Web viewTwice this year the kindergarten team has assessed student progress ... Students chorally...

Lesson Outline for General EducationCandidate: Amy Gulbranson Field Supervisor: Betsy LeDoux

Date: 1/12 Grade: Kindergarten Mentor Teacher: Michelle Crane

Lesson Part Activity description/Teacher does Students do

Formal/InformalAssessment of Prior Learning orPreassessment(Sequence start)

Twice this year the kindergarten team has assessed student progress in many areas through the K assessment. The most recent installment of this assessment was completed at the end of November. Students were asked to identify number in a random order and also write as many numbers as they knew without assistance. Using these assessments, I have a strong idea of where all students fall on the knowledge spectrum for numbers 10 to 20 for both writing and counting. To be successful in future mathematics activities, students must be able to correctly count, write, and identify numbers 10 to 20.

Students say the numbers they are shown during the assessment and also write as many numbers as they know.

Title Numbers 13 to 16

Standard CC.K.CC.1- Count to 100 by ones and by tens.CC.K.CC.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).CC.K.CC.4- Understand the relationship between numbers and quantities; connect counting to cardinality.CC.K.CC.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.CC.K.CC.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.CC.K.CC.4c- Understand that each successive number name refers to a quantity that is one larger.CC.K.CC.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 1-20, count out that many objects.

Central Focus (CF) Orally count numbers from 13 to 16 as well as, read and write the numerals 13 to 16.

Academic Language

Language Function: Count, readLanguage Demand: Say and writeVocabulary: Greater than, less than, more, fewer

Learning Target(LT)

Students will be able to correctly count, read, and write numbers 13 to 16 with one or zero mistakes.

I can count, read, and write 13 to 16 correctly with one or zero mistakes.

Instruction (e.g. “Boys and girls can we all please sit criss-cross applesauce with Students sit criss-cross

inquiry, preview, review, etc.)

20 minutes

our hands in our lap? Thank you. Today we are going to talk about the numbers 13, 14, 15, and 16.

Where do you see these numbers in your lives in and outside of school?

Please sit on your bottoms so everyone can see our big book. ‘Ten little ducklings went swimming one day, over the pond and far away. Mummy Duck said, ‘Quack, quack, quack.’ But only nine little ducklings came back. Nine little ducklings went swimming one day, over the pond and far away. Mummy Duck said, ‘Quack, quack, quack.’ But only eight little ducklings came back. (This pattern continues until no little ducklings cam back. The final stanza follows.) No little ducklings went swimming one day, over the pond and far away. Daddy Duck said, ‘Quack, quack, quack.’ And ten little ducklings came swimming right back.’Thank you for listening to our rhyme about ducks. Now who has a quiet hand. Please use your fingers to show how many. Is 6 more than 5 or less than 5? Is 4 more than 7 or less than 7? How do you know that? (This will be used as a follow up question to clarify student reasoning.)

“Today our learning target is: I can count, read, and write 13 to 16 correctly with one or zero mistakes. Can you say it with me? We have learned about numbers 1 2 3 4 5 6 7 8 9 10 11 and 12 already and I think you all are ready to learn about 13 14 15 and 16! Raise your hand if you know these numbers. Okay hands down. Thank you for sharing.”

“Now we are going to read the rhyme again. But this time I need your help. Please Hold up your fingers for how many ducks there are as I say the numbers. You will have to put some fingers down as I read. (The rhyme about ducks will be shared again.) What did you do as I read the rhyme _________? Thank you for sharing! Who remembers our learning target for today? Let’s read it one more time. I can count, read, and write 13 to 16 correctly with one or zero mistakes. So I think we should make our own duck family! I will ask 14 kids to come up in front of the class. First we

applesauce on their bottoms.

Students may reply with:“In my address”“In my phone number”“In how old I am”“In my shoe size”

Students continue to sit while the rhyme is read.

Students will raise their hands. One student will be asked to respond to the question. Possible answers may be: “6 is more than 5.” Or “4 is less than 7.” “I know that because from 5 I need one more finger to make 6.” “I know this because there are less fingers for 4 than the fingers for 7.”

Students will read the learning target with me. Students who already know the numbers will raise their hand.

_______ will respond to question, “I put my fingers down because the number of ducks

will count all the ducks one by one. Please point and count the ducks with me, 1 2 3 4 5 6 7 8 9 10 (Briefly we will stop at 10, I will have one of the ten students hold a sign up with the numeral 10 on it. The group of 10 will move to the left.) So what number would this duck be? (I will hand the 11th duck a sign with the numeral 11. This pattern would continue for the remaining ducks). So 14 is 10 with 4 more. Now let’s bring some more ducks up.” (I will have two more students come up). We will again repeat the pattern established for ducks 11, 12, 13 and 14.

“Let’s count all our ducks! 10, 11, 12, 13, 14, 15, 16. Let’s clap for our ducks! Ducks could you please return to your spots on the carpet.”

got smaller.”

Students would reply with “11”

Students will reply by saying the corresponding number for each duck beyond 10.

Students will chorally count along.

Informal Assessment

5 minutes

To assess student understanding, I will intermittently ask the questions:Which one is greater ______ or ____?Which one is fewer ______ or ________? (Through asking these questions I will gain insight into how comfortable students are with these numbers. If they are able to identify given numbers as themselves and how many objects they represent.Followed by:How did you know?

Ms. Crane will be in the back of the room with a clipboard and a class list spreadsheet with three columns. The first column will be used if students are able to correctly answer the question and explain their reasoning. The second column will be used if students are able to correctly answer but cannot explain their reasoning. The third column will be used if students do not answer the question correctly. This data will be used to gain insight to which students are grasping the learning target and which will need additional scaffolding. Using this data, I will specifically select certain students to demonstrate their understanding during the next activity. Those students will be ones that got the correct answer but did not explain their reasoning or students that had not yet been heard.

When called on, students will be responding to the posed questions as best they can.

Practice Activity orSupport

15 minutes

“______, ________, ________ and ________ will you please go work with Ms. Crane? (Struggling learners)

Struggling Learners: These learners will be identified during the informal assessment. Ms. Crane will then pull a small group of struggling learners during this activity and have a ten frame and 16 counters. By placing one counter in each box of the ten frame, students will realize they do not have to count from one but rather can count from ten. By first filling the ten frame they are certain that there are 10 and can then begin to count on from 10 to numbers ranging from 13 to 16. Each student will be given a chance to work with the ten frame and counters and count at least two different numbers.

The four identified students will move to a table to work with Ms. Crane.

Students will first listen to Ms. Crane and will then attempt to count on from 10 to numbers ranging from 13 to 16 at least twice.

Now we are going to work on counting numbers 13 to 16, which is part of our learning target. With your partner count to 10 using your fingers. Please turn and count with your partner. Once you have counted hold your fingers up in the air. (Once 7-10 pairs have their hands in the air, I will ask one student to come up and draw ten circles under the number 10 on the chart paper.) Has ____ drawn 10 circles? Can everyone count them for me? If I start from this circle will I still get 10? What if I started at this circle? Now with your partner count to 12. Remember to hold up your fingers once you are done counting. Now will ______ please come up and draw 12 circles? Once you are done drawing will you please circle a group of 10 from the ones you just drew? How many more than 10 is 12? How did you know that? You’re right _______ 12 is 2 more than 10.” (This pattern will continue until all numbers 10 to 16 have been completed).

I can use my fingers to count to numbers larger than 10 by counting a group of ten then counting on. Let’s count to 14! Ten, 11 12 13 14 (First by showing all ten fingers then making both hands into fists and counting on, raising one finger at a time as we count). _______ Can you show us how you can count to 16 on your fingers?

The small group that was working with Ms. Crane will rejoin the class at this point.

Students will count to ten using two sets of hands and hold them up once they have reached 10. One student will come up and draw 10 circles under the number 10. Students will reply to the posed questions and prompts with answers like “Yes”, “1 2 3 4 5 6 7 8 9 10”, “Yes”. Partners will now use their fingers to count to 12. The called on student will draw 12 circles and then group together ten. Then will respond to posed questions with answers like: “It is two more than 10. I know that because I counted” or “I know that because there are 2 outside the group of 10.”

__________ will use a similar technique to mine by showing a group of ten fingers then counting on putting up one finger for each number said.

Informal Assessment

5 minutes

Ms. Crane will again take notes on a class list spreadsheet. She will again take notes on student responses to these questions:

Can you show me 12 with your fingers?Can you show me how many more than ten 15 is?Which is less, 13 or 16? How can you tell?

This data will help Ms. Crane and I identify who will need additional support and who will be able to complete the activity independently.

“Who remembers our learning target today? It is: I can count, read, and write 13 to 16 correctly with one or zero mistakes. We are going to do one worksheet at our tables and then see if everyone can do our learning target!”

Certain students will be called on and will answer the posed questions. Ideally counting will be done using a similar technique to the one during the activity and responses to how can you tell like “I can tell that 13 is less than 16 because it is a smaller number.”


10 minutes

“So let me give you one more example, 16 is how many more than 10? I forgot. ______ what do you think? How many more than 10 is 16? Will __________ return to their tables where a worksheet is waiting. You will need to will count manipulatives in a bag that range in amount from 11 to 16. Then you will fill in a square in pencil for each thing you count. Once you get to ten things color those ten squares red or yellow. Keep counting until there is nothing left and fill in the squares beyond 10 until you have nothing left to count. Make sure you label the things you counted with the number. Let’s do an example together. Here is my counting bag. There are 1 2 3 4 5 6 7 8 9 10 11 12 things. So I need to fill in 12 squares with pencil. What do I need to do with the first 10 squares? Then I need to write the number 12 next to it. Once you have counted three different bags return to the carpet with your paper and a pencil.”

Students who were already capable of counting, writing and reading numbers from 13 to 16 will be asked to do slightly different work than those who are just beginning to grasp these skills. As individuals they will complete their worksheet. “Please draw a row of 10 circles on this paper. Below it draw a row of 11 circles. Continue this pattern until you have done a row for 10, 11, 12, 13, 14, 15, and 16 circles on grid paper. Once you have done that you will talk as a small group about these statements. You need to complete the statements by filling in the blanks. Please stay here on the carpet and once you are finished you can do more rows of numbers like 17, 18, 19, and 20.

15 is 1 more than ______16 is 3 more than ______12 is 2 fewer than ______

_______ should reply with “16 is 10 and 6 more”.

Students should say “color those squares red or yellow”.

Students will converse and decide which number completes the statements listed on the small group paper once they have completed drawing circles for each number.

Closure Assessment of Student Voice

5 minutes

“One two three eyes on me.”

Please join me at the carpet if you haven’t already. Lets review our learning target one more time. I can count, read, and write 13 to 16 correctly with one or zero mistakes. On the back of your paper please write the numbers 10 to 16. Here is how we correctly write the numbers. Raise your hand if you had no mistakes or one. Raise your hand if you had 2 or 3 mistakes. Raise your hand if you had more than 3 mistakes. Okay hands down, thank you for sharing. Let’s count our numbers together. Show me 1 finger if you did okay today and you still need some more work. Show me 2 fingers if you did pretty well today and only made 2 or 3 mistakes. Show me three fingers if you thought this was so easy and only made one mistake or didn’t make any.”

“One two eyes on you.”

Students will walk to the carpet. Then they will write their numbers 10 to 16. They will then look at their writing to see if they have any mistakes and count them if they do. Students count the numbers chorally. Students who did okay show one finger. Students who just made a few mistakes show two fingers. Students who found the lesson easy and only made 1 or no mistakes show three fingers.

“Wow everyone worked hard today and I am impressed. ______ why did you give yourself a one finger day? ________ why did you give yourself a two finger day? Wow ________ you gave yourself a three finger day! Why? Thank you for all your hard work today! We will keep working with numbers 13 to 16 tomorrow.

______ would respond with an answer like “I made a lot of mistakes and I don’t get it”. ______ would respond with an answer like “I only made two mistakes and I know that 12 is two more than 10 and one less than 13”. _____ may reply with, “I gave myself a three finger day because I made no mistakes and I wrote my numbers all the way to 25 and can count that high too”.

FormalAssessment or Postassessment(Sequence end)

N/A

Candidate: Amy Gulbranson Field Supervisor: Betsy LeDoux




Twice this year the kindergarten team has assessed student progress in many areas through the K assessment. The most recent installment of this assessment was completed at the end of November. Students were asked to identify number in a random order and also write as many numbers as they knew without assistance. Using these assessments, I have a strong idea of where all students fall on the knowledge spectrum for numbers 10 to 20 for both writing and counting. To be successful in future mathematics activities, students must be able to


correctly count, write, and identify numbers 10 to 20. Yesterday students were introduced to numbers 13 to 16 with a partner and guidance they used ten frames to determine how many each numeral represented.

Title Numbers 13 to 16 Day 2



Academic Language

Language Function: Count, readLanguage Demand: Say and writeVocabulary:

Learning Target(LT)



Instruction (e.g. inquiry, preview, review, etc.)

5 minutes

“Hello everyone! Who remembers our learning target from yesterday? It is written right here. ________ can you read it to us? Thank you. So today we are going to do a fun activity with numbers 10 to 16. Here are two ten frames (posted on the A frame). I am now going to start filling these ten frames up.” Once the first ten frame has all spots filled I will ask, “How many?” Then I will fill one spot in on the second ten frame and again ask “How many now?” This pattern will continue until 16 spots have been filled on the two ten frames.

________ will read the learning target.

Informal Assessment

5 minutes

“Let’s see who is sitting quietly, criss-cross applesauce with their hands in their lap. ________ will you please come up here and show me 12 on the ten frames?”

I will continue to ask students to do the same process but ask them to complete different numbers ranging from 10 to 16. While this is occurring, Ms. Crane will be recording data on a class list spreadsheet. This will allow us to track which students are grasping the learning target and which do not fully

_______ will come up and take four dots out of the second ten frame to make 12.

understand it. (Ideally I will call on students that I am not sure grasp the concept yet.)


10 minutes

“Now everyone is going to get a worksheet like this one. The table captains will go and get a cup of counters on the back table while everyone else returns to your seat. So here is what we will be doing. First I have this big cup and I am going to drop one coin into it. Once you hear a coin you take a counter and put it on your ten frame. Please use the top row first like this (show students what I expect them to do with the counters and ten frames). Every time I drop a coin into my cup you need to put another counter on your ten frames.” Upon completion of the first number (11), I will ask the students “How many?” “Wow great job, I think you’re ready for another one. Please remove all the counters from your ten frames. Remember, when you hear a coin drop into the cup place a counter onto your ten frame, start on the top row please.” This pattern will repeat as time allows. The in room math time on Tuesdays is short due to computer lab so we have about 25 minutes to spend on this activity.

(I will ask students to record the number for each round in their math journals)

Students will place counters onto their own ten frame worksheet as each coin drops.Chorally students will reply with “11”. Students will remove all counters from the worksheets and begin again when prompted to do so.

Students will record each number in journals.

Informal Assessment

10 minutes

While the class works on the ten frame activity, Ms. Crane and I will circulate the room and record who is counting and placing the counters onto the ten frames at the correct pace. In addition we will make note of students who are struggling who are asking fro help or who are unable to explain their reasoning when asked why they have ______ counters on their ten frames.

Students will complete the activity as previously described and will answer questions when posed by one of the teachers.


N/A


5 minutes

Wow boys and girls! You all worked really hard today. In your math journals please write about what you learned in math today. Here is how to start the sentence.

In math I learned to ______________


N/A





Twice this year the kindergarten team has assessed student progress in many areas through the K assessment. The most recent installment of this assessment was completed at the end of November. Students were asked to identify number in a random order and also write as many numbers as they knew without assistance. Using these assessments, I have a strong idea of where all students fall on the knowledge spectrum for numbers 10 to 20 for both writing and counting. To be successful in future mathematics activities, students must be able to correctly count, write, and identify numbers 10 to 20. Over the last few days students worked with numbers 13 to 16 and learning the names, numerals, and what each represents through counting activities and using ten frames.


Title Numbers 17 to 20



Academic Language


Learning Target(LT)




25 minutes

“Today we are going to learn about the numbers 17, 18, 19, and 20.

So where are numbers like this used? Wow thanks for those ideas. It is good to see that boys and girls are noticing these numbers in our lives.

Let’s read our learning target together. I can count, read, and write 17 to 20 correctly with one or zero mistakes. First let’s look at this story in our big book. There was one in the bed and the little one said move over, move over, so this one moved over and one jumped in. (This story repeats until there are ten in the bed.) Did you notice that as more kittens climb in the bed, the number of kittens in the bed gets greater? What if kittens started to get out of the bed, would there be fewer or more kittens left in the bed? I like to call on quiet hands. ______ what do you think?

Here are two ten frames. These dots will represent the kittens today. _________ will you please come show us how many kittens were in the bed? Did ______ show us the right number?

Students will sit and listen on the carpet quietly.

Students may reply with:“On jerseys”“On dates”

Students chorally reply with single word answer of yes or no.

______ will reply with, “I think there would be fewer kittens in the bed if they got out one at a time”.

_____ will come up and put ten dots into the first ten frame to show that there were

How many kittens would be in the bed now (as I place a dot in the second ten frame)?(This pattern will continue for numbers 12-16.)_________ how many kittens are there now (I will place the 17th dot into the ten frame)? (I will call on a student who will most likely be able to give the correct answer.) Wow great answer, remember 17 is 10 and 7 more.

_____, _______, _______ will you please go with Ms. Crane to work on numbers 0-20? (These students are advanced learners, they will be given two ten frames and 20 counters each. They will be counting kittens in a more advanced way. Some scenarios they will be using include:- There are 17 kittens on the bed. 4 jump off. 5

jump on. How many kittens are on the bed now?- There are 19 kittens on the bed. 1 jumps on. 4

jump off. Then 3 more jump off. How many kittens are on the bed now?

There are 17 kittens, let’s count together! 10, 11, 12, 13, 14, 15, 16, 17. (I will then write the number 17 on the board. This pattern will continue for numbers 18, 19, and 20.) Now how many kittens are in the beds? Wow great job. So there are 20 in two ten frames. And if you look at the number 20 it shows 2 sets of 10. If there is a 1 then a 0 it is one set of 10, if there is a 2 then a 0 it is two sets of ten. Let’s count from 0 to 20! 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 (from here forward I will point to the numbers written on the board), 18, 19, 20.

So how many more than 10 is 19?

How many more than 10 is 20?

Let’s repeat our learning target one more time. I can count, read, and write 17 to 20 correctly with one or zero mistakes.

Now let’s do some practice. _______ will you please come up here and draw circles for any number between 15 and 20 in the ten frames? ______ how many circles did _____ draw? How did you know that?” (I will repeat this pattern a few more times to provide additional data and give students more time to familiarize themselves with the new numbers.

ten kittens in the bed.Students chorally reply, “11”.

________ will say, “17”.

Students will find 18 kittens on the bed.

Students will find 13 kittens on the bed.

Students will chorally reply, “20”.

Students chorally reply with 9 to the first question. Ideally students will reply with 10 for the second question.

Students will repeat learning target with me.

Student A will draw ____ circles for a chosen number.Student B will state the chosen number. “I knew that because I counted from 10 up until there were no more circles to count.”

This data will have to be kept in my brain since Ms. Crane will be working with a small group of advanced students.)

Informal Assessment

5 minutes (part of introduction

time prior to Ms. Crane taking

a small group)

All questions and responses being stated during the introduction will be used as data. Ms. Crane will be sitting in the back of the room recording who has been called on and how they answered. Additional data will be collected and stored in my brain while I teach. This data will give Ms. Crane and myself a clear idea of which students will need a reteach and which students will need some additional work since they are more advanced than the average student.

Students who are called on will respond to questions. When asked as a class all students will reply to the posed questions.


15 minutes

(Advanced learners will return to the carpet so they know what to do in their workbooks.) “Wow boys and girls, you are becoming great counters and masters of numbers 0 to 20. Now we are going to do three pages in our math books. Here is the first page. (I will show students the first page.) The instructions say, ‘Read and draw the circles. Count and write.’ So for the first one the girl is saying 18. Let’s count from 10 instead of 1. It’s faster. 10, 11, 12, 13, 14, 15, 16, 17, 18! Let’s draw the circles to show 18 together. (I will say the numbers as I model for students.)

Who remembers our learning target? I can count, read, and write 17 to 20 correctly with one or zero mistakes.

Boys and girls, if you finish early please take a paper with two ten frames on it and a counting bag out of the drawer. Use the ten frames to help you count how many things are in your counting bag. Once you finish counting please write the number of things you counted below the ten frames. Then you can trade bags with another student.

Table captains please go get the math books for your table. Boys and girls please remember this is what the page looks like. Row 5 please go quietly back to your tables. Row 4 please go quietly back to your tables. Row 3 please go quietly back to your tables. Row 2 please go quietly back to your tables. Row 1 please go quietly back to your tables.”

Students will chorally count with me from 10 to 18. They will count again as I draw in the circles to represent 18.

Students will repeat the learning target with me.

Students will return to their seats and begin working on the assigned pages.

Informal Assessment

15 minutes(part of activity

time)

As students work, Ms. Crane and I will circulate the room and answer questions when needed. In addition, we will carry clipboards with a class list to take notes. These anecdotal notes will give us a chance to determine how students are doing with the learning target. There will be a column for counting, one for reading, and one for writing. As we circulate we will ask questions like:- Is __ greater than ____?

Students will independently work through the assigned pages, asking for help when necessary. Students will respond to posed questions by Ms. Crane or myself.

- Should ____ show more objects than ___? Why?- Should ____ show fewer objects than ___? Why?The writing column will be filled in based on observations of student work. The counting column will be filled in by asking the student to count how many a given ten frame set shows.


10 minutes

“Please remember, once you finish get a counting bag and a ten frames worksheet. You will be using the ten frames to help you count how many and will record the number of things at the bottom of the worksheet. Once you complete one bag please change bags with another student.” (Ms. Crane and I will continue to circulate the room to assist when needed and record anecdotal notes. These notes will allow us to know which students successfully accomplished the learning target with one or zero mistakes and identify those students who will need additional practice and support.)

Once finished students will use counting bags and ten frame worksheets to count given objects and record how many were in each bag. Then they will switch with another student.


10 minutes

“1, 2, 3 eyes on me. Table captains please put any books that are still on your tables away. Everyone else please make sure the counting bags are put away and return to your tables. Table captains please get a small sheet of paper for each person at your table from Ms. Crane or me. On this sheet please answer the following problem. How many more is 18 from 10? 18 is 10 and how many more? Once you have written your answer please circle the face that best describes your work today. The smiley face- I know the numbers to 20, I can write read, say and count them. The straight face- I pretty much know the numbers to 20 but I want to work with them some more. The unhappy face- I need more help to learn my numbers to 20.Once you have circled the face that best fits with your work and you have answered the question please return to the carpet.

I cannot believe that everyone is counting and writing their numbers to 20! This is so exciting. Lets say our learning target one more time. I can count, read, and write 17 to 20 correctly with one or zero mistakes.

_______ why did you circle the unhappy face today? Thank you for sharing, I think you are doing well and with a little more practice you will not make any mistakes.

______ why did you circle the straight face today? I really think you should put your thumb up instead of

Students reply with “1, 2 eyes on you”. Then students will clean up and return to their chairs.

Students will self-assess their work for the day on the half-sheet.

They will then return to the carpet.

_____ will respond with “because I made a lot of mistakes when I was writing my numbers”.

“Because I make some mistakes when I was counting.”

to the side. You only made two little mistakes and by tomorrow I bet you will only make 1 if not 0 mistakes.

_______ why did you circle the smiley face? I agree with your assessment. You made one mistake and it is okay to make mistakes because that’s how we learn.

Thank you for all your hard work today. We will keep working on the numbers 0-20 tomorrow. Please hand your half-sheet to Ms. Crane or me.”

“I circled the smiley face because I made one mistake when I was doing my math book work.”


N/A





Twice this year the kindergarten team has assessed student progress in many areas through the K assessment. The most recent installment of this assessment was completed at the end of November. Students were asked to identify number in a random order and also write as many numbers as they knew without assistance. Using these assessments, I have a strong idea of where all students fall on the knowledge spectrum for numbers 10 to 20 for both writing and counting. To be successful in future mathematics activities, students must be able to correctly count, write, and identify numbers 10 to 20. At this point in the unit, students have had 8 lessons working with numbers 10 to 20. They have used manipulatives, ten frames, and worksheets to explore the numbers.


Title Numbers 17 to 20 Day 2



Academic Language


Learning Target(LT)




15 minutes

“Alright today we are going to continue exploring numbers 17 to 20. Let’s repeat our learning target! I can count, read, and write 17 to 20 correctly with one or zero mistakes. So I have some big flashcards up here. I need ten quiet hands to help me. (I will pick ten students and hand out the flashcards in no particular order the one additional card will be placed face down on my lap.) Card holders please do not look at your card but instead we will call on students to help put you in order.I will call on quiet hands. _________ where should ________ go? Great thank you for your help. (This pattern will continue until the volunteers have been put into ascending order. If students make errors in where the cards go I will say ‘Okay good idea, but let’s think does 5 come before 6 or after 6? Right, so 15 comes before 16.’) Wait now that everyone is in order is there some number that is missing? Where does my card need to go? What number did I have?

Let’s read the numbers from least to greatest 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. Wow our helpers did a great job now I need ten more volunteers to come up here and we will practice putting our numbers from 10 to 20 in order.”(This

Students will chorally say the learning target with me.

______ will say, “_____ needs to go down toward you Ms. Gulbranson.”

Students will reply, “Between _____ and ____ Ms. Gulbranson. You have _______.”

Students will chorally count with me.

New students will come up to the front of the room as I call on them.

complete process will repeat for another round.)Informal

Assessment

20 minutes

“So now will _________, ________, _________, and _____ please go with Ms. Crane. (These students will be reciting the numbers in the 10-20 sequence multiple times first by just counting then by flashcards in ascending order.)

Now everyone is going to work with a partner at their table. So I need two helpers. ____ and ____ please come up to the front of the room. When I hold up a card with a number, no one needs to say the number out loud. Please just look at the number and fill in the ten frames to show how many is on the card. Let’s practice _____ and ____ have the cup of counters and a ten frames worksheet. _____ and ______ please show how many on your ten frames worksheet for this number (11). Let’s count how many counters they put out. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11! Does that number match the number on the card? So instead of everyone checking two students’ work please use the other boys and girls at your table to check the work of you and your partner. I will show the whole class a card when you are sitting at your tables working with your partners. Once I show you the card please begin to place the counters onto your ten frame with your partner. When you have put the counters onto the ten frame please raise your hand and quietly ask another set of partners to check your work at your table. _______ what do you do when I show you a new number card?

_______ how do you get your work checked?

Let’s repeat our learning target one more time I can count, read, and write 17 to 20 correctly with one or zero mistakes.

Okay will the table captains please take 3 counting cups to your table and 3 ten frames worksheets. Everything you need is on the back table where you get breakfast. I will send the quietest table back first. (Then I will send back each table one by one. Ms. Crane and I will quickly circulate the room to make sure every student has a partner and will make adjustments where necessary.) 1, 2, 3, eyes on me. Okay everyone looks ready! Here is the first card (13). There should only be whispers when you have finished your work. Don’t forget to raise your

These students are the struggling students who need some additional time to practice the sequence. They will work with Ms. Crane and say the numbers in order and say the name of the number they see on the flashcard.

_____ and ____ come forward.

The pair of students will fill in their ten frames using counters. (Ideally they should fill one entire ten frame then start at the top left box of the second ten frame.)Students should reply with, “yes”.

“I will start putting counters onto the ten frames with my partner.”

“I ask another set of partners at my table to check it.”

Students will say the learning target with me.

“1, 2 eyes on you.”

Students will place counters onto the ten

hand once you are done and quietly ask another set of partners to check your work.(When students’ hands are raised Ms. Crane and myself will circulate the room and check work. We will record this data on a class list spread sheet.We will use this data to find which students are meeting the learning target and which will need additional support and practice during the workbook activity following this activity.) Wow everyone is doing a great job, please make sure to whisper to your partner and other students at your table. Here is your next number (17). (This pattern will continue until numbers from 12-20 have been completed.)

During this activity Ms. Crane and I will be asking questions like:- What number are you showing with the counters?- How many counters do you have so far?- Was this pair correct?

frames and will ideally always start with the top left box on the ten frames and move from left to right then fill in the bottom row.

Students will reply to posed questions.


15 minutes

“Stop look and listen stop look and listen freeze. Table captains please return the counter cups and ten frames back on the table. All other students please push your chairs in and return to the carpet. ________ how did you and your partner do? (This question will be asked a few times to different students).

Now we are going to do a few workbook pages. The pages we are going to do will look like this (show workbook page). Let’s do the first one together. Please count with me (I will point to the objects as we count). 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15. So what number should we write in this box? What does 15 look like again _____? Boys and girls once we finish this page and the next two pages please raise your hand and Ms. Crane and I will check your work and show you which page to do next. Did you notice that the next one with the cherries has one more than the one with 15 penguins? Well, the number you write should also be one more than 15.

Table captains please go get the workbooks for your tables. Which row is the quietest? (I will then dismiss that row to go back to their tables. This will continue until all rows are back in their seats.) As students begin to do the workbook pages, Ms. Crane and I will walk around the room and provide support to the students who were identified as ones that needed extra help.

Students will repeat the saying as soon as they hear it.“We did really good!”

Students will chorally reply with, “15”. ______ will reply with, “first a 1 then a 5”.

Table captains will deliver the workbooks to their tables. Remaining students will return to their tables when dismissed. All students will begin to work.

Informal Assessment

As Ms. Crane and I circulate the room and assist students who are needing additional help we will be posing questions and recording critical data.

Students will work on their workbook pages.

5-10 minutes during activity

listed above

- Is (x) a greater number than (y)?- Should (20) show more objects than (16)? Why?- Should (15) show fewer objects than (18)? Why?For struggling students we will suggest them crossing out objects as they count them to make sure they aren't recounting objects.

Once students have raised their hands to indicate they have finished the assigned pages Ms. Crane or I will show them the next page to do. It is a connect the dot page that students must connect the numbered dots in ascending order.

“Please start at 1, what comes next? Great! So keep counting in your head and connecting the dots in order until you reach the dot with the 20. Once you have connected the dots please color the picture in. Once you have finished your coloring please put your book back in your table drawers. Then please return to the carpet.”

Student raises hand to indicate they have finished their work.

Student should say, “2”. Students will continue connecting the dots and color in the picture they will place their workbook back into the appropriate drawer.


N/A


5 minutes

“Great job today math scholars! Let’s say our learning target I can count, read, and write 17 to 20 correctly with one or zero mistakes. After two days of working with this learning target how do you feel about it? If you feel super good about your work with our learning target today you are going to show me 2 thumbs up, if you feel really good about your work with our learning target today put one thumb up. If you feel okay about your work with our learning target today put one thumb to the side. If you do not feel good about your work today please put one thumb down. On the count of three show me how you feel about your work toward this learning target. 1, 2, 3! Wow it looks like a lot of scholars have made progress since yesterday! That is amazing.

Why do you think these numbers are important to learn?

We will keep working with these numbers and you will use these numbers in math classes when you’re

Students show two thumbs up, one thumb up, a thumb to the side, or a thumb down.

Students may reply with:“So that I can count to 100.”“Numbers 1-20 are just the start of all the numbers in the world and I need to know them so I can do more math when I grow up.”

in 3rd grade, 8th grade, even in high school!


The post assessment is an end of unit test. This test is given in small groups of students so that an adult can read the instructions to the students. In addition a portion of the test is given one on one to post a question to students and then ask about his or her reasoning.

Students will write down answers to problems read to them by an adult. Then students will state the answer to the adult in a one on one interaction and also explain their reasoning or thinking.

Web viewTwice this year the kindergarten team has assessed student progress ... Students chorally...

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Transcript of Web viewTwice this year the kindergarten team has assessed student progress ... Students chorally...