The
teacher will give each pair of children a written time and have them show the correct time on
their clock. Several of the small clocks will be in the math center with time cards to reinforce.
Walt Whitman SIPlan 0910.1 - Page 17