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Comments and feedback in this color Revisions in this color This is a really well planned lesson.

The planning is thorough and the lesson itself is really nicely focused on something critical for kindergarten students. Well done. I’m a little unsure about the timing. It may be a bit long for this age group, but it will engage them. The discussion at the end is really important, but you may not have enough time for it. Heidi can give it a try and then Erica can learn from her experience. Will you be able to observe each other? Janine GOALS/OBJECTIVES: SWBAT: -Use strategies for accurately counting and keeping track of quantities up to 20 (“take an inventory”). [identify some key strategies you are after.] -Introduce that more than 10 objects require two Ten-Frames and less than 11 objects require one Ten-Frame. -Represent the quantities with pictures, numbers, words, and ten frames. I really like this. STANDARDS: Common Core: -K.CC 3. Write numbers from 0-20. Represent a number of objects with a written numeral. -K.CC 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, rectangular array, or circle, or as many as 10 things scatters in configuration; given a number from 1-20, count out that many objects. -K. NBT. Compose and decompose numbers from 11-19 into ten ones and some further ones. PA Standards: -2.1 K.A. Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20. -2.1. K. B. Represent equivalent forms of the same number through the use of pictures and concrete objects up to 20. MATERIALS AND PREPARATION: -Pre-prepared inventory bags: (colored tiles, bears, buttons, chips, etc.) 12 items 15 items 18 items 20 items 25 items -Ziploc bags/Brown paper bags -Inventory Handout (from investigations) (7 copies)

-Ten frame mats (7 copies) -Pencils -Number chart CLASSROOM ARRANGEMENT AND MANAGEMENT: Before I conduct the small group lesson I will ask the selected students during class, “I have a school project where I want to learn how Kindergarten students think in math. Will you help me with my school project? Your signal to help me will be when I tap your shoulder. Once I tap your shoulder that’s your cue to go to the math carpet.” This small lesson will be taught in my classroom. I plan to do the lesson on the floor because I want to students to be facing their partners and using the floor in order to count their items. Once they sit down, we will all (including me) sit in a circle. Then, I will give instructions to begin the lesson. [think about how you will move the students from the classroom to the pod. Transitions are really critical, especially with really young kids.] PLAN: 1. Introduce the concept of an “inventory.” We have a lot of different materials in out classroom and sometimes we use some of these materials up. Who can think of something we use up in our classroom? (Wait for student responses—pencils, etc.) Right, so Ms. Silver and I need a way to count those things so that we know when we need to go and buy more. Workers at the grocery store do this to, they need to keep a count of the boxes of cereal they have so that they know when they need to order more. There is a special name for this kind of counting, it is called “taking an inventory.” This means that we count to found out how much of something there is. I made some bags of the materials in our classroom, and each bag has a different number. We are going to work in groups of two and your job is to find out how many „things‟ are inside the bag. Then on your paper, I want you to show the number of things using the many different ways we have talked about in class.” (5 minutes). 2. Demonstrate how the activity will work (in introduce the idea of double-checking with ten-frame): -Pick student to be your partner and use the sample bag of ten objects. First I will let the student count how many objects are in the bag. Then, I will count the number of objects in the bag and purposefully come up with a different answer in order to introduce the concept of recounting. “That‟s strange (student‟s name) and I have different answers. He/She counted 12, and I counted 11. Can we both be right? How can we double-check? (Student response: Count again, recount, etc.) I will continue to probe students about the different recounting (double-checking strategies we have used in the classroom). “For this counting activity, we are going to use a special way to recount the number of items in our bags. (Hold up ten frame). Does anyone remember what this is called? (Student response—Ten frame). So, do you guys remember when we used a ten frame in order to count the number of seeds in our pumpkin? Today we are going to use the ten frames in order to recount the number of items in our bag. We are going to do this in the same way we did when we counted the seeds. (Model using the ten frames). “Who

remembers how many squares are in our ten frame? (Student response: Ten.) So if we have items in all of our squares in a ten frame, how many items will we have? (Student response: Ten.) “So if we want to count the objects in our bag, how many ten frames do you think we will need?” (Student response: either one of two). If they say one, I will start filling in the ten frame with the objects until they realize there is no room for the extra—although they have been exposed to ten frames before in the classroom, I don’t anticipate that anyone will respond two ten frames recognizing that there are extras. I will fill in 12 on the ten frames, “How many objects do we have and how do you know?” (Student response: I will probably receive a differentiated response for this question. Some will have to count, I anticipated that maybe one or two of the students will recognize that we have one full ten frame plus two squares in another) (15 min.) I love the way you are anticipating student responses as you go along and you plan to use them in your lesson. 3. For the next part of the lesson, the students will work in partners. Each group will have their own bag to count. On the first paper, the students can chose to represent the objects in their bag however they wish. On the second paper, they will be asked to double-check their answer using the available ten frames. During this time, I will be the partner of a specific student who is an ELL in order to make sure that he understood the directions (15 min.) *If there is one group that finishes early, I will give them to 25 items bag to start working on, although I anticipate that the groups will finish at around the same time. 4. After the students have completed their two handouts, we will come back together as a group, and one member of each group will share the answers they got and the strategies they used with the rest of the group (8 min, maybe more?.) Ask questions such as: How many Ten-Frames did you and your partner use for your objects? How did you know that? How did you count the items in your inventory bag? Did you and your partner double-check? Did you and your partner use the same strategy to count? Did you and your partner get the same number? Different number? This follow-up discussion is important because it will be where you really emphasize use of the ten frames (making sense of what it tells you) and things like skip counting. So think ahead about how you want it to go and what kinds of questions you will ask. ASSESSMENT: Through the first portion of this activity, the main way in which I will be evaluating my students will be through listening to their responses to my questions. I have noted anticipated student responses in my lesson, and I will use these responses as formative assessment in order to guide the rest of the lesson. The assessments in the second half of the lesson are a little more formal. I will use the work that the students do in pairs to assess whether or not they have grasped the desired concepts. Finally, I have compiled a checklist that my observers and I will use throughout the duration of my lesson in order to evaluate individual students. ANTICIPATING STUDENT RESPONSE:

In my lesson plan, I have anticipated the student responses I will get from specific questions. I will then use these responses in order to gauge which concepts I need to focus on before asking the students to work in pairs. Since this is a low group, I anticipate that most of the students will choose to count the items in their bag by ones. I think that they will be able to represent the number of items on the bag easily; however, I do expect there to be some difficulty when the students have to check their answers using a ten frame. Although the students have used ten frames once before in the class, they used them in groups of four, so I do not think that all students have fully grasped the concept of using a ten frame for counting. ACCOMMODATIONS: For this math lesson, I plan to take out the lowest group of math students. I feel as though this counting lesson will give them some of the extra practice they need. Since there are five students in this small lesson, I have prearranged the partners and the last student (who is an ELL, so I anticipate he will need some extra assistance) will be my partner for the activity. I am asking the students to do the partner work, mostly because I know that if I were to ask the students to work independently, a couple would struggle. I am hoping that one partner will be able to help the other in explaining how to represent the counting, and how to use a ten frame. I will also have an extra inventory bag of 25 items in case one of the groups finishes early and is ready for a more challenging bag. How about a bag with fewer than 10, just in case. There will be an extra bag with 9 manipulatives in case a group is struggling with numbers over 10.

Student Can count from 110 Can count from 120

Counts each number once and only once

Has a system for keeping track Doublechecks (recounti ng) Counts by ones Counts by fives Recogniz es that a ten frame contains 10. Writes numbers correctly