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LessonPlan:Math

Kindergarten
Schools:SamuelPowelElementarySchool&PennAlexanderSchool
Teachers:BettyLiu&SherllyPierre
NumberofStudents:5/group
Date:November30,2015
Time:Afternoon
SherllysNarrative

AsIhavewatchedstudentsinRoom234grapplewithrepresentationtheyhavegained
morecomfortwithnavigating110,buttheirtransitionintotherealmoftwodigitnumbershasnt
beenassmooth.Ihaveheardstudentsask,amongthemselves,Howdoyousaythat
number?fornumbersincludingeleven(studentresponse:oneone,tenone,etc.)andfifteen
(studentresponse:onefiveortenfive)thathasalludedtomethatitwasaverypromisingarena
worthexploring.
Mystudentsarestrugglinginmakingthejumptoconnectingwhattheyhavelearned
(e.g.composinganddecomposingtenrotememorizationofnumbersequence110)and
applyingthatknowledgetolargerconnections.VanWallestatesthatintheconstructivist
stanceoneducationthatstudents,ifwellequipped,areabletomakecertainjumpsthatsome
mayfinddifficulttomakeifsolelyrelyingonrotememorization.Whatmathematicalideasare
usedtocreatenewmathematicalideas,usefulcognitivenetworksareformed.Lookingatthe
OGAPframeworkforadditivereasoningstudentsmovefromconcretereasoningintheir
understandingtomoreabstractandtransitionalreasoninghighlightedbyseeingobjectsand
namesofobjectsasnotthesamethingasrelationshipsbetweenobjects.IfIwrite5and
representitwithnumeroustallieswitharbitrarilydrawnslashes,Ihaveconnectedthatatally
marknormallydenotesafive,butIhavemissedthepointthatittakes4talliesandadiagonal
slashtomakeita5.Myprimarygoalforstudentsistomakeconcretetheconceptoftenasa
buildingblock,apath,toothernumberssincetenones,orindividualcubes,isthesameasone
ten,ortenstick.
Thegoalofnamingourteennumbersandgivingthemcontextisbuiltonthepremiseof
growsteadilytowardsbuildingtheirownmeaning.Howdothekindergartenersbuildtheir
understandandhowdotheyseenumbers?TogetinsightintomakingthatthinkingvisibleIwill
useunixcubesandtenframesforstudentstonavigatetheirthinking.Inotherwords,Iwill
providethespaceandenvironmentto,hopefully,allowmystudentstodowhatcomesnaturally
tothem.
Childrendonothavetotaughtthataparticularstrategygoeswithaparticularproblem.
Withopportunityandencouragement,childrenconstructforthemselvesstrategiesthat
modeltheactionorrelationshipsinaproblem(Carpenter,
ChildrensMathematics
)

Beginningwiththereadaloudandleadingtothespacetoaccessmisconceptions,aswellas
varyingstrategiesmygoalistohavestudentsbeexposedtovariouswaysofseeingthis
reasoningforthemselvesandtodevelopalevelofplasticitythatmaynothavebeenafforded,
otherwise.Ihaveseenwhatthisapproachaffordsstudentsintheoldergradesinmarryingten

withmeaning,sobuildingthatfoundationinkindergartenisaveryworthwhilespaceformeto
explore.

BettysNarrative

Iwouldlikemystudentstobeabletounderstandthatteennumbersareconsistofa
groupoftenandsomeextraonesandtorecognizetenasabaseunittobuildonbigger
numbers.Sincewehavealreadydonesomemathworksheetsonnumberssmallerthan10in
myclass,Ithinkitwillbehelpfulforthemtolearnwhatisspecialabouttenandhowtheycan
usetenandonestogouptohighernumbers.Itmaybealittlechallengingforthemtosee
thestickoftenasabaseunitatfirstbecausetheywereusedtocountnumberswithseparate
cubes,butIthinktheywillbeabletopickitupafterteachermodellingandworkingonthe
anchorcharttogetherasawholegroup.
Myclassroommentoralwaysdoesamathbookreadaloudbeforeshegoesintomath
timeeveryday,thusIwanttostartthelessonwithareadaloud,too.ForAnnosCounting
Book,studentswillneedtopayattentionandlookcarefullyaswegofromsmallnumbersto
biggerones,whichwillhelpstudentsgetmoreengagedduringthereadaloud.Foryounger
students,theuseofpicturesalwaysworkswellinconstructingamuchmoredirectandclear
ideaofwhattheyareworkingonthanwordinstructions.Inadditiontothemathreadaloud,Iwill
alsoprovidecubesandtenframesforstudentstouse:manipulativeshelpthemto
represent
mathematicalideasandproblemsituations(
Carpenter&Lehrer,25).Theywillshowmehowto
makeastickoftenwiththecubesfirst,thentheywillshowmehowtobuildteennumberswith
thestickoftenandsomeloosecubes.Theywillhaveindividualworktimeaswellasthechance
ofsharingoutasawholegroup.Iftheyfinishtheirworksheetsearly,theycanusetheten
frames(eachget2)andcubesprovidedtocomposetheteennumbersIgivethem(sotheywill
learnhowtodecomposeteennumbersfirst,andthenhowtocomposeteennumberswitha
clearunderstandingofusingtenasabaseunit).
Itisimportantforthekindergartenerstolearnthatnumber10isspecialbecauseitisthe
baseunitthatbiggernumbersbuildon.Iftheyareabletorecognizethetenasaunit,theywill
beabletomakesenseofnotonlyteennumbers,butalsotwenties,thirties,andevenbigger
numbers.Mostofthemareabletocountallthewayuptohundreds,buttheyhavenoteven
acquiredathoroughunderstandingofwhattherelationshipisbetweentenandteennumbers.
Teachingthemalessononhowtodecomposeteennumbersintoagroupof10andseparate
onesfitsrightinwiththecommoncorestandardofbeingableto
placevaluetocompareand
decomposenumberswithin19
(C.C.2.1.K.B.1).
Besidesthecommoncorestandards,Iwantthestudentstoknowthatmathismorethan
beingabletocountnumbers.WhenIaskmystudentsthequestionDoyoulikemath?,they
willgivemeananswerlikeYesIdo!AndImgoodatmathbecauseIknowreallybignumbers
like100and1000!Impressiveasitis,thestudentsactuallyhavenoideaofwhat100means.If
theydontgettolearnthatnumbersareallbuiltonsmallunits,beingabletorecognizebig
numberslike100doesnotmakeanysense.Whydowecallit100whenweonlyaddonemore
0tothenumber10?Whatdothe1and0standforinthisnumber?Iftheycantfigureoutthe
meaningofnumbers,theywillhaveahardtimeturningwhattheyhearandseeintotheirown

knowledge.AsCarpenterandLehrerindicate,
Understandinginvolvestheconstructionof
knowledgebyindividualsthroughtheirownactivitiessothattheydevelopapersonalinvestment
inbuildingknowledge.Theycannotmerelyperceivetheirknowledgesimplyassomethingthat
someoneelsehastoldthemorexplainedtothem
(Carpenter&Lehrer,23).Iwantthemtobe
capableofmakingconnectionsbetweenwhattheyarelearningandwhattheyhavealready
knowntosupporttheirapplicationofknowledge.Iamexpectingthatbytheendofthismath
lesson,theywillbeabletoseeteennumbersastenplus(numbers)withoutanyprompting.

Standards(andAssessmentAnchor):
CC.2.1.K.A.2
Applyonetoonecorrespondencetocountthenumberofobjects.
CC.2.1.K.B.1
Useplacevaluetocomposeanddecomposenumberswithin19.

Materials&Preparation:
AnnosCountingBook
byMitsumasaAnno

20(Twenty)TenFrames(Note:2perstudentforteennumberrepresentation)
Cubes(Thecubeswillbeintwodifferentcolors.Studentwillusecubesofone
colortomakeastickoftenandusecubesoftheothercolorasseparatedones.
Forinstance,studentscanusetheredcubestomakeastickoften,andusethe
bluecubesasseparatedones.)


ClassroomArrangement&ManagementIssues:
Library
Fewerdistractionsfromotherstudentswiththeaddedbonusofacculturating
studentstolibrarynorms
Aquietenvironmentforstudentstofocusandthinkdeepaboutthenumbers
Cutoutspace
BodyBreaks(GoNoodle)(
http://bit.ly/1P4nz6n
)
After15minutesaquickbodybreaktogetthewigglesoutbeforestudents
engageinformativeassessment
Before
Hook
ReadAloud:
AnnosCountingBook
byMitsumasaAnno
Activatepriorknowledge
Reviewdifferentwaysthatstudentshavelearnedtorepresentnumbers
Possibleresponses:Tallies,picturesandnumericalsymbols
Todayweregoingtoreadaboutatownthatgrowsandgetsbuiltthrough
theseasonswiththehelpofnumbers.Aswereadwewillseehowthe
numbersandthetownchangesovertime.Beonthelookoutforchanges
thatyounoticetoshare.
Duringreadaloudstudentswillparticipateinconnectingthenumberrepresented
inunixcubetothecorrespondingimagesoneachpage
SeeExample:
(5)
5
Buildings
5
Children
5
TrainCars
SeeExample:
(12)
12
Reindeer
12
GrownUps/Adults
12
Trees

Page5

Page12

So,ourstoryendedwith12,butIbetthatwecangoevenhigher.Ibet
thatifweworktogetherthatwecanmakeitallthewayto20.Whatdowe
noticeaboutthenumber11and12?Its10andhowmanymore?Howcan
weusethatpatterntohelpfigureouthowtogettotwenty?
Besurethetaskisunderstood
Today,weregoingtousewhatwevejustseeninthepatterngiventousby11
and12tobuildmorenumbers.
Withstudentshelpfillout11and12ontheTeensFormativeAssessment
Studentshelpteachertocountout10unixcubes(color1)tobuild
ajoinedtenstick.
Okay,Ihavetenhere.Howmanymore
cubesdoIneed?Illmakesurethatitsadifferentcolorso
thatIcankeeptrack.
Studentswillreplyonemore.Teacherwill
haveastudentverifycountiscorrectbeforecapturingthinkingon
graphicorganizerbycoloringincorrespondingcubes.
Repeatabovewithavolunteerstudentwhowillgothrougheach
stepwithteacherguidinggrouptosuccessfullycompletethe
processfor12.
Alright,wehave11.Whocancomeupand
helpuswith12?Ibetwecando12,too!
Establishclearexpectations
Onceactivityhasbeenmodelled,teacherwillhavestudentscomplete1320,but
havingstudentsnotethatthereare
three
numbersmissing.Thereareclueson
thebottomofeachcolumn(
quickchanttorememberdirectionsofcolumns:
columnsgoupanddown,Isaycolumnsgoupanddown.Saywhat?
)that
canhelpyouifyouneedit.But,ifyouforget,raiseyourhandandIwillbeover
tohelpyou.(Reviewcolumnchantbeforereleasingstudentstowork.)

During
Studentsmayuseunixcubestomodeltheirthinking,first,andverifybeforecapturing
theirresponsesontographicorganizer
Studentswillbeworkingindependentlytocomplete

Teacherscheckinwithstudentsusingteacherobservationsheetandmakenoteof
studentsmathematicalthinking
Provideappropriatesupport(checkinwithstudentsindividuallyandassesstheir
understanding)
PotentialQuestions
Howareyoukeepingtrackofwhichcubesyouvealreadycounted?
Isthereapatternthatyoureseeingasyougothrougheachnumber?
Whatarethedifferentwaysthatyouareusingtocount/makeyour
numbers?
Ifstudentoffersthattheyhavenoticedthepatternofdoubles,
teacherswillmakenoteofitinobservations
Didyounoticeanythingaboutthenumber20?Whatmakesitspecial?

Extension:
Earlyfinishers
CanYouMakeIt?:TeenFrameMatchUpGame
http://bit.ly/1NM6p7I
(
Clickforcopyofextensiongame)

After
Wholeclassdiscussionoftheworksheet
Studentsshareoutstrategiesandofferfeedback/noticingstooneanother
Listenactivelywithoutevaluation
provideopportunityforstudentstolearnfromoneanother
questionstoask
Whathelpedyouincountingandkeepingtrackofpatternsorstrategies
thatwereuseful?
Anyconnectionsordifferencesdidyounotice?
Capturestudentsstrategiesonanchorchartandreviewwithstudentsonwhole
groupchart
Summarizemainideasandidentifyfuturetasks
Quicklygooverstrategiescaptured
Wrapup:SingALong(Tomaketakeawayfromlessonstickyandtogetthe
silliesout)
(
NumbersintheTeens(HaveaGroupof10)[aplacevaluesongfor
kids]
http://bit.ly/Txo0Ls

AssessmentoftheGoals/Objectives:
FormativeAssessment(During)
http://bit.ly/1NolFxb
(
Clickforcopyofassessment
)
Teacherobservationworksheet(needtoworkonthat)
http://bit.ly/21d1u9D
(
Clickforcopyofobservationchart
)
HowmanyAnchorChart
http://bit.ly/1jgT0Mr
(
Clickforcopyofanchorchart
)

Extension:TeenFrameMatchUpGame
http://bit.ly/1NM6p7I
(
Clickforcopyofextensiongame)

AnticipatingStudentsResponsesandYourPossibleResponses:
Managementissues:
Remindstudentsofourspace,thelibrary,andthenorms/expectationsthatcome
withthatspace
Silentsignalsandredirections
Responsetocontentofthelesson
Whatstrategiesdoyouusetofigureout[insertateennumber]?
Whatkindofrelationdoyouseebetweenthenumber10and[insertateen
number]?
Whatotherobjectscanyouusetomakeateennumber?

Accommodations:
Differentiate/scaffoldtohelpstudentswhomayfindthematerialchallengingwiththeir
worksheet
Reviewthebuildingof11and12withstudent,guidestudentthroughthebuilding
of13
Ifmorethanonestudentstrugglingwithmisconceptionengageinaquick
reteach
Refertotheanchorchartthatteacherdidearliertogetherwiththestudents