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Unit 1 Option 3
Mathematics Learning in Elementary Grades (EDE 342)
Park University
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5E Lesson Plan Math
Grade Level: Kindergarten Subject Area: Math
Lesson Title: Unit 1 – Introducing and Developing Numbers 0 - 5 and Counting to 30
Lesson Length: 15 days
THE TEACHING PROCESS
Lesson Overview: This unit bundles student expectations that address the foundational skills for developing an understanding of numbers 0 – 5, counting forward and backward 0 – 5, cardinality, subitizing, conservation of set, comparing numbers and sets of objects using comparative language, and generating numbers or set of objects less than or greater than a given amount. This unit also includes the student expectation that addresses reciting numbers up to 30 when counting by ones beginning with any number. According to the Texas Education Agency, mathematical process standards including application, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.
Unit Objectives: Students will... ● Use sets of objects up to 5 to develop an understanding of the concepts of cardinality, meaning that the last number said when counting a set of objects names the number of objects, hierarchical inclusion, meaning each prior number in the counting sequence is included in the set as the set increases, and conservation of set, meaning if the same number of objects are counted and then rearranged, the quantity of objects in the set does not change. Students apply cardinality, hierarchical inclusion, and conservation of set as they begin to grasp the true meaning of numbers.
● Count forward and backward to 5 with and without objects, as well as read, write, and represent the numbers.
● Compose and decompose numbers up to 5 using objects and pictures which parallels the development of subitizing, meaning instantly recognizing the number being represented by a small quantity of objects in random and organized arrangements. Students apply all of these skills as they consider magnitude, or relative size, to compare sets of objects up to 5 and generate a set of objects and pictures that is more than, less than, or equal to a given number.
● Use comparative language to describe the comparison of numbers represented using objects, pictures, or numerals. When given a number up to 5, students are expected to generate a number that is one more than or one less than a given number.
● Recite numbers up to 30 by ones beginning with any number. Practice with rote reciting of numbers and learning the correct sequence of numbers aids in
developing the foundation for meaningful counting strategies
Standards addressed:
TEKS: ● K - Apply mathematics to problems arising in everyday life, society, and the workplace. ● K - Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems. ● K - Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. ● K - Create and use representations to organize, record, and communicate mathematical ideas. ● K1 - Analyze mathematical relationships to connect and communicate mathematical ideas. ● K1 - Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
● K2 - Count forward and backward to at least 20 with and without objects. ● K - Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. ● K2 - Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. ● K - Recognize instantly the quantity of a small group of objects in organized and random arrangements. ● K2 - Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20. ● K - Generate a number that is one more than or one less than another number up to at least 20. ● K - Compare sets of objects up to at least 20 in each set using comparative language. ● K - Use comparative language to describe two numbers up to 20 presented as written numerals. ● K - Compose and decompose numbers up to 10 with objects and pictures.
● K - Recite numbers up to at least 100 by ones and tens beginning with any given number.
ELPS: ● ELPS.c - The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ● ELPS.c – use prior knowledge and experiences to understand meanings in
messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
● ELPS.c – The ELL speaks in a variety of modes for a variety of purposes
with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: ● ELPS.c – practice producing sounds of newly acquired vocabulary such as
long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible ● ELPS.c – expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication ● ELPS.c – speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired ● ELPS.c – speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency ● ELPS.c – share information in cooperative learning interactions ● ELPS.c – ask and give information ranging from using a very limited bank of
high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments ● ELPS.c – express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics ● ELPS.c – narrate, describe, and explain with increasing specificity and
detail as more English is acquired ● ELPS.c – adapt spoken language appropriately for formal and informal
purposes ● ELPS.c – respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language attainment.
● ELPS.c – The ELL reads a variety of texts for a variety of purposes with an
increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of
decoding written text. The student is expected to: ● ELPS.c – learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words ● ELPS.c – recognize directionality of English reading such as left to right and
top to bottom ● ELPS.c – develop basic sight vocabulary, derive meaning of environmental
print, and comprehend English vocabulary and language structures used routinely in written classroom materials ● ELPS.c – use prereading supports such as graphic organizers, illustrations,
and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text ● ELPS.c – read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned ● ELPS.c – use visual and contextual support and support from peers and
teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language ● ELPS.c – demonstrate comprehension of increasingly complex English by
participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs ● ELPS.c – read silently with increasing ease and comprehension for longer
periods ● ELPS.c – demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs ● ELPS.c – demonstrate English comprehension and expand reading skills by
employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs ● ELPS.c – demonstrate English comprehension and expand reading skills by
employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
● ELPS.c – The ELL writes in a variety of forms with increasing accuracy to
effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: ● ELPS.c – learn relationships between sounds and letters of the English
language to represent sounds when writing in English ● ELPS.c – write using newly acquired basic vocabulary and content-based
● Some students may think the comparison of two sets of objects has no relationship to other comparisons rather than realizing that the same comparison of sets of objects applies to the numerals representing the sets of objects.
● Some students may auditorily confuse teen words with decade words (e., thirteen and thirty) when reciting numbers.
● Some students may auditorily confuse number words with similar sounds (e., seven and eleven) when reciting numbers.
Vocabulary:
● Compare numbers – to consider the value of two numbers to determine which number is greater or less or if the numbers are equal in value
● Compare sets – to consider the value of two sets to determine which set is greater or less in value or if the sets are equal in value
● Compose numbers – to combine parts or smaller values to form a number
● Counting (natural) numbers – the set of positive numbers that begins at one and increases by increments of one each time {1, 2, 3, ..., n }
● Decompose numbers – to break a number into parts or smaller values
● Digit – any numeral from 0 – 9
● Numeral – a symbol that represents a number
● One-to-one correspondence – each object counted is matched accurately with a number word in correct sequence
● Recite – to verbalize from memory
● Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n }
Related Vocabulary: ● Backward, forward, part, comparative language, four, quantity, count, greater than (more than,) sequence, counting by ones, increase, set, counting order, less than (fewer than,) three, decrease, model, two, equal to (same as,) number, whole, five, one, zero
List of Materials:
● Hundreds chart (1 – 30 showing,) Unifix Cubes, clothes pins, various manipulatives and supplies for weekly Marvelous Manipulative Math Centers, train number cards (0 – 5,) Teddy Bear Counters, whiteboards, Play-Doh and Play-Doh Work Mat, One – to – One Correspondence Chart (included at the end of the lesson,) color tiles, Color Tiles Chart (included at the end of the lesson,) Red/Yellow Circle Counters, 5 Frame Mats, Number Cards 0 - 5
INSTRUCTIONAL SEQUENCE
Day 1 – Engage, Explore, Explain
Activity: Count orally to 30 and Recognizing 0 -
5
Calendar Time – Calendar Activities for Unit 1 are at the end of this unit.
Counting Activities – Ask: What does it mean to count? ● Discuss vocabulary words – count, counting sequence ● Show the Count to 100 chart. ● Discuss that numbers are put into a special order to help us count and to count objects. ● Count to 30 in various ways: songs on the SmartBoard, stand up and march to 30, sit down and clap to 30.
Recognizing 0 – 5 Activities – Train Number Cards ● Show students the Train Number Cards 0–5 - Play Chugga Chugga Choo Choo as a class. ● Have each child sit with their legs crossed and hands in front. They are pretending that they are train engineers. Each time they say Chugga Chugga Choo Choo together, as a class, they will count through the numbers and add one more train car with the next number. ● Example – “Chugga Chugga Choo Choo.... ZERO.” Have a volunteer find the engine with the numeral 0 on it. They get to stand in the front of the class. As you write the numeral on the board, the students will practice Sky Writing with you. Then, students say, “Chugga Chugga Choo Choo.... ZERO, ONE.” Have a volunteer find the train car with the numeral 1 on it. They get to stand beside the 0 engine. As you write the numeral on the board, the students will practice Sky Writing with you. Continue until the class has put the numerals in order 0 – 5. ● When the game is finished, review the numerals as you take them from the volunteers and practice sky writing. ● Have children break into groups of two to practice tracing numbers 0 – 5.
Teacher delivers Guided Questions listed below.
Introduce Marvelous Manipulative Math Centers to the children. Explain to the children the Center Board and where supplies are kept. ● When finished, let the children explore some of the activities / items that they
manipulatives not be thrown? Ask: Basket balls and soccer balls are meant to be thrown. Has anyone ever thrown something that was not meant to be thrown? What happened to it? What could happen to our manipulatives if they were thrown?
Introduce students to Unifix Cubes. Show students what kind of container they will be kept in and where. Model how they should be gathered and put away. Instruct the students to observe while other students reenact the procedure. ● Pass the Unifix Cubes Manipulative Bags around the circle and invite the students to take them out. ● Allow time for students to explore (have free time) with the Unifix Cubes. ● Facilitate a discussion about the manipulative. ● Ask: Who would like to share what they discovered about the Unifix Cubes? ● Ask: What did you create with the Unifix Cubes? Let the students show each other what they created. ● Ask: What is the name of this manipulative?
Practicing One-to-One Correspondence with Manipulatives using Super Math Stories - Explain to the children that now that they are learning how to work with manipulatives, they are going to use them for Super Math Stories. ● Story Number One – Say: Logan has 4 toy dinosaurs that he likes to play with. ● Say: Use your Unifix Cubes to represent his 4 toy dinosaurs. ● Model with the students how to count their Unifix Cubes by placing them in a straight line and touching each one with their finger to count. ● Say: Let’s use our finger to count your “toy dinosaurs” together. ● Discuss: CARDINALITY OF A SET – REMIND THE STUDENTS THAT THE LAST NUMBER STATED IS THE NUMBER OF OBJECTS IN THE SET. ● Have the students write the numeral on their whiteboards. ● Say: Now, let’s practice mixing up Logan’s 4 “toy dinosaurs.” Now, how many are there? ● Practice counting the “toy dinosaurs” forwards and backwards. ● Practice breaking the group of 4 into two small groups. ● Ask: How many are in each group? Have the students write those numerals on their whiteboards. ● Ask: How many are there all together?
● Story Number Two – Say: Emma has 5 gummy bears. Use the above questions and activities.
Let students explore with their manipulatives for two minutes before clean up time.
Model / Practice putting away student manipulatives.
Marvelous Manipulative Math Centers - Students check the Center Board as they rotate through their daily centers. Centers are done in groups of two. ● Review Centers’ rules and procedures before beginning.
What’s the teacher doing?
Actively monitoring students and conferencing with students in need of assistance.
Guided Questions: ● Who can count forwards from 0 – 5 for me?
● Can you think of something at school that we can count to five with?
● Have each child search the room and bring 5 objects to the rug.
● Who can count backwards from 5 – 0 for me?
● Can you think of something at school that we can count backwards?
● Have the children count their five objects backwards.
● Have the students put away their 5 objects.
What are the student’s doing?
● Answering Guided Questions.
● Learning rules/procedures for taking out, using, and putting away manipulatives (Unifix Cubes.)
● Using manipulatives to act out Super Math Stories.
● Marvelous Manipulative Math Centers
Day 4 - Evaluate
Activity: Performance Assessment Number 1
Calendar Time – Calendar Activities for Unit 1 are at the end of this unit.
Provide a collection of color tiles greater than 5 and orally present the following real-world situation and tasks:
● Say: Darla has 5 crackers that she can eat for a snack. ● Select the appropriate number of color tiles to represent the crackers Darla ate. ● Orally count the selected color tiles and record the count using a numeral. ● Rearrange the selected color tiles. Orally count the color tiles forward and then backward. ● Decompose the selected color tiles. Orally count the number of color tiles in each group. Record the count of each group using numerals. Describe the relationship between the total number of crackers and the number of crackers in both groups combined. Explain why the total
(touch a ball of Play-Doh and say 1; touch the second ball of Play- Doh and say 2) ● CARDINALITY OF A SET – REMIND THE STUDENTS THAT THE LAST NUMBER STATED IS THE NUMBER OF OBJECTS IN THE SET. ● Say: Use your pencil to practice tracing and writing the 2. ● Continue through the number 5.
- Marvelous Manipulative Math Centers - Students check the Center Board as they rotate through their daily centers. Centers are done in groups of two. ● Review Centers’ rules and procedures before beginning.
What’s the teacher doing?
Actively monitoring students and conferencing with students in need of assistance.
Guided Questions: ● What did we practice today?
● What does one – to – one correspondence mean?
● How did we show one – to – one correspondence with our Play-Doh and Representation Sheets today?
● What does Cardinality of a Set mean?
● Who can show me an example of it?
● Why do you think that it is important to count objects and know how many objects are in a set?
What are the students doing?
● Using Play-Doh to represent one – to – one correspondence and understand the Cardinality of a Set.
● Practice tracing/writing their numerals 0-5.
● Answering Guided Questions.
● Marvelous Manipulative Math Centers
Day 6 and Day 7 – Explore, Explain, Elaborate
Activity: Using One – to – One Correspondence
with Teddy Bear Counters to Create Two
Different Groups
Calendar Time – Calendar Activities for Unit 1 are at the end of this unit.
Discuss what manipulatives are, and their rules.
● Rule 1 - The only person that is able to mess up or put away something that you create is you. ● Rule 2 – Manipulatives should not be thrown. ● Create two Instructional Webs ● 1 st Web - Have students give examples of rules / procedures for using manipulatives properly. ● 2 nd Web – Have students give examples of wrong behaviors with manipulatives.
Introduce students to Teddy Bear Counters. ● Show students what kind of container they will be kept in and where. Model how they should be gathered and put away. Instruct the students to observe while other students reenact the procedure. Pass the Teddy Bear Manipulative Bags around the circle and invite the students to take them out. ● Allow time for students to explore (have free time) with the Teddy Bear Counters. ● Facilitate a discussion about the manipulative. ● Ask: Who would like to share what they discovered about the Teddy Bear Counters? ● Ask: What is the name of this manipulative?
Practicing One-to-One Correspondence with Manipulatives - Super Math Stories – Explain to the children that now that they are learning how to work with manipulatives, they are going to use them for Super Math Stories. ● Story Number One – Say: Allen has 5 chips and Marie has 3 chips. ● Say: Use your Teddy Bear Counters to represent Allen’s 5 chips. Model with the students how to count their Teddy Bear Counters by placing them in a straight line and touching each one with their finger to count. ● Say: Let’s use our finger to count your “chips” together. ● Discuss: CARDINALITY OF A SET – REMIND THE STUDENTS THAT THE LAST NUMBER STATED IS THE NUMBER OF OBJECTS IN THE SET. ● Have the students record the number of chips on their whiteboards. ● Say: Use your Teddy Bear Counters to represent Marie’s 3 chips. Model with the children how to place the Teddy Bear Counters in a straight line to count them. ● Say: Let’s use our finger to count your “chips” together. ● Discuss: CARDINALITY OF A SET – REMIND THE STUDENTS THAT THE LAST NUMBER STATED IS THE NUMBER OF OBJECTS IN THE SET. ● Have the students record the number of chips on their whiteboards. ● Use comparative language to describe the quantities of chips that Allen and Marie have. ● Say: How many “chips” would Allen have if he had one less? ● Say: How many “chips” would Marie have if she had one less? And one more less? ● Use comparative language to describe the quantities of chips that Allen and Marie have.
● Story Number Two – Johnny has 1 bouncy ball and Beth has 2 bouncy balls.
● Say: Clayton and Anissa were filling goodie bags for their party. Clayton filled two goodie bags and Anissa filled five goodie bags. ● Select the appropriate number of color tiles to represent the number of goodie bags that Clayton filled. ● Orally count the selected color tiles and record the count using a numeral. ● Select the appropriate number of color tiles to represent the number of goodie bags that Anissa filled. ● Orally count the selected color tiles and record the count using a numeral. ● Compare the quantity of filled goodie bags represented in each set. Orally describe the two sets using comparative language. ● If Clayton had filled one more goodie bag, create a pictorial model to represent the number of goodie bags Clayton would have filled. Orally count the objects in the pictorial model and record the count using a numeral. ● If Anissa had filled two fewer goodie bag, create a pictorial model to represent the number of goodie bags Anissa would have filled. Orally count the objects in the pictorial model and record the count using a numeral. TEACHER NOTE: HAVE THE STUDENT FIND WHAT IS ONE LESS, AND THEN ONE, MORE LESS. ● Compare the new quantities of filled goodie bags represented in the pictorial models. Orally describe the two groups using comparative language. ● Standards Assessed – K, K
- Marvelous Manipulative Math Centers - Students check the Center Board as they rotate through their daily centers. Centers are done in groups of two. ● Review Centers’ rules and procedures before beginning.
What’s the teacher doing?
● Assessing Students
What are the students doing?
● Marvelous Manipulative Math Centers
Day 9 and Day 10 – Explore, Explain, Elaborate
Activity: Introduce / Explore Manipulatives
(Color Tiles)
Calendar Time – Calendar Activities for Unit 1 are at the end of this unit.
Review what manipulatives are, and their rules. Review the previously student created Instructional Webs: ● 1 st Web - rules / procedures for using manipulatives properly ● 2 nd Web – examples of wrong behaviors with manipulatives
Introduce students to Color Tiles.
● Show students what kind of container they will be kept in and where. Model how they should be gathered and put away. Instruct the students to observe while other students reenact the procedure. Pass the Color Tiles Manipulative Bags around the circle and invite the students to take them out. ● Allow time for students to explore (have free time) with the Color Tiles. ● Facilitate a discussion about the manipulative. ● Ask: Who would like to share what they discovered about the Color Tiles? ● Ask: What is the name of this manipulative?
Pass out the Color Tile / Pictorial Representation Handout. ● Have the students write a 0 on the top square. ● Ask: How many color tiles do we need to add to create the number 0? (none) ● Have the students write a 1 on the next square down. ● Ask: How many red color tiles do we need to add to create the number 1? (1) ● Have the students represent the number 1 with their red color tiles. ● Discuss: CARDINALITY OF A SET – REMIND THE STUDENTS THAT THE LAST NUMBER STATED IS THE NUMBER OF OBJECTS IN THE SET. ● Have the students continue through the number 5. Each number needs to be a different color tile. ● Students come back to the rug and have a class discussion about the words more / less. ● Students go back to their chairs. Have the students add 1 more color tile or 1 less color tile to the numbers. Ask : How many red, yellow, green, and blue color tiles do you have now?
Let students explore with their manipulatives for two minutes before clean up time.
Model / Practice putting away student manipulatives.
Ask: What does pictorial mean? (pictures) ● Have the students go to their tables and draw picture sets to match the numeral on the left of the handout. Student’s will pass in worksheets at the end of the lesson
Teacher delivers Guided Questions listed below.
Marvelous Manipulative Math Centers - Students check the Center Board as they rotate through their daily centers. Centers are done in groups of two. ● Review Centers’ rules and procedures before beginning. What’s the teacher doing?
Actively monitoring students and conferencing with students in need of assistance.
Guided Questions: ● What number do you see on
What are the students doing?
● Learning rules/procedures for taking out, using, and putting away manipulatives (Color Tiles.)
● Using manipulatives to represent a written number.
her new score. ● If Darius scored one less point, record the numeral that would represent his new score. ● Describe Darius and Gina’s new scores using comparative language. ● Standards Assessed - K, K
- Marvelous Manipulative Math Centers - Students check the Center Board as they rotate through their daily centers. Centers are done in groups of two. ● Review Centers’ rules and procedures before beginning.
What’s the teacher doing?
● Assessing Students
What are the students doing?
● Marvelous Manipulative Math Centers
Day 12 and Day 13 – Explore, Explain, Elaborate
Activity: Introduce / Explore Manipulatives
(Red/Yellow Circle Counters)
Calendar Time – Calendar Activities for Unit 1 are at the end of this unit.
Review what manipulatives are, and their rules. Review the previously student created Instructional Webs: ● 1 st Web - rules / procedures for using manipulatives properly ● 2 nd Web – examples of wrong behaviors with manipulatives
Introduce students to Red/Yellow Circle Counters. ● Show students what kind of container they will be kept in and where. Model how they should be gathered and put away. Instruct the students to observe while other students reenact the procedure. Pass the Red/Yellow Circle Counters Manipulative Bags around the circle and invite the students to take them out. ● Allow time for students to explore (have free time) with the Red/Yellow Circle Counters. ● Facilitate a discussion about the manipulative. ● Say: Who would like to share what they discovered about the Red/Yellow Circle Counters? ● Say: What is the name of this manipulative?
Say: Place your Red/Yellow Circle Counters on top of your color box. I am going to pass out 5 Frames and Number Cards 0 – 5 to each student.
Have all students meet on the rug. Discuss: 5 Frame Mats ● Each square is for one manipulative. ● If each square within the frame is full, then you have 5. ● If not, then you need to count them separately.
Discuss: Number Cards ● Each card has a different number on it. ● You can put these numbers in order.
After you have discussed the 5 Frames and Number Cards, explain that you can place a special group of Red/Yellow Circle Counters on the 5 Frame. Then, you can find the number card to match the set. ● Model this with the class with the numbers 0 – 5.
Say: Now, I would like you to return to your seats and try some of these by yourself. ● Walk around to give assistance where needed.
Let students explore with their manipulatives for two minutes before clean up time.
10 / Practice putting away student manipulatives.
- Marvelous Manipulative Math Centers - Students check the Center Board as they rotate through their daily centers. Centers are done in groups of two. ● Review Centers’ rules and procedures before beginning.
What’s the teacher doing?
Actively monitoring students and conferencing with students in need of assistance.
Guided Questions: ● What manipulative did we work with today?
● What did we do with this manipulative?
● What other things do you think that we could use this manipulative for?
● What is your favorite manipulative so far? Why?
● What does a 5 Frame help us do?
What are the students doing?
● Learning rules/procedures for taking out, using, and putting away manipulatives (Red/Yellow Circle Counters.)
● Using manipulatives and 5 Frame Mats to represent numbers on Number Cards.
● Answering Guided Questions.
● Marvelous Manipulative Math Centers
Day 14 - Evaluate
Activity: Performance Assessment Number 4
- Calendar Time – Calendar Activities for Unit 1 are at the end of this unit.
Unit 1 Option 3
Course: Mathematics Learning in Elementary Grades (EDE 342)
University: Park University
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