Felicia K. Pittman



Lesson ContentWhat Standards (national or state) relate to this lesson?(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.).1 Count to 100 by ones and by tens.Essential Understanding(What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?) After completing this lesson, the students will be able to count from 1 to 40 with fluidity and confidence. Ideally, this lesson will help the students gain practice in counting beyond 20 as they prepare to enter first grade.Objectives- What are you teaching?(Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)." Note: Degree of mastery does not need to be a percentage.)Count across tens when counting by ones through 40.A. The students, B. will be able to count across tens D. when counting by ones through 40 D. with no errors.C. Given a sequence with missing numbers, A. the students, B. will be able to find this missing number(s) D. and complete the sequence with no errors.C. Listening to oral sequencing, A. the students, B. will be able to recall the next numbers in the sequence, D. will fluidity.C. When given a story problem, A. the students B. will be able to compose/decompose the given numbers D. will no error.RationaleAddress the following questions:Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this way?Why is it important for students to learn this concept?These objectives are being taught in order to help students build fluidity with counting to numbers greater than 20.In this lesson, students write numbers through 100, which bridges Kindergarten content of writing numbers to 20 (.3) to Grade 1 content of writing numbers to 120 (1.NBT.1).This lesson is being taught this way, with a whole group and small group facilitation, because the students in the small group are struggling with counting, while the students who are in the whole group have already demonstrated they can both count by 10’s to 100 and count up to one hundred. The use of this small group will likely boost these students comfort level and confidence in stating the next numbers in the sequence because they know that they all face the same difficulties.As the year ends, and students begin to get ready for first grade they must be have the skills in order to count in sequence and count to numbers beyond what is just expected of them at the kindergarten level. This lesson helps students practice counting beyond 20 and finding sequential orders.Evaluation Plan- How will you know students have mastered your objectives?Address the following: What formative evidence will you use to document student learning during this lesson?What summative evidence will you collect, either during this lesson or in upcoming lessons?During the lesson, I will record the small group in order to later go back and more thoroughly track their progress with the sequencing in the game. Then, during the worksheet, I will take anecdotal notes on which students still appear to be struggling with the content or which students appear to be displaying mastery.Summatively, in order to determine students’ progress with the lesson content, students will be asked to count from 1 to 100 hundred as part of their assessment for the module. Students have been asked to complete this task 3 additional times this school year. With the students were pulled into the small group progress will be determined based on if they are able to count passed the number they stopped on during their last assessment.What Content Knowledge is necessary for a teacher to teach this material?In order for a teacher to successfully prepare to teach the content, they should be familiar with the sequences that the worksheet may call for. In doing so, they may find a way to embed these same sequences during transitions or a part of morning meeting in order to better help prepare students to count on from a given number.What background knowledge is necessary for a student to successfully meet these objectives? How will you ensure students’ have this previous knowledge? Who are your learners? What do you know about them?What do you know about their readiness for this content? I can ensure that students have previous knowledge of the content as they have been exposed to counting videos from 1-100 over the entirety of the school year. Additionally, students have also practiced counting by 1’s and 10’s routinely as part of morning meeting.My learners are kindergarten students who have demonstrated various strengths and weakness with the Eureka math curriculum. Of the 19 students, 14 appear to be on or above level with the remaining 5 displaying difficulty with numbers 1-40.Students have been exposed to counting from 1-100 throughout the year 14 of the 19 have demonstrated their ability to accurately count to at least 40 prior to the lesson. Additionally, those same 14 students have demonstrated their ability to accurately participate in the “1, 2, 3, sit on 10” game with fluidity. That leads me to believe that those students will do well with the problem set while the remaining 4 may likely face difficulties completing the problem set.What misconceptions might students have about this content?For the 14 students that are able to count to at least 40 I believe they will not face any misconceptions. However, for the 5 who will be pulled into the small group, when playing the game, they appear to have difficulty stating the following 10-digit number in the sequence. Therefore, if they have difficulty stating the number verbally, they may also face difficulty writing it on their problem set.Lesson Implementation Teaching Methods(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.)Technology useTeacher modelingClass discussionBoard workWhole groupSmall groupStep-by-Step Plan(What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.)Where applicable, be sure to address the following:What Higher Order Thinking (H.O.T.) questions will you ask?How will materials be distributed?Who will work together in groups and how will you determine the grouping?How will students transition between activities?What will you as the teacher do?What will the students do?What student data will be collected during each phase?What are other adults in the room doing? How are they supporting students’ learning?What model of co-teaching are you using?Time Who is responsible (Teacher or Students)?Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).Following IRLA, begin to play math videos:Numbers in the Teens (Have a Group of 10)- [a place value song for kids] Harry Kindergarten Music I Can Say My Number Pairs 10 | Math Song for Kids | Number Bonds | Jack HartmannCount by 10's Count by 10While videos are playing, dismiss students by table color for water and bathroom breaks.Once videos are complete prompt students to meet on the carpet for the math fluency activities:Ask students to stand and find a dark blue square on the carpet in preparation for “1, 2, 3, sit on 10” game. Remind student’s that each student should stand in their own square at all times and remain in the book found at the center of their square.Have the week’s facilitator M.S. stand in the middle and ask him what things he should be monitoring for? Such as loud, clear voices, talking when peers are talking, standing still, etc.Instruct that students should play the game starting with counting up to10, then 20, 30, and so on up to 100.Then, pull struggling kids over between the teacher desk and bean shaped desk in order for small group facilitation. These students include L.F., T.M., R.M., J.C., and J.B. Ask these students to stand in a circle (with teacher in the middle) and remind student of the same instructions to speak loud and clear, stay still, etc.Begin the small group by asking the students to stay on the same pace/speed as one another and count by ones to the number 40.Once complete, ask students “if we play the game counting up to 40, what numbers would we need to sit on?”Then, begin playing the game. Four rounds will be played in which students count up to 10, then 20, then 30, and 40.While students play, allow for thinking time and give prompts if needed.Once each round is played, ask the students to count as a group the “1, 2, 3, sit on 10 ways”.Once the small group is finished, bring the students back to the whole group and discuss with Myles and the class the behaviors that were seen.When the group is back together as a whole give a number between 1-40 and ask that students count on from that number in sequence until they skip over the ten digit. Repeat 3-4 times. Then, dismiss students to their seats and ask that they take out a pencil and eraser to complete the worksheet Administer lesson eighteens problem set to complete.Once the problem set are complete, instruct students to put their paper’s in their take home binder.What will you do if……a struggle with the content?If students working below grade level have difficulties with the Concept development, I will pair them with a above grade level partner or put them in a small group to solve the problem. Form a small group, and assign “jobs” so students hold each other accountable What will you do if……a student masters the content quickly?If a student masters the content quickly they will be asked to work with one of the 5 students who were pulled into a small group in order to supply another voice and student prompts for the worksheet. Then, together they can practice writing numbers 1-40 in their notebooks, followed by writing 1-100.Meeting your students’ needs as people and as learnersIf applicable, how does this lesson connect to the interests and cultural backgrounds of your students?This lesson helps prepare students with the foundational requirements that they need in order to begin first grade. As the year comes to a close, we have been stressing the behaviors and expectations of first graders. Therefore, by stressing that students need to know this concept in order to be “first grade ready” they are likely to be engaged and eager to learn.If applicable, how does this lesson connect to/reflect the local community?Gives students the fluency to count by tens/dimes and ones/pennies.How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?Students who need additional enrichment during the lesson could be provided various numbers greater than 40 (for example 46, 52 67, etc.) and asked to write the next 5 sequential numbers.How will you differentiate instruction for students who need additional language support?Students who need additional language support could be given a different set of instructions rather than the ones provided on the worksheet. Instead, they be asked “Let’s whisper count on from (a given number on the worksheet) and stop to fill in any numbers that are missing as we say them”. Accommodations (If needed)(What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.)Likely the students (J.B., J.C., R.M., T.M., and L.F.) who were pulled may need an additional teacher support to complete the lesson. For the lower students of the group (T.M., R.M., and J.C.), if they appear to be struggling, they will be asked to sit with Ms. Gibson for teacher led, small group facilitation. For the higher of the group (L.F. and J.B.), they will still sit whole group, however, will receive more one on one scaffolding and prompts to complete the assignment individually.Materials(What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!)PencilsDocument cameraProjectorInternet accessStory problem sheet (20 copies)Problem set worksheet (20 copies) ................
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