Math Unit Lesson Plan Miranda Haugen 2/24/14

Activity Name: Unit 4, Investigations 2 (2.1 2.5): Counting Some, Counting More Grade Level: Kindergarten, Resource Room, 5 students Time Period: 30 minutes each lesson, once a day Major Concepts: Connecting number words, numerals, and quantities Combining two amounts up to 10 after a small amount is added (1-3) Counting a set of up to 10 objects Keeping track of a growing set of objects Using numbers to represent quantities Using ten-frame to develop visual images of quantities up to 10

Rationale: Vygotsky believed that learning should be taught through a specific support system. Teachers should give a great deal of support at the beginning of the lesson, and then throughout the lesson decrease the support towards independence. In these 5 lessons, the teacher starts the lesson with modeling the daily activity. The students then take some control of the lesson by participating in the check for understanding portion. More independence is given when the students play the guided practice/independent practice activity. The student is in full control at the end of this unit through the post-assessment. [ Slavin, R. E. (2009). Educational psychology: Theory and practice. Upper Saddle River, NJ: Pearson Education, Inc. ] Assessment: The pre- and post-assessment will be given in two formats, but will be exactly the same. The first format is a checklist. The student will be required to count to 10 with no manipulatives around or in front of them and count to 10 with 10 objects in front of them. They will also combine two amounts of objects, up to 10, and find the total number of objects. The second format is a worksheet with ten-frame images. Students will be required to write the numeral of how many counters are in each ten-frame. The ten-frames will be in random order representing 0 to 10 counters. Modifications for special needs or cultural differences:

This unit is developed and modified around the students in the resource room classroom. Three students are on IEPs due to classification of developmental delay, other health impairment, and cognitive disability. The fourth student in the classroom is there for intervention and support, and is currently being tested for a disability. All students reach their full potential when they are in small groups or one-to-one, and taught with explicit instruction. Pictures and manipulatives are included in the lessons to assist the students in understanding the concept being taught. Support is given to students through the teacher and 2 educational assistants throughout the lesson if needed. The lessons in this unit are not bias and all students are classified as White, so cultural differences dont need to be taken into consideration. Objectives: Standards K.CC.1 - Count to 100 by ones and by tens. K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral for 0-20 (with 0 representing a count of no objects). K.OA.1 - Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Behavioral or Observable Objectives By the end of this unit students will be able to: Count out loud to 10 with no manipulatives by ones with 100% accuracy. Represent a number of objects with a written numeral for 0-10 with 100% accuracy. Combine two amounts of objects up to 10 and find the total number of objects, 4 out of 5 trials.

Lesson 1 - Revisiting Counting Materials and Resources: Cubes SMART Board Student activity book page 31

Anticipatory Set: Students will play the activity Grab and Count, which they have played in a previous unit. I will demonstrate a round to the students to remind them how to play. First, a player grabs

a handful of cubes with one hand. Next, the player counts the number of cubes they have. All the other students verify that the number said out loud matches the number of cubes they have. Then the next player repeats the same steps. Input: For todays activity, students will use their skills from the activity Grab and Count. I will make this clear when modeling the activity Grab and Count: Two Handfuls. Model: The activity for todays lesson is called Grab and Count: Two Handfuls. To demonstrate, I will grab one handful of cubes and then count them out loud. I will tell the students that this part is the same as the activity Grab and Count that we just played. Then I will grab another handful of cubes and count them. The object of the activity is to count how many cubes I have all together. I will ask the students how we can figure out how many cubes I have altogether. I will model any suggestions the students provide on the SMART Board. After suggestions, I will show the students how to record their handfuls on their worksheet. Check for Understanding: To check for understanding I will play one more round. Before each step, I will ask the students what I should do next. Guided Practice/Independent Practice: For guided practice, one student will grab one handful of cubes. The other students will grab the same amount of cubes that the first person grabbed. Another student will grab the second handful. The rest of the students will grab the same amount as the second student. Each student will determine how many cubes the class grabbed. I will ask the students and then the students will record their data with guidance if needed. Students will then independently grab 2 handfuls and determine how many cubes they have altogether. They will also independently record their results on their worksheet. Closure: I will ask the students what we did today, and then I will give each student that earned it, a sticker for their behavior chart. Lesson 2 - Collecting 10 Together Materials and Resources: A bowl full of pennies, at least 12 per a student SMART Board

Investigations for the Interactive Whiteboard Software (2.2 #3) 1-3 dot dice (enough for each pair of students)

Anticipatory Set: I will give each student a penny. I will ask the students what the item is, what we use it for, and how much it is worth. Input: Students will need to know how much a penny is worth. Through the anticipatory set they will discover how much it is if they didnt know previously. Counting to 10 is a previous skill that students have already learned. I can ask the class to count to 10 together before I model the activity, and let them know they have to count to 10 for the activity we are about to play. Model: To introduce the activity Collect 10 Together, I will model it on the SMART Board. The goal of Collect 10 Together is for two players to work together to collect 10 pennies. Partners take turns rolling a 1-3 dot cube and taking as many pennies as there are dots on the cube. The partners must check each round to see if they have at least 10 pennies. When modeling on the SMART Board, I will ask the students if I have 10 pennies yet. Once 10 pennies have been reached, the round is over. Check for Understanding: I will ask the students if there are any questions about the activity. Then I will ask the students to put a thumb up if they understand what they are doing or a thumb down if they dont. Guided Practice/Independent Practice: Students will play Collect 10 Together with a partner as I observe. Support will be given in the beginning, but decrease as students play each round. Closure: I will ask the students if they liked the activity Collect 10 Together, if it was hard or easy, and if they would want to play it again sometime. Lesson 3 - Build On Materials and Resources: Ten-frames SMART Board Investigations for the Interactive Whiteboard Software (2.1 #3, 2.3 #3)

Counters 1-3 dot dice (enough for each pair of students) Primary Number Cards

Anticipatory Set: Students will play the activity Build It, which they have played in a previous unit. I will demonstrate a round to the students to remind them how to play on the SMART Board. First, you turn over a primary number card. Next, the player says the number out loud. All the other students verify that the number said out loud matches the number on the card. Once the group agrees, all the students build the number on their individual ten-frame with counters. Input: Students will need the skills from Build It to do the activity Build On. By playing Build It in the anticipatory set, and using the skills when modeling the activity Build On, students will know the skills are important for the new activity being modeled. Model: To model the activity Build On I will use the SMART Board software. I will ask for a volunteer to be player 1. The first player will turn over the top card and place that many counters on the ten-frame. Then, me being player 2, I will roll the 1-3 dot cube to see how many counters to add to the ten-frame. I will then add that many counters to our ten-frame. Player 1 and I will determine how many counters we have altogether. Check for Understanding: To check for understanding, I will let 2 students play another round of Build On on the SMART Board. The other students can figure out how many counters the 2 players have accumulated. Guided Practice/Independent Practice: Students will be paired off to play Build On. I will be observing the students, helping when needed, and marking down strategies on a checklist. Closure: For closure, I will ask the students how they figured out how many counters they had all together on their ten-frame. Lesson 4 - Roll and Record 2 Materials and Resources:

Student activity book page 33 SMART Board Investigations for the Interactive Whiteboard Software (2.4 #3) 1-6 dot dice 1-3 dot dice

Anticipatory Set: I will ask the students if they remember the game Roll and Record. If students dont provide information about the previous game they have played in a different unit, I will provide an explanation for them. Input: I will let the students know that the skills from the previous activity Roll and Record will help them play the activity Roll and Record 2. The only difference is the dice arrangement. Model: To model Roll and Record 2, I will be using the SMART Board software. First, I will roll the two dot cubes on the board. Then I will figure out how many dots altogether I rolled by counting them. Then I will find the number on the recording sheet, and write that number in the correct column. Check for Understanding: With only 5 students in my class, I will allow each student to play a round of the activity Roll and Record 2 on the SMART Board. The other students can watch to make sure the current player did each step correctly. Guided Practice/Independent Practice: Each student will be given their own Roll and Record 2 recording sheet and the two different die. Each student will complete the recording sheet until one numbers column is filled completely. I will be observing and assisting the students as needed. Closure: For closure, I will ask each student which number reached the top first and if they liked the activity. Lesson 5 - Quick Images: Ten Frames Materials and Resources: Counters

Ten-frames SMART Board Investigations for the Interactive Whiteboard Software (2.5 #3-5)

Anticipatory Set: I will display a ten-frame on the board with 4 counters on it. I will ask the students how many counters I have. After receiving the correct response, I will tell the students that we will be doing an activity that involves ten-frame images. Input: The students will need to know number quantities represented on the ten-frame for the activity today. I will let them know this through the anticipatory set. Model: To model the activity Quick Images: Ten-Frames, I will use the SMART Board software. I will play one round of the activity to explain it. I will view the image for 5 seconds and then let it disappear. I will then make my ten-frame to almost match the image. I will view the image a second time. After the image erases, I will correct my mistake. Then I will allow the image to come on the SMART Board and ask the students if I was correct. Check for Understanding: To check for understanding, I will allow the students to participate in the next round of the activity. Through observation, I will know if students understand the activity or not. If students do not understand the activity, I will go back to modeling it. Guided Practice/Independent Practice: Students will participate in multiple rounds of Quick Images: Ten-Frames individually. I will be controlling the SMART Board, as students build their images. Students are not allowed to look at their neighbors ten-frame or discuss the number. I will be taking notes if a student got the image wrong after the second time each round. Between each round I will ask students how many dots were on the ten-frame and how they remembered. Closure: For closure, I will ask the students what we did today. I will also let them know that later today I will be pulling them out of class individually (during intervention time, which is normal for them) to see what they have learned this week (the post-assessment).