Lesson Plan( due today 11/21/16) ( 10hr so 7pm hawaii time zone) (its 9am right now)

Grade Level

Pre-Kindergarten and kindergarten (3-4) because I believe this is the most appropriate age for students to begin to learn numbers in different ways

Instructional Model

I will use the direct instruction model is applied in this case because it allows explicit and straightforward teaching techniques and allows high levels of student involvement (Huitt, 2003). I also chose this method because the class will be grouped in small and large groupings, which will allow room for explaining and provides the students opportunities to practice.

Standards

CCSS.MATH.CONTENT.K.CC.B.4 Know the connection between numbers and quantities; link counting to cardinality (Common Core State Standards Initiative, n.d.)

Objectives

Students will understand

· Students will understand that number can be shown in multiple methods such as numerals, dots, and tallies

Students will know

· Students will know the sequence of numerals from 1-10

· Students will know how the relationships among numbers and the number system

·

Students will be able to

· Students will be able to sum loud successively from 1-10

· Students will be able to match digits to objects from 1-10

· Students will be able to recognize numerals 1-10 in isolation

· Students will be able to use one-to-one correlation when counting

· Students will be able to write digits from 1-10, draw dots, tallies to signify the number of items counted

Assessment Plan

Formative:

I will write the numbers 1-10 on a four-index card and assign the students in four groups and each group will have a teacher. In this assessment, the teacher will remind the students to write their names on their paper. This will be followed by the teachers instructions on the grab and count game. I will show the students how to play the game, which involves the taking counters, placing them in a line them and counting them by utilizing one-to-one correlation . The students will have the opportunity to; first grab the counters and count and then count the set again for accuracy. They students will also say the number they counted last and write the number in the first square either a tally, a dot or a numeral. The game involves four squares and the students will have the opportunity to show how group of items can be represented in three diverse ways.

This exercise will allow me to evaluate the student’s attention during the assembly and their knowledge of the class. By assessing their question sheet and listening to their explanations of how they write the counted items.

Summative:

Students will work independently and with the assistance of the teacher to write their names on top of their paper grab and count objects in this activity. The teacher observes and provides feedback when required.

This will allow the teacher to assess the child’s motor abilities and skills, how they write numerals, how they hold their pencils and assists them where necessary.

Procedure

1. Review previously learned material

I will present the idea of how to put pen to paper numbers 1-10 in diverse ways on the board using dots and tallies. I will also draw a chart labelled numeral, dot, and tally and show an example of each below

2. State objectives of the lesson

I will show the students how to play the game and ask if they understand what they are required to do on their papers. They will hopefully be able to grab and count objects and represent them in different ways.

3. Present new material

We will count cubes, sticks, and others objects just to show the students that they can count different object

4. Guided practice

The teacher will begin by writing their name o their paper while the students watch. Then the teacher will instruct the students to do the same on their papers. The teacher will then grab a handful of objects and ask the student to count aloud with the teacher and following the instructions of the game. This will involve representing the counted objects in three different ways the numerals, dots and tally. The teacher will then ask the student to repeat the procedure on their papers while observing and giving feedback when necessary. This will involve asking the students questions like how many did you get and ask them to count them again for accuracy and provide them with encouragement and commendation through the exercise.

5. Independent practice

I will have students practice the game with stickers instead of numerals, tallies and dots where they will stick the equivalent number of stickers of the counted items. I would ask to work with one another and have the two children at the table