Basic Productivity Tools (BPT)

Lesson Idea Name: Numbers, Numbers, Oh So Fun!

Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed:
MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects). Count to tell the number of objects.
MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only
one number name and each number name with one and only one object. (one-to-one correspondence)
b. Understand that the last number name said tells the number of objects counted (cardinality). The number
of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool: PowerPoint movie

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

Students will be able to pull this movie up on any computer that has internet capabilities. They will be able to
replay this movie as many times as they need until they have mastered these skills and are able to
comprehend what each number looks like; how the number of different objects corresponds with the number
listed; how the number of objects increase by one, just as the corresponding (and consecutive) numbers do;
and, that regardless of how the objects are arranged (or what size they are) with each number, the number of
objects remains the same; and, that as they continue to count successively, the quantity is always one larger
than the last number.
For children that are gifted, while the movie would remain the same, their activity could be enhanced by
having them add to the movie by creating their own numbers book and incorporating their family into it
(Whether by a sentence or a drawing. E.g.: “I have one rabbit.” Or, drawing a picture of himself holding one
rabbit, with the number one drawn on the page as well.)
For ESL children, this will help them immensely, as they have the corresponding number of object showing,
along with the written number. They can replay the movie as many times as needed until the reach
proficiency in saying (and understanding the concept) the numbers and objects in English.

Lesson idea implementation:

As I mentioned above, students will be able to view this movie as many times as they need to until they feel
that they have mastered this concept. This movie will actually be used as a “flipped” lesson. The students
will be required to watch this movie at home prior to starting this lesson in class. Parents will be encouraged
to watch the movie with their child(ren) to ensure that the child has a good grasp of the concept that is being
described.
Spring 2018_SJB
 Basic Productivity Tools (BPT)
The following day, we will replay the movie in class and talk about it as a whole. At this time, I will be able to
assess how well each student has grasped this concept. After replaying and discussing the movie as a class,
the students will break into their groups and create their own segment of the class numbers book, using
crayons, construction paper, drawing paper, and yarn to tie their individual group’s book together. Within
the group, each student will be responsible for creating one page of their book. (Note: each group will have a
different series of numbers – 1 to 5; 6 to 10; 11 to 15; and, 16 to 20.) They will decide amongst themselves
what objects they would like to draw for their number, while ensuring that all of the objects that they draw
are the same (e.g.: trees, dogs, cats, etc.) Depending upon their skill level they can do more or less with their
page. For example, if they are a student with a disability, their page may be preprinted and all they will be
expected to do is to color it in to the best of their ability; for the typical performing student and the ESL
student, they should do the assignment as described; for the gifted student, they should enhance their page
with a sentence. Because they are in kindergarten, it may be that I will write down the sentence that they
want to write and then, they will rewrite in on their page in their own handwriting.
Reflective Practice:
I really like this assignment in that it gives the students an opportunity to grasp the concept of the lesson
prior to class (flipped concept). Then, by breaking into groups, with each group making their own group’s
numbers book and each student making one page of that book, they are further demonstrating, and
reemphasizing, their ability in having mastered this project. By choosing to do the follow-up section with
hands-on “Art” manipulatives, and creating a story with the numbers assignment, they are further
differentiating the assignment by incorporating other areas of learning into it. Once the book is complete, it
will be bound with yarn and then added to our class reading area (for further practice). The book will also be
uploaded onto our class blog (as each student reads their own page. This process will be videoed so that their
book is now also an e-book that can be view by them and their families once our blog is published for the
week.

Spring 2018_SJB