Eced 429 Lesson 1 Kinard

Teacher Candidate: Kelsey Kinard Subject/Grade: Kindergarten
Lesson # __1__ Date and Time of Lesson: 9-03-13; 1:15 PM
Learning Objective: The students will be able to count up to 20 objects in standard order and correctly pair each object with only one number name. Alignment with Standards: CCSS.Math.Content.K.CC.B.4a 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. CCSS.Math.Content.K.CC.A.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).
Developmental Appropriateness or Cross-curricular connections: At the kindergarten level, the students are familiar with rote counting but most struggle with one to one correspondence. To meet the objective of counting and pairing object with one and only one number name, the students must first be able to count from 0-20, recognize numbers in written form, and write numbers to 20 in written numeral form. The students are currently practicing rote counting from 0-100 and writing numbers from 0-100 in written numeral form. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre Assessment: The students will count and write numbers up to 20. This will be based on practice number writing sheets do prior to this lesson. Use of Formative Assessment
The students will be able to count up to 20 objects in standard order and correctly pair each object with only one number name.
The math lesson is the basis of other counting and cardinality lessons. Based on the students achievement and the results of the assessment, During Assessment: During I will be able to structure small group guided math the following lessons. instruction, anecdotal notes will Whether they do well on be taken recording the the assessment or not will students abilities, accuracy, determine when we will etc. move on to the next counting and cardinality Post Assessment: The students standard and what needs will record the objects they to be emphasized or counted and the number of readdressed. objects counted in their math journals.
Accommodations: If the students show comprehension of the content quickly and there is time left over, we can continue to practice one to one correspondence using different numbers or use the materials used in this lesson to begin prepping for or addressing the next counting and cardinality standard(s). For slower-paced learners, they can continue to practice one to one correspondence during the next small groups instruction time. Their comprehension will be assessed later before moving on to the following content. Different aspects of the lesson will appeal to the different learning styles. Moving the object around with their hands appeal to the kinesthetic learners, showing the relation between the objects and written numerals in writing appeals to the visual learners, and explaining and sharing ideas or strategies within the group for pairing one object with one number name appeals to the language-oriented learners. Materials: Number line displaying numbers 0-20 Object jar (containing at least 20 objects) Additional objects to count (at least 20 objects) Math journals Pencils Anecdotal note paper Procedures: The lesson will be performed in six guided math groups. Each group session lasts for 15 minutes. 1. 2. 3. 4. Introduce the objective of the lesson (to count and pair objects with only one number name) Review rote counting aloud as a group using the number line Demonstrate for the students one to one correspondence by counting one object at a time Count a certain number of objects from the object jar, pointing to each object as the number name is said 5. Record the total of objects counted 6. Use a different set of objects to recreate the same number 7. Have the students practice procedure steps 4-6 in pairs 8. Bring the students back together 9. Have the students share ideas and strategies that they used while counting, recording, and recreating as a group 10. Have the students record in their math journals the objects that were counted and the number of object that were counted Critical-thinking questions: Why is it important that the number of object matches the number name? Does your original set of objects match the number of the recreated set of objects? Why or why not? What strategy do you use when counting so you do not lose your place?
Activity Analysis: Activity 1: Using the object jar, count and pair each object with its number name. Record the number of objects that were counted in written numeral form. This activity directly applies the objective of the lesson. Students of varying ability and developmental levels can perform this activity.
Activity 2: Recreate the number of objects counted using a different set of objects. This activity reinforces the idea of matching the number of objects with the correct number name. Students are able to practice one to one correspondence and have an example to check their accuracy against. Students can go back and find the problem in their activity if need be. Technology will not be implemented in these activities because it is not necessarily needed to enforce the content. Also, access to the computers or SMART board is not available during these guided math small group times. References:
Common Core Standards
Standards that follow: CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. CCSS.Math.Content.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger. CCSS.Math.Content.K.CC.B.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects.

Eced 429 Lesson 1 Kinard

Uploaded by

Copyright:

Available Formats

Eced 429 Lesson 1 Kinard

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Eced 429 Lesson 1 Kinard

Uploaded by

Copyright:

Available Formats

Teacher Candidate: Kelsey Kinard Subject/Grade: Kindergarten

Lesson # 1 Date and Time of Lesson: 9-03-13; 1:15 PM

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.