Design for Learning

Instructor: Lindy Cooper Lesson Title: Counting objects in different arrangements Curriculum Area: Mat Grade Level: K Date: 11 November 2013 Estimated Time: 45 Minutes

Standards Connection: !L K Mat ematics "4# understands t e re$ations ip bet%een numbers and &uantities' connect to cardina$ity (nderstand t at t e $ast number name said te$$s t e number of objects counted) * e number of objects is t e same regard$ess of t eir arrangement or t e order in % ic t ey %ere counted) Learning Objective(s): + en given a Mat %or,s eet %it objects in different arrangementsstudents %i$$ correct$y count t e number of objects receiving at $east . out of 10 correct) Learning Objective(s) stated in !id"#riendl$% language: *oday boys and gir$s- %e %i$$ be %or,ing on counting objects t at are p$aced in different arrangements or order) Evaluation o# Learning Objective(s): /tudents %i$$ be given a mat %or,s eet) "/ee !ttac ed# * e %or,s eet is on grade $eve$) /tudents %i$$ count t e objects in eac bo0 and %i$$ %rite do%n t e number of objects in eac bo0) * e objects %i$$ be in different arrangements and order) * e students must %rite t e number correct$y and t ey must get at $east . out of 10 correct to be considered proficient) Engagement: * e teac er %i$$ first start off %it e0p$aining % at t ey %i$$ be doing t at day and % at t ey %i$$ be $earning about) / e %i$$ start off %it t em a$$ sitting at t eir des,s- so t at t ey can easi$y see % at s e is doing at t e front of t e room) Okay class, I need everyone to go sit down at their desks. Today we are going to be practicing counting some more. Remember that when you are counting objects it is good to use your finger as a pointer, so you dont lose count or count the same object twice. irst, I am going to need some students to come up to the front to help me out with something. !ont worry, you will all have a chance to help me. I need everyone from the red table to come up to the front of the room, on the carpet. "1our students %i$$ come up to t e front of t e room and s e %i$$ arrange t em in different %ays on t e carpet# "an someone raise their hand and tell me how many students we have up at the front of the room# / e %i$$ %ait for someone to say four and t en s e %i$$ spread t em out and arrange t em in different %ays) $ow many students do we have up here now# %ive me a me too sign if you had that same amount. /tudents %i$$ be arranged in different %ays up in t e front of t e room) %reat job, can anyone tell me what we just observed# !oes anyone else have anything they want to share about what we just did# %ive me a me too if you thought that too. "+aits for a student to say t e same amount or different arrangements and s e adds in some e$p % en needed) &'actly. I need everyone from the red table to stay up here and now I need everyone from the blue table to come up to the carpet. "an someone who is still sitting down tell me how many people we have up here now# "/ e %aits for a student to count and say t e amount- and t en s e arranges t em and as,s again o% many are up t ere) / e does t is a fe% more times ca$$ing up t e rest of t e tab$es#) $ow many students do we have up at the carpet now# Remember to stay still when I move you guys around) !fter getting a$$ of t e students invo$ved- t e teac er %i$$ te$$ t em a$$ to find a spot on t e carpet) I need everyone to walk to the carpet and sit down and face the white board. Learning Design:

2) *eac ing3 * e teac er %i$$ be e0panding on % at t e students just observed %it t e students up at t e front of t e room) / e %i$$ use a fis bo%$ %it $itt$e fis t at s e can p$ace up on t e fis bo%$) "/ee !ttac ed# / e %i$$ e0p$ain t e concept of counting in different

arrangements and order and e0pand on % at t e students a$ready ,no% about counting) * e students %i$$ be sitting on t e carpet and facing t e teac er sitting up at t e front) I need everyone to give me a thumbs up if you guys are ready to do our ne't activity. "C ec,s to see if majority of students ave t eir t umbs up# I dont see everyones thumbs in the air. Okay there we go. I think we are ready now. Remember to have a bubble in your mouth and listen carefully while I am talking. Today, we are going to be working on counting some more. (ou guys have all counted before right# (es, thats what I thought. )ell today we are going to do e'actly what you guys have always done, but we are going to count objects that are in different order or shown in different ways. or e'ample, when we put four of our friends up at the carpet we had four friends up here. "an anyone tell me what happened when we moved these friends around in different ways# !id we change the number of students we had up at the room# &'actly, we had the same number of students. *ow we are going to read a fun book about fish and we are going to count the fish along the way. )hile we are reading, I need you guys to help me count, so everyone raise your inde' finger in the air. It is the finger right ne't to your thumb. This is your counting finger. +ince we are counting objects in weird order and arrangements, we need to make sure we keep track of what we have counted and havent counted. +o we will use our finger to guide our counting. "+ i$e e0p$aining- s e o$ds up er inde0 finger and mode$s t is using t e ca$endar# *eac er reads t e boo, 1is 4yes- "see attac ed# a boo, you can count on- and practices counting %it t e students) * e boo, is on grade $eve$) This book is called ish eyes. ,efore I start, I am going to make sure that everyone is sitting -uietly. (ou guys look ready. "/ e reads t e boo, counting t e different objects a$ong t e %ay for practice and to get t e students even more engaged %it &uestioning) / e ma,es sure t at t ey are using t eir counting fingers to fo$$o% a$ong# *ow we are going to keep counting fish, but with a fish bowl that I have up at the front of the room. "/ e o$ds up t e fis bo%$ and t e mu$titude of fis t at s e as) / e starts %it a $o% number and t en moves t em around on t e fis bo%$) * en s e gradua$$y increases t e number of fis on t e fis bo%$ and ,eeps c anging t e order around) !s s e c anges t e arrangement- s e comp$ete$y covers it- so t at t ey don5t ,no% if s e as ta,en any fis off or ,ept t e same amount on or even added any# )hile we do this, I want you guys to have a bubble and just raise your hand if you know how many fish there are. )e are not going to blurt out the answer because we want to give everyone a chance to figure out how many fish there are in the fish bowl. Raise your hand and tell me how many fish we have now. .se your counting fingers, so you dont get lost/ %reat job. / e rearranges t em) !o we still have the same amount now# $ow about now# "/ e does t is about ten to fifteen times or more depending on o% %e$$ t e students understand t e concept) / e a$so ca$$s students up to come c oose t e number from t e number cards- so t at t ey %i$$ ave to c oose t e number of o% many fis t ere are) 0osh, come up here and choose the number of fish that are in the bowl. %ive a me too if you had the same answer. +icily, come up here and choose the number of fish that we have in the fishbowl right now. %ive a me too if you had the same answer. "/ e does t is a fe% times and ca$$ing up a fe% students to t e front# (ou all did great, give me a thumbs up if you were able to count those fish. %ood, it seems like you guys have a good grasp on this. 1re there any -uestions about counting objects in that are placed in different ways# %reat, we are now ready to practice this on our own. The girls may -uickly go sit at their seats. *ow the boys -uietly walk to your seats. 22) 6pportunity for 7ractice3 * e students %i$$ sit at t eir seats and %i$$ practice counting objects in different arrangements using paper p$ates and t e b$ac, dot stic,ers) * e teac er %i$$ use t e projector to mode$ % at arrangements s e %ants t em to ma,e and t ey %i$$ ma,e t e arrangements on t eir o%n paper p$ates) &veryone needs to have a bubble before I am going to start talking. I am passing out a paper plate for each one of you to have. )hen I place it on your desk just leave it alone until I e'plain more. "/ e gives everyone a paper p$ate# *ow I am passing out black stickers that we are going to

use as our objects. )e will make arrangements with these dots. / e gives eac students about ten b$ac, dots) (ou all are getting the same amount of black dots, so there is no need to take any from our friends. I am going to have my own paper plate up at the front and I am going to use my own black dots to make arrangements. (ou guys are going to make the same arrangements that I make and then we are going to count the black dots together. / e does t is a fe% times and $oo,s around t e room % i$e s e is ma,ing arrangements %it t e b$ac, dots to ensure t at eac c i$d is participating) * en s e $ets t em ma,e arrangements on t eir o%n and t en count) Okay now, you guys are going to make your own arrangements with the black dots and then you are going to count them before you make a new arrangement. I am going to be walking around the room to make sure that you guys are staying on task and working hard. To keep a record of what you guys count, I am going to give you guys a sheet of paper where you can make five different arrangements and write how many black dots are in each different arrangement. This is just for practice, so I will not be grading this. This sheet is just so that you can keep track of your counting. "/ e passes out t is practice s eet8see attac ed# &veryone needs to take out a pencil and make sure that their name is at the top. &veryone can start making moving the black dots around. !o we need to use the same amount of dots each time# *o, we dont. )e need to try and mi' it up. "/ e %i$$ $et t em do t is for about five to 10 minutes or o%ever $ong it ta,es most of t em to finis up# I think you guys are ready to count on your own. I am going to come pick up all of your counting sheets, and I need everyone to throw their black dots in the trashcan. )hen you are done cleaning up, sit back at your seats and wait for me to e'plain what we are doing ne't. 222) !ssessment3 I am going to pass out a "ounting objects worksheet 2+ee attached3 that you will all complete. / e passes out t e assessment s eet) (ou will just need a pencil to do this. &veryone needs to get a pencil out and write their name at the top when you receive your paper. In each bo', you will count the number of objects and then write the number you counted in this smaller bo'. This is for you to complete individually, so make sure that there is no talking while you guys are working. )hen you finish your worksheet, you can place it on the stool and sit back down at your seat. If you have any -uestions while you are completing the worksheet just -uietly raise your hand and I will come answer your -uestion. ,efore we start are there any -uestions# %et started and no talking/ 29) C$osure3 * e teac er %i$$ recap % at t ey ave $earned about counting objects t at are p$aced in different arrangements and s e %i$$ get t e students to ta$, about some ideas and t ings t ey $earned from t e $esson) / e %i$$ ave t em sit on t e carpet to do t is) +ince we are all done with our counting worksheets, I need the red table to go find their spot on the carpet. *ow the green table. *ow the blue table. &veryone should be at their own spot on the carpet with their hands kept to themselves. )ho can raise their hand and tell me one thing we did today in math. (es, very good response. )ho else can tell me something we did today. "+aits for about t ree or four responses# &'actly we counted objects up to twenty, but did we just count objects that were in a straight line or rows# *o, we didnt, we counted a lot of different objects like the fish and the dots that were all in placed in different ways and arrangements. )hen we started talking about this, we used our classmates to demonstrate. )hen we had the yellow table at the carpet, how many students did we have at the carpet# "+aits for t e response to be 4# )hen we moved these four students around and placed them in front of each other or spread them out, did we still have four students up at the front on the carpet# "+aits for a student to ans%er yes- if t ey ans%er no- s e %i$$ as, t em % y t ey say no and e0p$ain t at t e number of students up at t e front didn5t c ange- but t e arrangement or p$ace t ey %ere standing c anged# +o what we have learned is that just because the arrangement of objects that we are counting changes, it doesnt mean that the amount changes. )hen we had the yellow table up here in a straight line, we had the same amount of students up

here when they were standing in a s-uare arrangement or pattern. !oes that make sense to everyone# %ive me a thumbs up if it does. 4ery good, I can tell you all listened very well. *ow you can go home and practice counting different objects around your house that are placed in a jumbled order or different arrangement. 1ma5ing work today. )e are going to stay at the carpet for our ne't subject for the day.
&aterials and 'esources: 1is 4yes :oo, 1is bo%$- fis - and numbers 7aper p$ates :$ac, dot stic,ers 7enci$ 7ractice / eet 7rojector !ssessment s eet

Di##erentiation Strategies (including (lans #or individual learners): ;8 /tudents %i$$ be given an assessment s eet %it more dots t at t ey %i$$ ave to count and %eirder arrangements) * ey cou$d a$so be given a %or,s eet of different co$ored dots a$$ over t e page and t ey %ou$d ave to count t e amount of dots t ere are in a specific co$or) L8 /tudents %i$$ be given t e numbers do%n at t e bottom of t e assessment s eet t at t ey can c oose from instead of aving to come up %it t em on t eir o%n) Data Anal$sis:

'e#lection:

Samford University Design for Learning

NAME_____________________________________________

Arrangement

Number of Dots

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!"# $% & $' ( * "% + (

, "- % (% $ 0(&"% + (&(0- .$ (# & .% .0/ ((( 0 .& % 0(% $ 0( 1 0.- " (% $ -% (% 0" " + ($ "1(1 - 2(&"% + (&(% $ 0(3"4 (30+ & &0(% $ 0(# & .% .0/ (

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My 1is :o%$
Standards
Common Core Standards K.CC.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).

Instructions 1. 56t o6t n6m7ers and fis8. 9. Laminate n6m7ers: fis8: and fis87o;<. =. %ave st6dent ><a?e n6m7er in t8e em>ty s@6are. &. %ave st6dent ><a?e t8e n6m7er of fis8 in t8e 7o;<.

1 5
10 17

2 6
11 18 12 19

3 7
13

4 9 8
14 16 15 20