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  • Math Lesson Plan

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    L D
    59 vizualizări2 pagini
    Students will be able to recognize the ten sticks as foundation knowledge to build larger numbers. Materials and preparation: the cheerios counting book, Barbara B. McGrath Quick images (2) Cubes (2 colors, one to represent '10' and the other to represent the teens.

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    Students will be able to recognize the ten sticks as foundation knowledge to build larger numbers. Materials and preparation: the cheerios counting book, Barbara B. McGrath Quick images (2) Cubes (2 colors, one to represent '10' and the other to represent the teens.

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    59 vizualizări2 pagini

    Math Lesson Plan

    Încărcat de

    L D
    Students will be able to recognize the ten sticks as foundation knowledge to build larger numbers. Materials and preparation: the cheerios counting book, Barbara B. McGrath Quick images (2) Cubes (2 colors, one to represent '10' and the other to represent the teens.

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca PDF, TXT sau citiți online pe Scribd
    Indicator pentru conținut neadecvat
    din 2

    LessonPlan:Math

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

    Goals:
    Studentswillbeabletocountwithmanipulativesanddevelopstrategiestocountonesetof
    objectsuptoteennumbersaccurately.
    Studentswillbeabletorecognizethetensticksasfoundationknowledgetobuildlarger
    numbers(e.g.2ofthetensticksis20,5ofthetensticksis50,etc)

    EssentialQuestions:
    HowdoIdeterminethebestnumericalrepresentation(pictorial,symbolic,objects)foragiven
    situation?
    Howdoweusewhatweknowaboutthenumber10tobuildabiggernumber?

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

    Materials&Preparation:
    TheCheeriosCountingBook
    ,BarbaraB.McGrath
    Quickimages(2)
    Cubes(2Colors,onetorepresent10andtheothertorepresenttheteens)

    ClassroomArrangement&ManagementIssues:
    Library
    Fewerdistractionsfromotherstudentswiththeaddedbonusofacculturating
    studentstolibrarynorms
    Aquietenvironmentforstudentstofocusandthinkdeepaboutthenumbers

    Plan:
    Thehook
    Quickimage(number10andateennumber)
    Studentsshareouttheircountingstrategies(veryquick)
    Startwithareadaloudofthe
    TheCheeriosCountingBook
    thatgoesalltheway
    uptonumber10(withthepictureshowingacombinationof5&5)
    Whatisspecialaboutthenumber10?
    Whatdoesthe1standforinteennumbers?
    Thebody

    WorkontheHowmanyanchorchartwithstudentstogether[ateennumber]is
    [insertnumber]groupsoftensand[insertnumber]ones
    Differentiatebasedonskills:adebriefofcomposinganddecomposingthe
    numbersintotenframesandones(incasesomestudentsneedadditional
    assistanceinunderstandingtheconcept)
    Closure
    HavestudentsworkindependentlyontheHowmanyworksheet
    teacherswillcheckinoneachpersonsprogress
    accommodationsforstudentswhomayhavedifficultyfinishingthe
    worksheetaswellasstudentswhofinishearly
    Aftereverybodyisfinished,wrapupwithamusicvideoonteennumbers:
    https://www.youtube.com/watch?v=uedvwH6Ay18

    AssessmentoftheGoals/Objectives:
    Assessinthemomentforcardinality
    QuickImages:Assesswherestudentscurrentlyareintheirunderstandingofnumber
    withoutteachersexplicitlyteachingit
    OGAP:TeacherswillhaveobservationsheetssetupintheveinoftheAdditive
    ReasoningFrameworktotrackwherestudentsareintheirstrategies.
    Howmanyworksheet:
    https://dl.dropboxusercontent.com/u/26192974/how%20to%20make%20teens%20deco
    mposing.pdf

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

    Accommodations:
    Differentiate/scaffoldtohelpstudentswhomayfindthematerialchallengingwiththeir
    worksheet
    Refertotheanchorchartthatteacherdidearliertogetherwiththestudents
    Earlyfinishers:givethemabiggernumber(e.g.24,31)toworkwiththecubes
    (emphasizeontheconceptofseeingtensticksasaunit)

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