Spring: Internship Lesson Plan 1: Number Memory During the spring semester of the Teaching Fellows Sophomore Internship,

interns are required to lead two lessons in their mentors classroom. The two lessons the interns are required to lead should be created by the mentor teacher or co-created by both the mentor teacher and intern. One of the lessons that each intern implements in their assigned classroom must get posted on Blackboard/WebCT in the Teaching Fellows Lesson Plan Format. Teacher: Purpose of Lesson
Playing games allows your child to learn, practice and reinforce many useful skills such as following directions, taking turns, and making predictions. In this memory game, students will develop in their knowledge of number 11-20.
Intern: Graham Pate Director: Amy Rottmann Mentor: Jane Winters

Subject: Math Number of Students: 20 Grade: Kindergarten

NC Common Core/Essential Standards Identify what Common Core or Essential Standards your lesson addresses: http://www.learnnc.org/scos/ Counting and Cardinality K.CC Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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). Count to tell the number of objects. 4.Understand the relationship between numbers and quantities; connect counting to cardinality Number and operations in Base ten K.nBt Work with numbers 1119 to gain foundations for place value. 1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Operations and algebraic thinking K.oa Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1.Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2.Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 3.Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 4.For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 5.Fluently add and subtract within 5.

Student Learning

Students will: Review counting from 1-10

Objectives

learn 11-20 by counting and connecting objects to this number apply those skills by making the index cards (number and sticker) apply those skills by playing the number matching name.

Length of Lesson Classroom Set-up and Materials

60 minutes

How will the classroom be set-up for this lesson? How will materials/ handouts be organized in advance and distributed during class? Set-up: Tables will have 4 students at them as usual Materials: Index Cards, Stickers, Scissors, Markers

Focus/Established Prior Knowledge

What must the students already know and be able to do before the lesson? How will you have then identify/retrieve what they already know?

Students will already be familiar with the following: 1. the number set 1-10 o To identify and retrieve this information I will do something similar to the picture above. In the class there are 5 tables and sense there are 10 numbers to review, I will give each table 2 number. I will give them the word form and they must draw the number, put tally marks and put known math facts.

Opening Activity

How will you get the students engaged and involved in todays lesson right away? Explain why you chose to implement this activity. Attention Getter!!!! Since my class has no projector, I will have to go about this a different way. I will write the numbers (11-20) on the board and as I point to each one, the class will say it as a whole. Then with dots, I will start with ten on the board and as the class says them again, I will add a dot until we get to 20. BRT Remembering/ understanding Guided Practice

PROCEDURES AND FLOW OF ENGAGING ACTIVITIES:

Include a description of the flow of engaging activities for the lesson. Describe in detail how the activity progress to meet the learning objectives. Describe and justify how the activities will academically engage all students. Identify your Guided Practice and Independent Practice. Be sure to utilize at least two of Blooms Revised Taxonomy (BRT) higher-order thinking as well as identify where in the lesson it is represented. 1. 2. 3. Hand out index cards. I am using standard size index cards. Guided As a pair or table I will have the students write on number (11-20) on each index card. BRT Creating Independent Then using the stickers, have them make the object quantity cards for (11-20). If no stickers are available or if they decide as a table, they can draw the pictures. For example, place 13 stickers on an index card. This is the quantity card to match the numeral card for the number 13. BRT Creating Independent Once all of the game cards have been made, its time to begin playing Number Memory! Mix up the cards thoroughly. Lay the cards down on the table or spread out on the floor. Have the kids make 4 rows with 5 cards in each row. If needed, I will explain what this means or help each individual group. BRT Analyzing Guided Have one child start by turning over 2 cards. If they are not matches, then turn the cards back face down. Then it is the next players turn. Independent Keep playing until all of the matches have been found THE Game is BRT CREATING/ EVALUATING/APPLYING (4-7)

4. 5. 6. 7.

Closing Activity

How will you wrap up your lesson? What is the timeframe for closing activity/assignment? How will you review the material presented? How will you keep all students actively involved until the end of class? I would like to leave my class with questions that will extend beyond this lesson as a sort of closing activity. Two possible questions to ask are: 1. Which part of the body is your memory found in? 2. What was your first memory? Describe? If there is time, I will have them show this in their daily journals How does the lesson design include or allow for differentiation? Differentiation is exhibited in the various methods the content is presented: discussions, group work (Game included), and connection to current/relevant material. Students are seeing this number in all different forms, whether it be in word, number, or object forms.

Differentiation:

Assessment/Rubrics How will you verify that students have accomplished your objectives and met the standards (your

assessment)? Attach assessments and rubrics to be used in this lesson. Also attach a sample of student work that is available to scan or photograph. Initially, I can assess student understanding by listening to the group work while preparing the cards. I can formally assess them by having them play the game with their table partner. Once they recognize that they make a match, I can see that they understand the connection I can bring back cards and also take pictures of them making and playing the games How do you think the lesson went? How did the students react to the lesson? What would you have changed? To be completed following the lesson) I think the lesson went okay. The students really enjoyed this lesson and the ability to have creative freedom through stickers and also enjoyed working in groups. With that being said, there are quite a few changes I would make because I do not think that they fully understood everything and I was not able to work with all groups at once. I should have explained myself better and to help alleviate problems, I would change my procedure in which materials were presented. The way I had it, I put out both stacks of index cards an all the stickers on each table because I felt like I was more prepared if I had everything set up. I then told kids I needed ten numeral cards and ten sticker cards to match. This posed so many problems. For example, the students for the most part could not work well enough together without duplicating cards. Also, they did not quite understand what they were to do with the stickers and just stuck the correlating number on the card with the numeral instead of making a separate card so that the game could be successful. With all of these inconsistencies, only some people could properly play the game. With all of this being said, I still feel like this

benefitted the students and their knowledge of 11-20 because they made the connection between object and numeral, still developing this skill.
Mentor Teachers Comments

What were some of positive comments concerning your lesson from your mentor teacher? What were some suggestions for improvements concerning your lesson from your mentor teacher? Look to TEACHER evaluation sheet

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