> IKH{ bjbjzz .4**4,$t#######$%R(N###R##3"h'#5&""##0,$"|(7( '#('#p##R,$(* J: Diana Bowles
2-20-14
Kindergarten
Stead Elementary
16 students
63% Hispanic, 31% Caucasian, 6% Pacific Islander, 6% SPED, 38% ELL
Math Lesson (From the EngageNY website)
Learning Objectives
Students will show, count, and write numbers 11-20 in tower configurations increasing by one- a pattern of one larger.
Common Core State Standards
Focus Standards: K.CC.A.3, K.CC.B.4, K.CC.B.5; K.NBT.A.1
Major Clusters Addressed:
Counting and Cardinality- know number names and count sequence, count to tell number of objects and compare numbers
Number and Operations in Base Ten- work with numbers 11-19 to gain foundations for place value
Coherence: Links from writing numerals to 5, addition and subtraction stories, count to 20 to place value, comparison, addition and subtraction of numbers to 20
Rigor:
Fluency practice-Counting on rekenrek, one more, and saying teen numbers the Say Ten way
Application- Students will listen to a word problem and show understanding that the number of objects stays the same regardless of the arrangement or order in which they were counted
Conceptual Understanding- Show, count, and write numbers 11 to 20 in tower configurations increasing by 1 (a pattern of 1 larger)
Core action 1: clearly met in the above details
Core Action 2: This has a been a personal focus and by giving students the application problem and problem set I am able to check for understanding and misconceptions during the work of the lesson and pair students with a peer or pull them to work with myself or my assistant for guided practice. The students are given ample time to work with and practice showing, counting and writing numbers 11-20 in the tower configurations. Students are also given time to discuss throughout the lesson and during the students debriefing at the end of the lesson.
Core Action 3: The classroom culture is that in which students discuss and justify their thinking on a daily basis not only in math but all content areas. Students have been modeled to respectfully disagree with peers and be active listeners when their peers are speaking. Our day consists of conversations in which students are encouraged to talk about their own thinking as well as their peers.
Materials
Rekenreks (1 teacher, 1 per student)
Application journals/math journals/plain white paper
Pencil
Two sets of 10 linking cubes per student (10 in one color and 10 in another color)
Sentence frame (____. 1 more is____)
Problem set sheet (1 per student)
Lesson Procedures
Counting on a Rekenrek : Teacher will call out a number and students will show it on their Rekenrek (repeat with any given number 1-19)
One More: Teacher will explain the expectation of saying one more than the number that students see on teacher Rekenrek (will repeat with various random numbers1-19)
Saying Teen Numbers the Say Ten way: Teacher says a number and students say it the Say Ten way (example: teacher 11, students ten one) continue for about two minutes
Application problem: Isabella has ten dolls. She told her mom she likes to spread them out on the floor. Isabella said she doesnt like to put them away neatly in the little toy box because there are fewer dolls. Can you draw a picture to prove to Isabella that the number of dolls is the same when they are spread on the floor as when they are put in the little toy box? (templates will be provided for students who have struggled with these types of problems in the past)
Concept Development: (students are seeing and analyzing that each successive number is one larger)
Students will be given two sets of linking cubes (10 of one color and 10 of another color) and a sentence frame (___. 1 more is ___)
Teacher will ask students to make a tower of ten using one color, and then ask how many cubes. After students answer 10 teacher asks how makes ones is that and how many cubes to make 11. Then students show 11 by adding one more cube. Review sentence frame Ten. 1 more is 11. Then have students say 11 the Say Ten way Ten one.
This sequence is repeated until teacher gradually releases students who show skill and understanding of the concept to continue with a partner. Teacher and assistant will work with students who are showing difficulty with the task.
Once students show skill and understanding by adding one more cube for each number up to 20 and saying ___. 1 more is___ students will complete a problem set .
Problem Set: Students will color the squares and write the numbers to complete the pattern, saying the relationship of each number to its preceding number (14. 1 more is 15. 15. One more is 16. Etc.)
Student Debrief: Reflective and active processing of the total lesson experience. Students will review their solutions to the Problem Set. They will compare their answers with a partner before reviewing as a whole class. Students can count on or count all. Teacher and assistant will look and listen for misconceptions or misunderstandings that can be addressed in the Debrief. Students will be guided in a discussion of the Problem Set and process of the lesson.
Sample Questions:
How is your drawing like the towers you made?
How many cubes did you put on your tower each time?
Did the number get larger or smaller when you put one more?
Following lesson
The next lesson objective is representing numbers 20-11 in tower configurations decreasing by 1- a pattern of 1 smaller. The lesson format is the same which builds consistency and structure within the math block. The students will again practice fluency (writing teen numbers, showing teen numbers and counting the Say Ten way).The will complete an application problem highlighting Mathematical Practice 2 (reason abstractly and quantitatively) by preparing students to think about 1 less (the reverse action of 1 more from today). The concept development is similar focusing on representing numbers 20-11 in tower configurations decreasing by 1. Students will complete a similar Problem Set as today but they will say the relationship of each number to its preceding number 13. 1 less is 12. 12. 1 less is 11. Etc. Students will have time to debrief about the problem set and lesson experience.
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