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Unit Lesson Plan

Unit Description

Age/Grade Level         K
Name of the unitDeveloping Number Sense: Exploring Numbers One through Twenty
Domain (e.g., Numbering, numerical relation, or arithmetic reasoning; or other)Counting and Cardinality
Unit GoalsTo understand the relationship between numbers and quantities up to 20; connect counting to cardinality.
  What each lesson is about?How are the lessons related?Research by Baroody, Li and Lai (2008) and Clements and Sarama (2014) suggest that Kindergarten children are great at rote counting, as indicated in questions like “Who has More?’ or “Are there enough?” This ability and experience set the foundation for fostering an understanding of number concepts and rational counting. Based on this research, each lesson in this unit will include meaningful activities that requires students to orally demonstrate an ability to count and represent numbers in quantities. For example, count 1,2,3 and use beads to represent the quantity 1, 2, and 3. Students will learn how to count and include quantities to match. The lessons are further related as they emphasize the development of numbers up to 20, consider number names and counting sequences, and show number relationships through comparisons of quantities. All three lessons in this unit will follow the Common Core State Standards-Mathematics and the New York Engage Next Generation Learning Standards: CCSS.MATH.K.CC. A. and     CCSS.MATH.K.CC. A.2 Knowing number names and the counting sequence (e.g., match counting with objects.Counting to tell the number of objects (recognizing that each number is 1 more than the previous number).Writing numbers from 0-20, and comparing numbers (e.g., 1 less than, 1 more than, or same as/equal to).
 This Unit and its lessons are related to Chapter 4, pp. 55-59 of the textbook, Teaching Student-Centered Mathematics: Developmentally Appropriate Instructions for Grades PreK-2. All 3 lessons follow the three-phase lesson format discussed in Chapter 2 (pp.32-35) of the textbook by Van de Walle et al. (2018). Teaching Student-Centered Mathematics: Developmentally Appropriate Instructions for Grades PreK-2.Parallel and open tasks are included in the lessons. Problem-based activities are included by providing engaging tasks to help students develop understanding of Number Sense, counting from 1-10. According to Baroody, Li and Lai (2008) and Clements and Sarama (2014), providing children with opportunities to develop the concepts of “Who has More?’ or “Are there enough?” set a baseline for developing understanding of number concepts and rational counting. Meaningful counting activities require students to demonstrate verbal counting ability by saying “one, to, three…” this must be followed by the students to connect this sequence with a one-to-one correspondence (Clements & Sarama, 2014). Furthermore, knowing that children will learn how to count (i.e., match counting) before they understand the cardinality principle requires the teacher to provide practice in both areas (Fosnot & Dolk, 2001). Songs, rhymes, and activities that appeal to visual, auditory, and kinesthetic learners are included in the unit and supported by Van de Walle et al. (2018).   Brief description of each lesson: Lesson 1: Knowing number names and the counting sequence focuses on developing rational counting by reviewing rote counting and providing opportunities for students to understand that the numbers they can recite represent quantities. Games, rhythm, and songs will be integrated in this lesson to meet the diverse needs of an inclusive classroom as they name and count numbers up to 10 making the one-to-one correspondence (CCSS.MATH.K.CC.A.1; CCSS.MATH.K.CC.A.2).   Lesson 2: Counting to tell the number of objects includes activities such as “count forward beginning from a given number within the known sequence” (begin at 1 and from any number in a given set)   CCSS.MATH.K.CC.A.2). These students have been working with the numbers 1-10 and knows the cardinality of numbers (last number counted names the set or answers the question “How many?”. In this lesson we will check for instant recognition of the number of objects in a set (subitizing) using dot cards or online interactive Dot cards. Primarily, the focus will be on developing understanding of the relationship between numbers and quantities and to connect counting to cardinality (CCSS.MATH.K.CC.B.4.A; CCSS.MATH.K.CC.B.4)   Lesson 3: Writing numbers from 0-20. This lesson begins by reviewing rational counting (using one-to-one correspondence to find total numbers) and conservation of numbers and extending to writing matching numerals from 0 -20. Numeral writing includes tracing over numerals, making numerals from playdough, tracing them in the sand provided in the play area, and writing them on the interactive board or in the air. Students will engage in games and songs. For e.g., “We Count Our Fruits” is sung to the tune of Mary Had a Little Lamb. As they count objects and write up to 10. The teacher will include sequential activities such as “Act it out”, “Hands-on”, “Rhyming”, and “Count and Write”  to support students writing efforts (CCSS.MATH.K.CC.A.3).   Lesson 4: Comparing numbers. This lesson builds on students’ ability to count objects in an organized way and tell “How many are in this group?”. If asked to show you how old they are they can hold up 5 fingers. They may be able to write the matching numeral and say the number that comes before or after an identified number. Primarily, students are engaged in activities such as comparing numbers of objects in one group to the number of objects in another group by using matching and counting strategies (e.g., 5 is greater than 4 by 1, 4 is less than 5 by 1, or five parrots in this set is equal to a set of 5 objects) (CCSS.MATH.K.CC.B.4.C; CCSS.MATH.K.CC.B.5).
ReferencesBaroody, A.J., Li, X., & Lai, M.I. (2008). Toddlers spontaneous attention to number, Mathematics Thinking and Learning, 10, 1-31. Clements, D., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach (2nd ed.). New York, NY: Routledge. Fosnot, C.T., & Dolk, M. (2001). Young mathematicians at work: Constructing multiplication and division. Portsmouth, NH: Heineman Mathematics Common Core State Standards. Retrieved from http://www.corestandards.org/MathNew York Engage Next Generation Learning Standards. Retrieved from https://www.engageny.org/next-generation-learning-standardsVan de Walle, J., Lovin, L., Karp, K., & Bay-Williams, J. (2018). Teaching Student-Centered Mathematics: Developmentally Appropriate Instructions for Grades PreK-2. NY, USA: Pearson.

Lesson 1

Title of Lesson 1Knowing number names and the counting sequence
Age LevelK
Learning Objectives The objective(s) are clear, written in the form of student learning, and permit viable methods of assessment. Lesson objectives should be observable and measurable.Students will be able to practice one-to-one correspondence and counting to 10 by the end of this lesson.   Students will be able to demonstrate knowledge of the counting sequence by orally counting from 1-10 on a Ten Frame or with objects.Students will be able to match a given set of review words to an action or symbol to demonstrate knowledge of the vocabulary word.
Common Core State Standards (or other Standards)CCSS.MATH.K.CC. A.1 Count to 100 by ones and by tens. CCSS.MATH.K.CC. A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1.
Learning tasks (2-3 learning tasks; name of the task, and how students participate in the task)Task 1: Vocabulary Builder I do: Teacher will show the class a word or symbol. Require students to visualize the word, then demonstrate understanding of the word. Once students show understanding of the task, the teacher will display on the Whiteboard the vocabulary review words. You do follow by We do: Students will be able to match vocabulary words to an action or symbol (individually, then in groups). The teacher will monitor their work providing needed feedback or directions, then display the results on a mini word wall. Task 2: One-to-One Correspondence Inherent in this task is verbal counting: students will produce the standard string of counting words in order; students will connect the sequence in a one-to-one correspondence as they count.  I do: Teacher will display 5 cars. I will demonstrate how to match 1 number to each object by saying the name of each car as I place it in a horizontal sequence on a tabletop in the center of the class. As I place each car in the sequence, I will also place its numeric identifier at the top of each car.  Look at me, watch closely as I count using my fingers. I am going to say the name of the number and show you how much that number means with my fingers. I begin as follows: 1, teacher shows 1 finger, 2, two fingers, 3, three fingers, etc. We do: Teacher and students will say the name of numbers 1 and 2 as the teacher places a car in the horizontal sequence to represent number 1 and 2.  Now let us use our fingers, let’s go 1, show me 1 finger, 2 show me 2 fingers, 3 show me 3 fingers… You do: Now you will continue the counting sequence. We already have 1, 2…what comes next? (Possible response, 3). Individually students will continue counting and using the number name. You do: Students will choose from two parallel task that focus on counting and cardinality to tell the number of objects. Students will count each item and arrange them in a horizontal sequence. Students will use their sense of sight and touch to complete each task. Task 1: How many cars are there? (10 cars are in a scattered configuration.)Task 2: How many balls are there? (5 balls are arranged in circular way.)
Resources or Materials (manipulatives)  Toy cars (building the 10 Frame) 5 balls Magnetic numbers 1-10 Computer/Desktop with internet access 10 Fruits snacks Word chart
Informal or formal Assessment  Informal Assessment: while students are working, the teacher will monitor each child’s progress through questioning to check for understanding of the concepts and skills or to redirect students. Formal Assessment: Teacher will assess mastery of aligned standards as demonstrated by performance on the teacher-made 10 item test using the following guidelines:  Mastery: Students scored 8 out of 10 or above. Extra Practice: Students scored less than 8 out of 10.
Questions/Prompts  Low-order question: How many cars are there on the desk? Higher-order questions: What happens if I remove 1? What happens if I remove 2? Kaleb, do you agree with Josh’s answer? Why? Tell me.
Vocabulary  Vocabulary central to this lesson includes: Vocabulary Word Wall: Count, number, less, more, names of numbers from 1-10   Matching Activity: Students will be able to match vocabulary words to an action or symbol. The teacher will display the results on a Word Wall.   Example WORD PICTURE Count Number
Lesson Phases (note, before is not what you do before a lesson; After is not what you do after a lesson; Before, During, and After are three phases of a lesson)
Before (3-5mins) (List the questions you will ask or mini-activities you will do at this phase; write hypothetical responses from children if needed)    Teacher will establish positive climate by explaining the rules and expectations of the class.  Raise your hand if you do not understand.Touch your nose if you wish to answer a questionListen to each otherRespect the manipulatives, each other, the teacher, the classroomLet us work together   Task 1: Vocabulary Builder Teacher begins with the whole group by saying, today we are going to learn about numbers. We are going to learn about numbers 1-10. We will be counting and naming our numbers from 1-10. Let us look at today’s Word Wall. Does anyone know any of these words? Teacher waits for a response. Teacher expands and clarifies answers as she explains the meaning of the given word.   Teacher says, “let us play a matching game. Here are some words and pictures of each word that will be mentioned during the lesson. As I call each word, you will draw a line from the word to connect it to the picture”. Students are given vocabulary activity sheet. Students are also allowed to share their answers with their peers or neighbor. Teacher checks for accuracy and praises student performance. Teacher may ask: Kaleb, do you agree with Josh matches? Why? Tell me. A final Word Wall is displayed in the classroom and referred to in the lesson and subsequent related lessons.
During (Describe the process and procedure of how the learning tasks will be implemented; how do you expect children engage in the tasks, e.g., in small groups or big group)  Task 2   One-2-One correspondence Teacher: It is my daily video time. Who can guess what we will be viewing? (Matching things?) In this video we will learn more about matching (Shows Youtube video:                                   https://www.youtube.com/watch?v=GUNCr6BQznk   After watching the video, teacher gets feedback from students about what they saw… (Matching and 1-1 correspondence) Now let us look at what is on my table (the teacher shows 10 cars).  I am going to count these cars, 1, 2,4,5,7 and 10. Questions: Did I count the cars correctly? Would anyone like to show me the correct way to count from 1-10?   Teacher affirms student response, modifies, clarifies, and expands the task, while demonstrating the correct counting procedure. Teacher beings to count the cars placing each in the correct horizontal sequence position, 1, 2, 3, 4, 5,6,7,8,9,10 cars. Teacher places the numeric representative above each car.   Collaborative teaching— For this activity, the class will engage in a scavenger hunt for 10 fruit snacks hidden around the classroom. As they find the fruit snacks, they must arrange them under the correct magnetic number 1-10 already positioned on the tabletop. Together the class will solve the problem.
Let go— During each activity teacher will question students to gauge their level of understanding.How many cars/balls have you counted? How many more do you need?Can you go ahead and count each of them for me?   Teacher will observe, reinforce, and make clarifications, as necessary. During this time if the teacher observes that students have not met expectations or are still having difficulty understanding, the teacher will provide opportunities for these students to engage in differentiated work at their individual workstations. A general activity may be the parallel task: Task 1: How many cars are there? (10 cars are in a scattered configuration.)Task 2: How many balls are there? (5 balls are arranged in circular way.)
After (Activities reinforce the lesson content, objectives and engage students in sharing results and obtaining feedback. Students draw their own conclusions or evaluate the lesson outcomes.   Describe the questions you will ask or activities you will do to help children summarize and elevate their learning experiences during the lesson)Share (student reflection) Using the parallel task, teacher will group those students who did the same and give them opportunities to talk about the process. Did you find it difficult? Tell me about the part that you found challenging? Does it matter whether you had to arrange 10 objects or 5 objects? Let us go through the activity again together.  Now, let us bring our cars/ balls to the tabletop and place them next to their magnetic best friend numbers. Here we go, 1 car goes with the number 1, 2 cars go with the number 2, 3 cars go with the number 3…
Summary— Who would like to tell me we learn today? How do we count? Let us use our fingers to show each number as we count? Let us go, 1, 2, 3, 4, 5… We count our numbers in this order, 1, then 2, then 3, then, 4 and then 5, then 6, then, 7, then 8, then 9, then 10 (i.e., 1-1 counting of objects)Tomorrow we are going to continue looking at counting. Tomorrow we are going to learn how to count to tell the number of objects in a set.

Lesson 2

References

Baroody, A.J., Li, X., & Lai, M.I. (2008). Toddlers spontaneous attention to number, Mathematics Thinking and Learning, 10, 1-31.

Clements, D., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach (2nd ed.).  Routledge.

Education.com. (n.d.). Comparing numbers 11 – 20. Retrieved from https://www.education.com/game/11-20-number-hop/

Education.com. (Brainzy Games). Comparing numbers that’s the game, bigger, smaller or the same Retrieved from https://www.youtube.com/watch?v=4LctQ_30sJ0

Fosnot, C.T., & Dolk, M. (2001). Young mathematicians at work: Constructing multiplication and division.  Heineman

Kids Academy. (n.d.). Comparing Numbers for Kid – Greater Than Less Than | Kindergarten and 1st Grade Retrieved from https://www.youtube.com/watch?v=E34PAOGYRNk

Mathematics Common Core State Standards. Retrieved from http://www.corestandards.org/Math

New York Engage Next Generation Learning Standards. Retrieved from https://www.engageny.org/next-generation-learning-standards

Van de Walle, J., Lovin, L., Karp, K., & Bay-Williams, J. (2018). Teaching Student-Centered Mathematics: Developmentally Appropriate Instructions for Grades PreK-2. Pearson.

Include all Youtube videos or other online resources

 

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