Lesson Template. Lesson Components

Transcription

1 Lesson Name: Numbers Tell How Many Estimated timeframe: 420 Minutes (7 Days) Grading Period/Unit: CRM 7 (2 nd Nine Weeks) Lesson Objectives: Lesson Components Grade level/course: Kindergarten 1. The students will be able to describe and represent sets up to 5 in terms of part-part-whole relationships. 2. The students will be able to order and compare numerals up to 5. Language Objectives: 1. The students will use language (e.g., altogether, total, part of, inside of, etc.) to describe how quantities 0-5 relate to 5 2. The students will use language (e.g., greater than, less than, equal to) to compare the cardinal value of numerals 0-5. Prior Learning: The child should be able to count and quickly identify amounts of up to 5 and read, write, and label those quantities with corresponding numerals. Standards(Texas Essential Knowledge and Skills): K.2A count forward and backward to at least 20 with and without objects; K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements; K.2H use comparative language to describe two numbers up to 20 presented as written numerals; and K.2I recognize instantly the quantity of a small group of objects in organized and random arrangements; Essential Questions: 1. How is a part different from its whole? 2. How do you determine what is missing when you only have part of a whole set of objects? 3. How many different ways can you show/ represent 5? 4. Why does the numeral 5 come after the numerals 4, 3, 2, and 1? Vocabulary Part, whole, set, total, combination, partition, representation, missing, numeral, compare, greater than/ less than/ equal Lesson Preparation Chart Paper and Writing utensils (e.g., markers) Connecting cubes and Double-sided counters (red and yellow) Five Frame Cards(See attachment) Towers of 5 Recording Sheet (See attachment) Math My Color Game Board and Recording Sheets (See attachment) Leaf Drop Recording Sheet (See attachment) 5-Dot Domino Mat and Cards (See attachment) Arrangements-of-5 Color Tile Image Cards and Recording Sheet (See attachment) Color Tile Quick Image Cards (See attachment) 1-5 Numeral Game Cards for Compare (See attachment) AISD Early Childhood Department, 2014 Page 1

2 Lesson Cycle Engage Display a tin can or an acrylic cup any a container which is not see-through. Inform the children that you are going to drop a set of coins into the can one-by-one. However, the children will not be able to see how many coins are going into the cup because it will be hidden inside a box (or behind a screen) as you make the drops: Explain to the children that they will need to listen attentively to determine how many coins you drop: o Listen carefully and make a mental picture of the number of drops you hear. We are going to practice mental math. Drop only two coins inside the cup for the first round as this should be an easy amount to quickly quantify without relying on a visual reference a skill which requires mental computation. Prompt the children to use their fingers to show how many drops they heard. Congratulate the children on their effort and remove the coins from the jar to confirm their mental calculation. Practice a more challenging round of mental math by making 5 drops inside the jar. Since mental math is a new skill the children are learning, allow them to lift one finger for each drop they hear in order to simplify the task of keeping track of a longer series (up to 5) of successive auditory counts a challenging feat for younger children with limited memory and attention. Remind the children that they will soon no longer need to rely on their fingers as they become more familiar and skilled at this game, just as they did with visual counting. Transition to the next activity, which will prepare the children to begin to practice another form of mental mathematics, which entails thinking about small quantities as a combination of parts that form a whole e.g., how 3 and 2 make 5. Display an assortment of yellow and red Unifix cubes. Randomly select five cubes from the assortment and arrange them on each of your five fingers, which you will want to spread apart to resemble an autumn tree. Refer to your hand as you recite the verse to the poem, Autumn Leaves Aglow. Autumn leaves all aglow, Dangling above my head; I see yellow. Do you see red? Swish! Swish! Swish! Down they fall: One, two, three, four Five autumn leaves in all! Autumn Leaves Aglow Blow on your hand (to simulate the wind) and wiggle your fingers as you allow the cubes to drop one by one to the floor. Arrange the cubes so that all the yellow ones are stacked on top and the red ones are on the bottom. Prompt the children to use numbers to describe what they see: o How many cubes are there altogether? How do you know? Count the cubes in the tower to confirm the children s responses. Put the tower aside and place the remaining assortment of yellow and red cubes inside a paper bag. Call on a volunteer to play the part of the tree for a second recitation of the poem. Instruct the volunteer to remove one cube at a time from the bag and place each one on a corresponding finger. Once all five cubes are attached to the volunteer s hand, begin to recite poem, encouraging the volunteer to act out each verse. AISD Early Childhood Department, 2014 Page 2

3 Compile the fallen cubes into a tower yellow on top and red on the bottom: o How many are yellow? How many are red? How many altogether? Compare the tower of cubes with the one you compiled from the first recitation: o How are the towers alike/ different? Emphasize that both towers contain five cubes, but are composed by different yellow/ red combinations. Transition to math centers/ stations. Allocate sufficient time to introduce new math station activities before dismissing the children to conduct the partner/ dual language activity outlined in the next section titled Exploration. Exploration Dual Language Activity 1: (This activity is also appropriate for all classrooms) Pair each child with a partner. Instruct one child to count 5 double-sided yellow and red counters inside a cup. Allow the other partner to verify the count to be sure there are really 5. Direct one partner to recite the poem, Autumn Leaves Aglow, as the other child shakes the counters inside the cup and subsequently spills them a step she/he will orchestrate after she/he says the verse, Swish, swish; down they fall. After the spill, instruct the partner who was reciting the poem to arrange the counters onto the 5- frame board (see attachment), making sure that all of the yellow ones are stacked at the top of the tower and the red ones at the bottom. The other partner will use yellow and red crayons to represent the data for the first of four spills on the Towers of 5 recording sheet. (See the attachment). Allow the partners to switch roles (shaker/recorder and reciter/counter) for each of the remaining three spills. Gather the Towers of 5 recording strips, which you will display on a pocket chart for the children to examine and discuss during the preceding debriefing session (See the Explanation section). Math Stations/ Centers: In addition to any other math centers or games you might have available from personal / district/ campus recourses, introduce any or all of the following activity suggestions: Compare: 1. Children work with a partner. Remind the players to shuffle their deck of 0-5 numeral cards and to turn them face down on the table/ carpet. 2. Both players draw one card from the deck and turn it over to compare which numeral is greatest. 3. The player with the greatest number takes both cards. 4. The game ends when all of the cards have been played/ turned over. The child with the most number or cards wins that round. Play for at least 2 rounds. Match My Color Ordering Game: 1. Instruct the children to arrange the 1-5 leaf numeral cards in numerical order inside the horizontal AISD Early Childhood Department, 2014 Page 3

4 rows of squares on the game board. 2. The children then shuffle and place the color leaf cards (the cards without the numerals) inside a paper bag. [NOTE: You may wish to substitute connecting cubes for the color cards.] Direct the children to draw one color card at a time, arranging each one in the order that it is drawn (e.g., first, second, third, fourth, and fifth), going left-to-right within the row of squares directly below the numerical arrangement of leaves. 3. Remind the children that they must use a marker or crayon to represent the order of their draw on the available recording sheet. 4. The children make tally marks on the recording sheet to show how many correct/ incorrect color matches they made to the numerical order of the top row of cards on the game board. 5. Allow the children to play two rounds. Debrief the results with the child: During which round (A or B) did you have the greatest number of color matches? The Hiding Game: 1. Children work with a partner. One friend counts out a set of 5 cubes as the other child checks the count to be sure there are exactly five. 2. The children take turns being the hider and the guesser: One child hides some of the cubes under a sheet of construction paper while her/his partner looks away or closes her/his eyes. Once the hider has finished covering up any number of the cubes, he/she directs the guesser to open his/her eyes and figure out how many cubes are hidden. 3. Allow the children to record their guesses on a sheet of paper or dry erase board. Leaf Drop Game: 1. Children work with a partner. One friend counts the set of construction paper leaves available at the center. The other partner checks the count to be sure there are exactly five. 2. Place a hula hoop in the center of the game area. The children take turns being the dropper and counter for a total of two rounds: One child drops each of the 5 leaves one at a time while his/her partner marks down on the recording sheet how many fall inside/outside the hula hoop. 3. Compare the results of each round: During which round were you able to get the most number of leaves inside the hula hoop? Which round had the fewest? AISD Early Childhood Department, 2014 Page 4

5 NOTE: Allocate a brief sharing session at the close of Days 1 and 2 to allow the children to debrief and discuss what they have been noticing with regards to the data they have gathered from the Shake-and- Spill (Dual Language Activity 1) and other math station activities/ games: Match My Color, The Hiding Game, and Leaf Drop. Explanation DAY 3 Debriefing Session (15 to 20 minutes maximum): Gather the children back to the circle area to debrief and discuss the findings from the Shake-and- Spill experiment. Sing and act out the verses from the song, Five Little Monkeys Jumping on the Bed, as the children clean up their station area and gather on the carpet. Go to the following Youtube channel/ website to illustrate the song and the number combinations of five e.g., 3 monkeys jumping, 2 hurt: Direct the children s attention to the pocket chart display where you have arranged all of the children s Towers of 5 recording strips from the Shake and Spill experiment. Start at the top of the chart and select one tower strip, asking children volunteers to find and remove all of the duplicates of that particular combination e.g. 4 yellow and 1 red. Once all of the duplicates for that particular combination have been removed from the chart, select another strip and continue inviting volunteers to assist in the elimination process. Compare all of the remaining combinations: Do you notice any patterns? Describe the pattern you see? Do you think we have recorded all the possible yellow and red combinations of 5? Why/ Why not? Challenge the children to order the Towers of 5 strips on the pocket chart in such a way so that a staircase pattern ascending or descending emerges. Make a two-column display on a sheet of chart paper. Title the chart, When there are, there are. Likewise, label each column accordingly the left-hand column and the right-hand column. The numbers in the yellow column are going down (decreasing); the numbers in the red column are going up (increasing). Point to the vertical list of numbers in the yellow column. Start at the top and highlight the number 5: What is happening as we move down the list? If no one notices, point out that the numbers in the yellow column are descending (getting smaller) as the numbers in the red column are ascending (getting larger). Encourage the children to continue to revisit this Shake-and-Spill activity for the remainder of the 7- day unit and compare their data to confirm whether or not all combination are accounted for on the T-chart. AISD Early Childhood Department, 2014 Page 5

6 DAY 4 Introduction: Revisit the Shake-and-Spill data you charted and compared at the close of Day 3 s debriefing session. Encourage the children to refer to the combinations of 5 data as they complete the following Quick Images / Mental Math activity: Select one of the Color Tile Quick Image Cards. Display for 5 seconds. Turn the card over and encourage the children to use numbers to describe the image they saw: How many yellow/ red tiles did you see? How many tiles were there altogether? What did the image look like? How would you describe it using words and numbers e.g., One yellow in the middle, and 4 red squares going around If time permits, select one or two additional quick image cards and repeat the steps outlined in the above, encouraging the children to use numbers and words to describe the color combinations. Set aside time to introduce any new activities or games before dismissing the children to math stations/ centers. Refer to the following section titled, Elaboration, for some suggested small group lessons and center activities that are designed to extend and deepen the children s thinking. Elaboration Math Centers/ Stations (DAYS 2-9): In addition to the activity below, allow the children to revisit the games that were introduced on DAY 1 Compare, Shake-and-Spill, Leaf Drop, The Hiding Game, and Match My Color. Dominoes (Combinations of 5): When the children finish, gather the handprint placemats, display a 1-5 dot cube, a blank domino mat, and a set of domino cards on the carpet. Demonstrate how to play the Make a 5 domino game: 1. Roll the dot cube and place that many counter on one side of the domino. 2. Place the remaining cubes on the other side. 3. Count the total number of cubes/chips on the domino to confirm that there are still 5 altogether (both sides combined). 4. Find a domino card that matches the arrangement you made on your domino mat. Distribute the domino mat and a 1-5 dot cube to pairs of children. After they roll and make a corresponding cube/ chip arrangement on the domino mat, remind the children to find a matching domino card from the group pile. After one round, discuss and highlight all of the different combinations of cubes/chips e.g., 5 and 0, 4 and 1, 3 and 2, 2 and 3, etc. AISD Early Childhood Department, 2014 Page 6

7 Dual Language Activity 2 (DAYS 2-5): (This activity is also appropriate for all classrooms) Introduce color tiles, the My 5 Picture recording sheet, and the 5-Tile Arrangement Cards (A-P). Select a volunteer to work with you as you model the center time/small group activity. Players will switch roles: One friend will be the card flasher and the other player will be the tile arranger. 1. The tile arranger counts out a set of 5 tiles as many fingers on one hand. 2. The card flasher selects a 5-Tile Arrangement Card and counts out loud to 5 as he/she shows it to his/ her partner. 3. After counting to 5, the card flasher turns over the card and waits as his/ her partner arranges the tiles on the My 5 Picture recording sheet so that they match the image shown on the card. 4. When the tile arranger finishes recreating the 5-tile image, the card flasher turns over the card and helps his/her partner make any necessary corrections or adjustments on the recording sheet. 5. Once the partners are sure both images match, the tile arranger records the tile arrangement on the recording sheet. As the children are playing the game, encourage them to use number sentences to describe the partpart-whole arrangement of the color-tile image e.g. I see 4 and then 1 on top. Challenge the child to write a corresponding equation on his/her recording sheet (4+1=5). Evaluation (check for understanding) Formative: Anecdotal Records/ Informal Observations of the children s work during math stations/ small groups. Summative (DAYS 8-9): Student (1-5) Number Line: Instruct the students to create a number line with a set of numeral cards 1-5. Optional: Allow the children to create their own personal number line by gluing Xerox copied 1-5 numeral cards on a sentence strip. Hiding Assessment: Work individually with each child to probe her/his understanding of part-partwhole relationships. Show the child a set of 5 cubes, allowing her/him to count them to be sure that there are 5. Then, hide different parts of the set e.g., 3 cubes/ 1 cube/ 4 cubes/ 2 cubes/ 5 cubes missing. Ask: How many are hiding? How many are showing? How many in all? Make note of the following: o Is the child accurate in determining each missing part e.g., 2+=5, 4+=5, 3+=5, 3+=5, and 5+=5? o What strategy does the child use to figure out the missing total e.g., instant recall, counting on from the known part (the amount of cubes showing), counting backward from 5? AISD Early Childhood Department, 2014 Page 7

8 English Language Proficiency Standards 2(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; Anchors of Support As the class is playing the Compare game with numeral cards, allow those who cannot read or recognize numerals (or are unable to match them to a representative value) to refer to a 1-5 number line. Affix a happy face or an arrow pointing to the left to indicate where the number line begins at 1. When both players turn over their respective numeral card, direct each child to place the card on the number line. Explain that the numerals that are closer to the happy face/arrow represent quantities that are of less value. The farther away the numeral is down the number line, the greater the value. I.C.1 (Numeric Reasoning) Compare real numbers. College and Career Readiness VIII.C.1 (Problem Solving and Reasoning) Formulate a solution to a real world situation based on the solution to a mathematical problem. 21 st Century Skills Assume shared responsibility for collaborative work, and value the individual contributions made by each team member Differentiation strategies Special Education: Make available graphic organizers (e.g., 5-frames) for children who have difficulty organizing the counters from the Shake-and-Spill experiment. This organizational accommodation will also help the children to visualize 5 as a whole in relation to its individual parts e.g., 3 and 2; 4 and 1, etc. English Language Learners: Embed key spatial vocabulary terms within sentence stems e.g., I see on top; in the middle; and on the bottom to help the children compose a complete sentence as they describe the way they remember the Color Tile Quick Images activity introduced on Day 4 see the Explanation section. Point to the locations on the card as the children say the corresponding terms. Extension for Learning: Once children are familiar with combinations to 5, consider exploring higher quantities, such as 6 or 7. Likewise, lower the quantity for children who cannot remember/ count to 5. AISD Early Childhood Department, 2014 Page 8

9 CRM Planning Schedule Monday Tuesday Wednesday Thursday Friday Engage & Explore sections of the Exemplar Lesson Explore section of the Exemplar Lesson Explain & Elaborate section of the Exemplar Lesson ETA Hands-On Standards (PK & K):Lesson 12, p. 38 Elaborate section of the Exemplar Lesson Go Math: Lesson 9.1 Go Math: Lesson 9.2 Elaborate section of the Exemplar Lesson Go Math: Lesson 9.3 Evaluation section of the Exemplar Lesson Go Math: Lesson 9.4 Evaluation section of the Exemplar Lesson ETA Hands-On Standards (PK & K):Lesson 15, p. 44 Other resources include Teaching Student-Centered Mathematics: Grades K-3; Activity 2.4 (p. 40) and Activity 2.5 (p. 41). These can be integrated within this time line where you see fit. REMEMBER, if you cannot get to every activity suggested, that is okay. Choose and pick wisely. AISD Early Childhood Department, 2014 Page 9

10 Five Frame Five Frame AISD Early Childhood Department, 2014 Page 10

11 Towers of Lesson 5 Recording Template Strips AISD Early Childhood Department, 2014 Page 11

12 Match My Color Ordering Game Recording Sheet Round A Color in the order of your draw here Correct Matches Tally Mark Score Incorrect Matches Round B Color in the order of your draw here Correct Matches Tally Mark Score Incorrect Matches AISD Early Childhood Department, 2014 Page 12

13 Numeral Cards for Match My Color Ordering Game Color Cards (These can be substituted with color connecting cubes). AISD Early Childhood Department, 2014 Page 13

14 Match My Color Ordering Game Board Lesson Template Arrange numeral cards in numerical order here. Start Here Draw one color card at a time from a paper bag and arrange it in the order you drew it here (first, second, etc). Start Here AISD Early Childhood Department, 2014 Page 14

15 Leaf Drop Experiment Recording Sheet INSTRUCTIONS: Use tally marks and numbers to show how many fall inside/ outside of the hula hoop Experiment 1 Experiment 2 Inside Inside Outside Outside AISD Early Childhood Department, 2014 Page 15

16 Domino Mat AISD Early Childhood Department, 2014 Page 16

17 Combinations of 5 Domino Cards AISD Early Childhood Department, 2014 Page 17

18 Combinations of 5 Domino Cards AISD Early Childhood Department, 2014 Page 18

19 0-5 Dot Cube Cut apart the along the edge of the outline. Then, fold on the dotted lines and tape together to make a cube. AISD Early Childhood Department, 2014 Page 19

20 My 5 Picture Number Sentence: = 5 AISD Early Childhood Department, 2014 Page 20

21 Card A Card B Card C Card D AISD Early Childhood Department, 2014 Page 21

22 Card E Card F Card G Card H AISD Early Childhood Department, 2014 Page 22

23 Card I Card J Card K Card L AISD Early Childhood Department, 2014 Page 23

24 Card M Card N Card O Card P AISD Early Childhood Department, 2014 Page 24

25 Color Tile Quick Image Cards Card A Card B AISD Early Childhood Department, 2014 Page 25

26 Color Tile Quick Image Cards Card C Card D AISD Early Childhood Department, 2014 Page 26

27 1-5 Numeral Cards ( Compare ) AISD Early Childhood Department, 2014 Page 27