Title: Number Recognition Time Allotted: 30-35 minutes Grade Level: Kindergarten Ingrid Wolfe Description of Topic: Students

will indentify numbers up to 10, and visually represent them. Essential Question: How many balls will be used to represent each number? How will the numbers 1-25 be placed in sequential order? Standards: CCSS.Math.Content.K.CC.A.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). CCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Learning Objectives Students will be able to recognize numerals from 1-10. Students will be able to visually represent the numeral with physical objects.

Students will be able to place the numbers 125 in the correct sequential order.

Assessments The teacher will evaluate the students knowledge of this by having them identify the number on the number spinner The teacher will have the students throw the correct number of balls into a basket that represents the number that they spun on the spinner. The students will each be given a number card by the teacher, totaling 25 cards, and they will have to put themselves in sequential order depending upon what number they are.

Materials: White board, dry erase markers, number spinner, balls, basket, number cards. Prior Knowledge: Most students will already know the names of the numbers and some students may know how many objects are used to represent them. Hook: (3-4 minutes) This lesson will begin with the instructor going over and reviewing all the numbers 1-10. She will do this by drawing a representation of the numbers on the board, and asking the students to identify which number the group represents. Once they count the objects in the group they will say the number they believe it represents, and the teacher will

write the number next to the group for the students to visually see the number and its correct representation. Ex- ***=3, *****=5, ********=8 Procedure: (15-20 minutes) 1. When the students are finished reviewing the numbers and their visual representations, the teacher will begin to introduce and explain the rules of the spinner. 2. Each student will be randomly called on to come up to the spinner. They will walk and stand in front of the spinner in front of the class. Each student will spin the arrow, and whatever number the arrow lands on the teacher will ask the student to identify that number and the color that the number is written in. 3. Once they identify the number the teacher will ask them to pick up the correct amount of balls out of the basket for that number. The teacher will offer to hold some of the balls if needed. Once the student has selected the amount of balls they believe represents the number, they will then be instructed to lightly toss the balls back into the basket, one by one. 4. As they are throwing each ball into the basket, the student throwing the balls as well as all the students in the class who are seated will be counting out loud one by one how many balls are being thrown. 5. After the student has finished throwing the balls into the basket, as a class we will decide if the selected student picked the correct amount of balls to represent the number that they spun on the spinner. 6. If they did not select the right number of balls we will see how many more needed to be picked up, or if some needed to be discarded. They once we figure that out we will recount the balls by throwing them into the basket again with the students counting them out loud to check once again if we picked the correct number of balls. 7. If the student did select the right number of balls, then another student will be randomly selected to come up and take their chance with the spinner. 8. If there are any questions or problems during this activity the teacher will answer them or trouble shoot them when the time comes. Questions: 1. 2. 3. 4. 5. 6. 7. 8. How many stars are drawn here? How many circles are drawn here? ETC (***, ooooo) What letter is the arrow pointing to? What color is the letter written in? How many balls should you pick up to throw into the basket? Did (students name) pick up the correct number of balls to represent this number? Is everyone in the correct order for their number? Are you standing next to the number that is one more than you and one less than you? Are there any questions?

Differentiation: 1. The teacher in the intro will visually draw the representations of the number as well as saying and drawing the number on the board for both auditory and visual learners. 2. For kinesthetic learning and for students to actually see these numbers represented by real life objects and not just by drawings, the students will pick up the amount of balls that represent the number they spun. 3. Also, as they are throwing the balls back into the basket all the students will count out loud the number of balls going into the basket for anyone who cant see the amount of balls that were chosen. 4. For the closing activity, the students will hold a visual representation of a number on a card, including the number and picture representing the number. Both visuals will be used in case some students can identify the number better by its drawing, or a representation. Ex- 3 *** 5. To check the order of the number line that the students made, the students will count the numbers out loud for all to hear, in case any of the students cant see the number cards. Classroom Management: 1. The instructor will say, 1, 2, 3, eyes on me to get the attention of the students, and they will respond with 1, 2, eyes on you. This will focus their attention on the teacher and stop them from continuing whatever theyre doing. 2. If the class starts to get loud at any time during the lesson, the instructor will say, Everyone catch a bubble. This makes the children puff air into their mouths and close them so they cant speak or talk to each other anymore. 3. The teacher will also remind the students that they should be sitting still and quietly pretzel style on the carpet by saying, Everyone should be sitting criss cross apple sauce hands in their lap. 4. Also the teacher will highlight good behavior by drawing attention to the students who are acting correctly. Ex- I like the way Carmen is raising her hand quietly and sitting criss cross apple sauce. Transitions: In order to transition the students, the teacher is using activities where some students get up and move (using the spinner and tossing the balls into the basket). Also at the end of the lesson the teacher has all the students stand up off of the rug and move around to complete the number card activity. This movement of their bodies will keep the students from becoming unfocused because they are having hands on involvement in the activities. Closure: (5-8 minutes) After all the students were able to take their turn at the spinner, the teacher will go over any numbers that the students were having trouble with, or if there were any questions. Then for the closing activity, the teacher will hand a card to each student with a number on it, totaling 25 cards, one for each student in the class. The teacher will then tell the

students that they are to put themselves in sequential order from 1-25 using the number that is on their card. For instance, 4 goes after 5, and then 6 comes after 5. They will be allowed to talk during this activity, and it will assess if they can identify the number on their card, and if they can put themselves in the correct order knowing which numbers are before and after their own. Once the students believe they are in the correct order, the teacher will check the students. Then she will have each of the students say their number out loud in the order they are in to count from 1-25.