D188
The Collaborative Leader
TASK 1 – Passed
Collaborating with Team Members to Improve
Teaching and Learning
Western Governors University
,Allison Fry
D188 Task 1
A. Instructional Goal:
Grade: Kindergarten
Content: Math
Goal: Students will develop foundational mathematical skills by showing mastery
of number recognition and counting objects to 20 through the use of hands-on
activities, differentiated instruction, and interactive games.
Reasoning: As a grade level, we have noticed that students struggle with addition
and subtraction units. When looking into assessment data, it was clear that
students did not have the foundational mathematics skills necessary to master
addition and subtraction. In order for students to compose and decompose
numbers they must first have mastered number recognition, oral counting, and
counting objects to 20. If students are unable to identify and recognize numbers,
they will struggle reading and writing addition and subtraction equations as well
as solving them. Therefore, as a grade level we have decided to increase the
duration of our numbers to 5 and number to 10 units in our math curriculum. By
slowing down the curriculum pacing and teaching math in workshop model we
are able to intentionally differentiate our instruction to meet students needs and
set them up for success later in the school year. This will assist students far
beyond their mathematics and academic careers in kindergarten.
1. Instructional Strategies:
a. Differentiated Instruction (Math Workshop): We will use the
math workshop model to provide differentiated instruction to
, students when teaching mathematics. Students will have a tailored
learning experience to meet the needs of our diverse students.
Differentiated instruction ensures that each student is able to
experience mathematical content at their level. Struggling learners
can focus on mastering counting 1 to 10 while the above grade
level students can work on composing and decomposing numbers
to prepare them for addition and subtraction units. By differentiating
instruction, students tend to be less overwhelmed while still being
challenged. Before teaching the unit, students are given a pre-
assessment provided by our curriculum (Reveal Math). Students
are placed in ability-based groups based off of pre-assessment
scores, progress monitoring, and teacher discretion. Math
workshop model provides students with the opportunity to
experience 4, 15 minute stations daily. These include Math with a
teacher, Math with someone, Math by myself, and Math with
technology. These stations are intentionally planned to provide
additional differentiated instruction (Differentiate Elementary Math
Instruction to Increase Engagement and Flexibility: Build Your
Toolbox, 2024).
Math with Someone: Students play a differentiated math
game with a partner during this time. Students may complete
a roll and cover activity. Some groups may roll and cover the
number they roll, while some student groupings may roll and
The Collaborative Leader
TASK 1 – Passed
Collaborating with Team Members to Improve
Teaching and Learning
Western Governors University
,Allison Fry
D188 Task 1
A. Instructional Goal:
Grade: Kindergarten
Content: Math
Goal: Students will develop foundational mathematical skills by showing mastery
of number recognition and counting objects to 20 through the use of hands-on
activities, differentiated instruction, and interactive games.
Reasoning: As a grade level, we have noticed that students struggle with addition
and subtraction units. When looking into assessment data, it was clear that
students did not have the foundational mathematics skills necessary to master
addition and subtraction. In order for students to compose and decompose
numbers they must first have mastered number recognition, oral counting, and
counting objects to 20. If students are unable to identify and recognize numbers,
they will struggle reading and writing addition and subtraction equations as well
as solving them. Therefore, as a grade level we have decided to increase the
duration of our numbers to 5 and number to 10 units in our math curriculum. By
slowing down the curriculum pacing and teaching math in workshop model we
are able to intentionally differentiate our instruction to meet students needs and
set them up for success later in the school year. This will assist students far
beyond their mathematics and academic careers in kindergarten.
1. Instructional Strategies:
a. Differentiated Instruction (Math Workshop): We will use the
math workshop model to provide differentiated instruction to
, students when teaching mathematics. Students will have a tailored
learning experience to meet the needs of our diverse students.
Differentiated instruction ensures that each student is able to
experience mathematical content at their level. Struggling learners
can focus on mastering counting 1 to 10 while the above grade
level students can work on composing and decomposing numbers
to prepare them for addition and subtraction units. By differentiating
instruction, students tend to be less overwhelmed while still being
challenged. Before teaching the unit, students are given a pre-
assessment provided by our curriculum (Reveal Math). Students
are placed in ability-based groups based off of pre-assessment
scores, progress monitoring, and teacher discretion. Math
workshop model provides students with the opportunity to
experience 4, 15 minute stations daily. These include Math with a
teacher, Math with someone, Math by myself, and Math with
technology. These stations are intentionally planned to provide
additional differentiated instruction (Differentiate Elementary Math
Instruction to Increase Engagement and Flexibility: Build Your
Toolbox, 2024).
Math with Someone: Students play a differentiated math
game with a partner during this time. Students may complete
a roll and cover activity. Some groups may roll and cover the
number they roll, while some student groupings may roll and
