Math Unit Plan

Fall 2013 Maria Yassick Changes from the first submission are highlighted

Section 1: Big Ideas and Standards

Big Ideas: Teen numbers can be broken down to tens and ones. Numbers represent quantities and help us to determine the number of objects in a set (Van De Walle). Common Core State Standards (CCSS): K.CC.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.

K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they are counted. K.CC.4c: Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions from 1-20, count out that many objects from 120, count out that many objects K.CC.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).

K.NBT.A.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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Standards for Mathematical Practice Model with Mathematics Math manipulatives are used frequently in Kindergarten, they help to make abstract ideas concrete. Having students model mathematics shows them another representation of a math concept. Allowing students to be physically engaged makes learning meaningful to them.

Look for and Express Regularity in Repeated Reasoning In the base ten system, teen numbers exhibit patterns in their composition. Each number consists of a group of ten and a certain number of ones depending on the number. For example, 12 is composed of two parts: a group of ten and 2 ones. It is my goal that students notice this regularity and apply it to all teen numbers. Learning Targets/Objectives:

1. Students will count orally from 10 to 19. 2. Students will recognize teen numbers. 3. Students will write their numbers and identify each number. 4. Students will represent numbers 10 to 19 using concrete materials. 5. Students will explain that each teen number is 10 + some ones.

Section 2A: Pre-Assessment Design

1. Ask students to count aloud from 1 to 20. ________ (learning target 1) 2. Have the students write the following numbers: (learning target 3) a. 11 b. 15 c. 17 3. Have students count out the following quantities of buttons: (check for correct, write number for an incorrect response, observation notes) (learning target 4) a. 5 _________ b. 11_________ c. 14_________ 4. Ask the student to count the number of unifix cubes in a pre-made group. When finished say, How many cubes are there? (learning target 4) a. 13________ 5. Show students the number 16, and ask, What does the 1 mean? What does the 6 mean? (learning target 5)

6. Identify the numbers: (learning target 2) 13 16 19 12 10 18 15 17 11 14

Section 2C: Formative and Summative Assessments

Formative Assessment: Checklists A checklist allows me to track student progress during the lessons. For example, if the student successfully represents a group of 12 with manipulatives then I will place a check by their name. A checklist will also be beneficial, because I can check for many different skills. Anecdotal Records Anecdotal records allow for more descriptive information about each child. Observation Observations will be done consistently throughout a lesson to see if I need to make any on-thespot or long-term changes to my teaching. Throughout the entire unit I will ongoingly utilize each of the above formative assessments. After each lesson I will use the assessments to make changes to improve my teaching. I will keep all of the information collected so reflect at the end of my unit as a whole. Summative Assessment: I have decided to keep the numbers the same, because I want my data to be easily comparable to my pre-assessment. 1. Ask students to count aloud from 1 to 20. ________ (learning target 1) 2. Have the students write the following numbers: (learning target 3) 11 15 17 3. Have students count out the following quantities of buttons: (check for correct, write number for an incorrect response, observation notes) (learning target 4)

 5 _________ 11_________ 14_________ 4. Ask the student to count the number of unifix cubes in a pre-made group. When finished say, How many cubes are there? (learning target 4) 13________ 5. Show students the number 16, and ask, What does the 1 mean? What does the 6 mean? (learning target 5) 3 6. Identify the numbers: (learning target 2) 13 16 19 12 10 18 15 17 11 14

Section 3: Differentiation Strategies[1]

Visuals: Some students learn best when they are able to see the math in front of them. For the various activities I plan to include visuals so the students are able to see what is happening and be able to talk about it at the same time. For example, when conducting an activity on rearranging teen numbers to put them in order, the students I will make an extra set of number cards in case some students need to visually see what number comes next. Hands on experiences: Most students learn by doing. When they can manipulate objects to aid in their understanding of a concept that concept is made clearer. I will utilize the math manipulatives in my classroom in as many activities as possible. For example, the students will use counting bears to count out a group of fifteen, fourteen, etc. Auditory: Some students learn best through listening, specifically through songs. Songs can reinforce concepts and I have found some that I believe the students will not only enjoy, but can learn important concepts from. Turn and Talk: Some students do not like to raise their hand to share ideas in a large group setting. There are a number of different reasons for this. However, it is important that everyone has a voice and participates. The turn and talk strategy is used to make sure all students have a chance to share their ideas without fear of sharing in a large group. Extensions: Some students will be able to master the objectives before the lesson is taught. Therefore, I may need to offer some extensions for those students. An extension can be something as simple as changing the numbers. It could also mean that I ask the students more in depth questions such as Why or How do you know that or Can you prove that in another way? Simplifications: On the flip side of extensions, other students may need more support during the

lessons. Simplifications for this unit may mean that I work with the student for five minutes one on one during choice time (after math) to ensure that they are getting the extra practice needed to me on target. One other thing I could do for these students is to praise their findings in the simple patterns they see. Even if they are not at the level or making connections and recognizing patterns that their peers are at, their accomplishments and thoughts are always worth praising. *I will utilize many of these strategies in a single lesson to cater to my diverse community of learners. Explain how you will use the other adults in your room (mentor teacher, paraprofessionals, resource teachers, parent volunteers, etc.) to maximize student learning. I will utilize my mentor teacher to support my classroom management. If she notices that someone is being disruptive she can remind them of the classroom rules. When talking and other minor behavior problems are eliminated it makes for a better learning environment because I will not have to constantly stop for behavior. Also, my mentor teacher will be in charge of a math center on days when I do 4 math centers (2 independent and 2 teacher-led). This will help because it will make for more one-on-one teacher support. In the instance that there is a parent volunteer and/or classroom aide, I will have them support me is passing out and preparing materials. This will maximize student learning because it cuts down time not spent teaching or learning. In addition, they can provide extra one-on-one support for students who may be struggling.

Explain how you will provide the scaffolding and support needed for students with IEPs and other special needs. None of my students have IEPs, but there are some who work best under certain conditions. Student N works best in the hallway because she can concentrate better. While this will not be possible for group discussions or table activities it will be possible for their number books. One way to help her during group activities is to give the children a noise level so the classroom does not get too noisy. Student N is also on a behavior plan that my mentor teacher and I made up. I will use this plan during my lesson to make sure she is following directions and is on task. Student C has a sensory processing disorder. She may request to jump or to be brushed. In this instance I will utilize my mentor teacher in helping her take care of her body. With the extra hand I will not have to stop the lesson.

Explain how you are using what you learned from Project One (both parts I and II) to plan your unit and differentiate instruction. Include an updated copy of the chart you began filling out in Project One.

Project one taught me about the diverse learners I have in my classroom. Each student has their own unique smartnesses and learning styles. The differentiating instruction strategies described above will be utilized to cater to those learning styles. In addition, I know that I need to make the lessons that the students can relate to. Anytime I can describe how they can use the skills I am teaching them outside the classroom the better they will be able to understand the importance or mathematics. They will also be able to recognize it more often when they are at home or in the community.

Section 4: Projected Sequence of Lessons[2]

See Section 5 for October 21, 23, and 24 lesson plans (Days 1, 3, and 4) Date: 10/24/13 Overall lesson topic/title: Listen and Do CCSS(s): K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they are counted. K.CC.5 Count to answer how many? questions from 1-20, count out that many objects from 120, count out that many objects Learning Target(s)/Objective(s): 1. Students will count orally from 10 to 19. 2. Students will recognize teen numbers.

Rationale: It is important that students are able to count out a certain number of objects or actions. Life involves numbers everyday whether you are a teacher, a student, a hair dresser, or even a stay at home dad. For example, a stay at home dad would need to count out how may diapers he needs to take on his daily errands. A hair dresser needs to count the number of seconds they hold the curling iron in someones hair and a student needs to count out coins for their lunch bill. In the process of counting it is necessary that one knows that the last number that was counted was the number of how many in the set. Brief description/overview of lesson:

Launch: Arrange mixed up numbers from 10-20, count aloud from 10-20, then change start number. To start the lesson, the numbers from 10-20 will be displayed on the smart board. Children will work with me to put them back together. This activity will be a mini review from the day before when the children had to put the numbers in order on their own. After the numbers are in order we will count from 10-20 and then change the starting number. I will ask, If we start with the number ___ what number would we count next? Explore: Numbers Each student will be handed a number card (#s from 10-19 will be given) and they will stand when they hear their number called out. Class you will each get a number card. I call your number I want you to stand, so you must listen carefully. The listen and do activity is where each numbered card will be called to the front of the room. The 2 student leaders will pull out an action card and we will all do that action for their number card. For example, 12, we will jump 12 times. We will count aloud for each action. Friends each of you have a special number. In just a minute, you will hear your number. When you hear your number you will come up to the front of the class with another friend. You both will be our student leaders. You will draw an action out of this hat and we will do that action for the number on your card. I will then model this for students. I will show you how to do this. I have the number 11, so I am going to draw an action: jumping. I will jump 11 times while counting. 1, 2, 3 11. After each student has had one turn to be the leader I will have them pass their cards twice. The next time I play the game I will give clues as to what number I am looking for as an extension. For example, I am looking for a number that is two digits, hmm who could it be, and this number is more than 15, but less than 17, what number is it? Then the person who has card 16 will come up to the front to choose an action for the class to do 16 times. Materials: 2 sets of number cards Actions Bag

Plans for Formative Assessment:

During this lesson I will make observations on the students who know their number is being called right away. If students number is being called and they dont jump up right away I will know that they are unable to identify that teen number.

Daily Reflection: (this section will be blank in the rough draft of your unit) I first want to mention what I changed about this lesson. First off, instead of saying things like will the 15 come up I drew each childs name from the stick jar, had them come up to reveal their number, and then had the students tell me what number it was. I figured this would be more beneficial because the children are getting a chance to look at the number and figure out for themselves what the number is. In addition, I added a slider instrument to better handle classroom management. When the children heard the slider go down they knew to sit down. For some of the actions we counted the children needed to be standing. However, I wanted everyone to see the number that was being brought forward so I had them sit down when they heard the slider. Most of the students knew what the number was when they were shown the card. However, some students did not participate by stating the number. Also, by the end of the listen and do activity most of them were spent. My mentor teacher said this is typical for Thursday afternoons. One other change I made was an additional activity. I gave each student a number and they had to order the numbers without talking. The students could not do this at all. There was one or two students who were directing children, but for most it was hard. I think it was mostly difficult because they could not see all the numbers right in front of them. Since some of the children clearly do not know their teen numbers I plan to continuously expose them to the students in as many ways as I can. This may mean that I need more visuals during the lesson for them to see the numbers and speak them. Roll and Record Date: 10/30/13 CCSS(s):

K.CC.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.

K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they are counted. K.CC.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).

 K.CC.5 Count to answer how many? questions from 1-20, count out that many objects from 120, count out that many objects

Learning Target(s)/Objective(s): 1. Students will recognize teen numbers. 2. Students will write their numbers and identify each number. 3. Students will interpret a graph

Rationale: This lesson is worthwhile because it is vitally important that students are able to identify and write teen numbers not only for their success throughout school, but in everyday life. Numbers are everywhere. From the numbers on a clock to the price of gas, people encounter numbers all the time. In addition, larger and more complex numbers are built off teen numbers. It would be very hard to identify or write the number 113 without knowing how to do so for the number 13. This particular lesson is worthwhile to the students life currently because they too encounter numbers at the store or when playing games. Our class is learning how to play Uno and there are many numbers in that game and in others. This lesson also has the students interpreting a graph. They will also have to analyze graphs and come up with conclusions throughout life. A lesson that includes graph skills, number identification, and number writing is something that will be worth the students time!

Brief description/overview of lesson: To introduce the lesson I will talk with the students about graphs. Specifically, I will tell them that our class has a graph of the weather in September, a graph of how many students are the youngest in their family, and a graph to let us know who has birthdays in each month. After that I will remind them that when you look at a graph you can learn new information. I will go back to the classroom examples and explain that weather graph helps us see which weather type was most common in the month of September. I will ask the students if they remember what information the birthday graph tells us. Next I will explain the directions for the roll and record game. I will say: Okay Kindergarten when you go back to your seat you are going to play a game. This game is going to be played in partners. You will find out who your partner is once you get back to your seat. The first thing you do is roll the dice. Whisper to your partner one number you see on the dice (hold out dice so they can see the numbers). Yes, there are teen numbers on the dice. (Show students the different numbers and go through each one). Each of you will get a graph sheet that looks like this and each pair will get one dice. You will take turns with your partner rolling the dice. After you roll the dice you look at the number printed on the dice, say what number it is, find the number on your graph sheet, and write that same number in the box below. (Model this) What

do you think I should do if I roll the same number as before? Yes, you record the number in the box above the one before. As a reminder, if you did not roll the dice should you record the number of your graph that your partner rolled? Right, you should not. While you are playing the game you can predict which of your numbers will have the most or the least. When you are done you and your partner will talk about your graph. You can determine which person had the most 15s or which person did not have any 18s. Before sending them off to do the activity I will go through a few statements they can make about two graphs that I will have previously made. After sending the students back to their seats I will go around the room to make sure they do not have any questions. When I notice that most everyone has completed the activity I will remind them to talk with their partner about their graphs. Lastly, we will have partners come up to the elmo and make statements about their graphs. Students can make connections to other groups statements. Materials: Teen Dice Graph Sheet Pencils Birthday Month Graph Plans for Formative Assessment: For this lesson I will write anecdotal records throughout the lesson. Specifically I will be looking to hear what statements they come up with about their graphs at the end of the activity. In addition, I want to see if they are able to identify the numbers that they roll. I will be listening to make sure they are stating what they roll and just not copying it. Daily Reflection: (this section will be blank in the rough draft of your unit) This lesson went very well. I was very explicit in the directions so the children were on task and got a lot out of it. There was one pair who was having difficulty with the assignment due to behavior issues with a student. This student ended up working in the hallway with my mentor teacher. One thing I changed was that instead of rolling a dice, I had student spin a spinner. Also, during the lesson I stopped the students from spinning and recording about two or three times to give them specific directions. For example, I said I want you to make one statement about your graph compared to your partners graph. This ensured that students did take time to talk about their graph instead of skipping over that step. As I went around to different pairs all of them were able to tell me at least one statement, many were very excited when they had spun more than their partner in a particular number. Even though I stressed to the students that they have to read the number before they record it some could not tell me the teen number when I said things such as, Oh! What number are you writing? However, these are the same students who have trouble identifying numbers 1-10. It will be a work in progress and I think more and more exposure to the number is always great. My next lesson is macaroni necklaces. I think I might add an extra element to that piece

so they can continue to practice writing and identifying numbers. During their stringing, I will ask the students to count a specific color or possibly all their beads and write it down. After the activity we will chart the number of beads on the classroom cube chart. One by one the students can come up and state how many and find the corresponding number. This just gives them a little more exposure to teen numbers.

Date: 11/05/13 Overall lesson topic/title: Math Centers CCSS(s): K.CC.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. K.NBT.A.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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.CC.5 Count to answer how many? questions from 1-20, count out that many objects from 120, count out that many objects K.CC.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). Learning Target(s)/Objective(s): Students will recognize teen numbers. Students will write their numbers and identify each number. Students will explain that each teen number is 10 + some ones.

Rationale: The math centers will be beneficial to the students, because they will experience teen numbers in different ways. They will observe ten frame representations of the number, estimations, and how to write numbers. It is important for students to notice that counting, manipulatives, and writing numbers can represent teen numbers. This lesson also serves as extra practice for those who need it. It is especially beneficial because it gives some students who need it extra one on one attention. Brief description/overview of lesson: Launch: Numbers in the Teens Song Math Centers: Marshmallow Estimation (independent)

Students will be provided with a jack o lantern outline. By looking at the size of the jack o lantern and the marshmallows they will estimate how many marshmallows they believe to fit inside the jack o lantern. After they have made an estimation they will write that number down, fill the jack o lantern with marshmallows until it is full, and then eat the marshmallows. Ten Frame Trains (teacher) There will be ten frame trains where the student fills in one frame fully to represent a group of ten, then in the another frame they will represent the number of ones. As an extension students can use extra materials provided at their table to come up with another way to represent a teen number. Number and Ten Frames match (teacher) Students will match written numbers with their ten frames. Number books (independent) Students will complete 14 and 15 in their number books. After they are done, they will choose a book to read. I will also have the materials so they can represent teen numbers in other ways at this station. Materials: Smartboard Marshmallows and jack o lantern cut outs Ten frame trains, markers Ten frames for 10-19, and number cards Number books Straws Sticks

Plans for Formative Assessment: During this time I will be mostly monitoring my center. I will be at the trains center and I will use a check list. Student Correctly Represented a teen number with trains Represented a teen number in another way

Daily Reflection: (this section will be blank in the rough draft of your unit) This lesson went very well! Instead of doing three centers at a time I split the students in half and I taught the teen number trains and my mentor teacher did estimation. I made a couple of changes; instead of using marshmallows I used unifix cubes and math chips. I wanted them to be able to estimate twice so they got the practice of changing their answer when the objects were different sizes. While I did not see them estimating in person based on their chart (another component I added to continue to get them writing teen numbers) it seemed that they understood! My focus was on the teen number trains. I decided to laminate the teen number trains so the children could have a lot of practice representing various numbers while being able to use the same form. Therefore, I handed each of them a tissue and a dry erase and asked them to represent different numbers. I cut the part where they represented the teen numbers in different ways because I wanted to have time for meaningful conversation. The conversation that we had went way better than my first lesson on the group of ten concept. I started the center by saying, Why would there be two ten frames when we represent teen numbers? Together the students figured about that the teen numbers are higher than ten so they needed two. One boy even went on to say that the extra ones go in the second frame. In addition when we talked about the number 12 the students noticed that there were two extra ones. Overall I think they are getting the extra ones part, but the 1 group of ten is still confusing. They do not understand that the ten dots in the first frame as a whole is one group unless I prompt them and say 11 has one group of.and they respond ten! I plan on continuing to discuss this concept during calendar when we talk about how many days we have been in school, but I also need to realize that this concept and objective is an extension for most students at this time.

Date: October 30, 2013 Lesson Title: Macaroni Necklaces CCSS(s): K.CC.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. K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they are counted. K.CC.5 Count to answer how many? questions from 1-20, count out that many objects from 120, count out that many objects

Learning Target(s)/Objective(s): Students will count orally from 10 to 19. Students will represent numbers 10 to 19 using concrete materials. Rationale: This content is important because the students will need to understand the last number counted in a set represents the quantity of objects in the set. Also, this lesson will reinforce the work we have done so far with patterns. I will make this relevant to students lives by encouraging them to find patterns and/or groups of teen numbered objects outside of school. Brief description/overview of lesson: Warm-up: Count aloud as a class from 1-20 Ask students to turn and talk to their neighbor about what a pattern is Model examples and non-examples of patterns using macaroni noodles on the document camera (students give thumbs up if a pattern; students give thumbs down if not a pattern) Tell students we will be making patterned macaroni necklaces Model for the class Send students back to their seats by table group As students finish their necklaces, ask them to count the number of noodles on their necklace and a neighbors necklace Work on pages 16 and 17 in Teen Number books Materials: String, macaroni noodles (colored), scissors, document camera, Teen Number books, pencils, crayons Plans for Formative Assessment: Fill-out the following chart for each student: Students Name # of noodles Counted correctly Pattern Used

Daily Reflection: (this section will be blank in the rough draft of your unit) This lesson was a lot of fun. I did this lesson when I substituted for my class. I made a few

changes to my lesson to ensure that they were completing all of my objectives. One big change was that when the students were making their necklaces I said, Macaroni and Cheese and they responded, Everybody freeze. Every time I did this I posed a new question for them. For example, one time I asked them to count all of the yellow noodles they had put on their bracelet so far. As an extension I told the kids to tell the person next to them how many they had and figure out who had more. I did this about four times throughout the lesson. It is evident through this lesson that all of the students are about to count and create an AB or ABC pattern. Many students were excited to share their patterns with me. This lesson did not include a discussion, but continued to have them practice important foundational skills.

Date: November 6, 2013 Lesson Title: Pan Balance CCSS(s): K.CC.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.

K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they are counted. K.CC.4c: Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to answer how many? questions from 1-20, count out that many objects from 120, count out that many objects

Learning Target(s)/Objective(s): Students will recognize teen numbers. Students will represent numbers 10 to 19 using concrete materials. Rationale: This content is important because the students will be comparing two quantities of teen numbers. Therefore, they will gain another understanding of why one teen number is larger than another teen number. This will be relevant to the students lives because they will be physically involved in the mathematical content of the lesson.

Brief description/overview of lesson: Warm-up: Count aloud from 1-20; show students number cards 10-19 and ask them what each number is Show students a pan balance Ask them if they remember what the balance is Ask them if they remember what the balance is used for; if nobody does, tell students it is used to compare two groups of objects Show them when the scale shows when two quantities are the same, and when one is larger and one is smaller Tell them we will be using them to compare amounts of unifix cubes. Tell them they will be working in pairs; show them one person will choose a card, and count out that many beans into one cup; then, the other person will choose another card, and count out that many beans into the other cup; the pair will then discuss which is larger/smaller or the same Model for students the above bullet with another student Send students back to their seats by pairs Have pairs share strategies aloud with the class on how they determined which was larger, smaller, or the same Materials: Pan balance, beans, number cards (10-19) Plans for Formative Assessment: Observe which students can count out the correct amount of beans into the cup; listen to strategies students are using Daily Reflection: (this section will be blank in the rough draft of your unit) I think this was one of my best lessons! I added a discussion element to the first part by asking the students what they noticed when I put in glue and scissors in separate pans in the pan balance. Many said that the glue was heavier and we discussed that we knew that because the pan was lower to the table (or it was pushing on the pan). I was able to implement a lot of talk moved during this time. For example, I started the discussion by having them engaged in a think-pair-share activity. This got many of the students fired up to share their thoughts. When they shared their answers I used the Can you tell me what he/she just said strategy. I was also impressed by how well they did during the exploration phase of the lesson. Many students were finding that when the same number of cubes were in both pans that the balance was equal and that a pan was heavier (or went down) if there were more cubes in that side. These discoveries came out during our debrief portion of the lesson. This was also something I added to make sure I connect the patterns that they were finding.

I was very proud of two students in particular. One student said he has larger numbers so he kept winning. I clarified and what he meant by this was that when he had a larger number, they were heavier. When I asked a boy to repeat that he was able to do so by saying that the larger amounts were heavier than the smaller amounts. This was awesome! Having the students find this pattern was an extension so it was neat to see that from two boys who are not even my top math students; it looks like I am discovering more math smarts! You should fill this section out each day after you teach the lesson. You can reflect on such things as: what happened during the lesson, what students said and did, what you learned from the formative assessment, what you changed during the lesson, and what you plan to do in the next lesson. ***When you turn in your final version of the unit plan after guided lead teaching, these sections should be complete for all of the lessons.

Date: 11/06/13 Lesson Topic: Number Books CCSS(s): K.CC.5 Count to answer how many? questions from 1-20, count out that many objects from 120, count out that many objects K.CC.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).

Learning Target(s)/Objective(s): Students will write their numbers and identify each number. Rationale: Being able to write teen numbers is a skill that students will use throughout their entire life. One has to write numbers when they are writing a check, making a list that has an order, or writing down their telephone number. These are just a few ways of when numbers are written. In addition, being able to write the teen numbers is typically a prerequisite for understanding and writing numbers greater than the teens. I will make this lesson relevant to students lives by explaining to them why writing numbers is such an important skill to learn.

Brief description/overview of lesson: First I will explain to the students what the number books are. I will say that they are much like the books we completed for numbers 0-10, but are different because instead of drawing a box with a certain number of things inside, they will be making ten frames that represent that number. I will model how to trace the dotted line and how to practice making their own numbers on the line. After that I will remind them that numbers can be represented with ten frames. I will say, How many squares will I have to fill in to represent the number ten? After they answer I will show them how to fill in ten squares. Even though there will be two ten frames on the page I will explain why the second frame does not have any squares filled in. I will ask them how the number eleven ten frame will be different. If it does not seem like they are connecting the patterns I will model the number eleven as well. Lastly, I will dismiss them to their seats to complete their number books and will walk around the room in case students have questions or need support. Materials: Number books Pencils Crayons Plans for Formative Assessment: The lesson itself will serve as the assessment. Because they are completing something for me I will be able to go through their books to see if they were able to successfully write their numbers. I will also look at the ten frames on each page to find out whether or not they were able to represent the number with a ten frame.

Daily Reflection: (this section will be blank in the rough draft of your unit) You should fill this section out each day after you teach the lesson. You can reflect on such things as: what happened during the lesson, what students said and did, what you learned from the formative assessment, what you changed during the lesson, and what you plan to do in the next lesson. ***When you turn in your final version of the unit plan after guided lead teaching, these sections should be complete for all of the lessons.

Date: November 7, 2013 Lesson Topic: Summative Assessment CCSS(s):

All common core that has been covered thus far. Learning Target(s)/Objective(s): All learning objectives Rationale: Having this time to assess the children on the content I have covered with them is critical. It is important for my teaching to know whether or not they have learned the material that I have been teaching them. It is relevant to their life because my teaching in the future will be effected by how the result pan out from the post assessments. If I see that no improvements have been made from the pre-assessment I definitely need to make some changes to my teacher and/ or lessons. Brief description/overview of lesson: During this time the students will be called out into the hallway with me one on one. I will ask them the same questions as I did in the pre-assessment so I am able to easily compare the two results. Materials: Plans for Formative Assessment: Daily Reflection: (this section will be blank in the rough draft of your unit) You should fill this section out each day after you teach the lesson. You can reflect on such things as: what happened during the lesson, what students said and did, what you learned from the formative assessment, what you changed during the lesson, and what you plan to do in the next lesson. ***When you turn in your final version of the unit plan after guided lead teaching, these sections should be complete for all of the lessons.

Section 5: Detailed Lesson Plans for the First Three Lessons

Date: 10/23/13 Overall lesson topic/title: Tricky Teens CCSS(s): K.CC.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 Target(s)/Objective(s): Students will count orally from 10 to 19. Students will recognize teen numbers.

Rationale: This content is important to students because students will begin to recognize teen numbers, and count them in standard order. It is important that students notice that numbers have a set order. Students will understand that teen numbers are composed of a 1 (a group of ten) and a set number of one that increase in numerical order. This is all very important to learn because they are some of the most foundational concepts in math. It is with the knowledge that they learn here that they will build more mathematical concepts off of. Materials: (Include a copy of any handouts you will be using): Pre-cut cards numbered 10-20 (a set for each group of students) Strips of paper ELMO Glue sticks Pre-written numbers to display

Procedures and approximate time allocated for each event LAUNCH: Introduction to the Lesson (5 minutes) We will begin by counting aloud from 1 to 20 as a whole group, which can be done in a whisper or comedic voice to keep students engaged. Next, we will count from 10 to 20 as a group. Friends lets begin counting all the way to 20. 1, 2, 3, 4, etc. Today we are going to learn about teen numbers, what number is this? 10 (I will repeat this all the way to 19). Now lets count to 20, starting with 10. 10, 11, 12, 13, etc.

EXPLORE[3] : Outline of Key Events During the lesson (25 minutes) Oh no! I have bags of some of the numbers that we just counted, but I have a problem, the numbers are all out of order. Do you think you can help me? You will be working with another friend to put the numbers back in order. I want you to remember that it is important that you and your partner work together on this. Is it okay to have different ideas? Sure it is, but it s important to share your ideas with each other and work together. Do we get mad at our friends if they have a different idea as you? No, we can use our words to explain our thinking. Each group will get a piece of paper, you and your partner need to put your names on one side of the paper and then flip your paper over. Once you have ordered your numbers, you can ask Mrs. Petersburg or me for a glue stick to glue your numbers on the piece of paper. Just make sure you are careful in keeping the same order that you had. One partner will glue 5 numbers, and another student will glue 5 numbers. Can you show me five? I will send specific pairs to certain areas in the classroom to work on this task. As they are working, I will monitor their thinking, strategies, and processes. During this time, I will record and warn specific students to explain their strategies. I will only select students with the correct sequencing, but will choose students with different strategies. Since I am not giving them any hints on which number is the first number I may need to scaffold their thinking if they are completely lost. One way to do this is by having students who did get it explain what their thinking was in the middle of the activity. After I have gauged that most of the students are done I will use an attention getter to get their attention. Okay friends, I am so happy. A lot of my numbers are back in their right order! I noticed that some groups used different strategies to put their numbers in order. _____ & ______ can you bring your strip up to the front of the class to share your strategy?

Below are my anticipated strategies that the students could come up with: One person counted and the other person found the number They used the number line on the wall to help them They used the number chart on the wall to help them They looked at the ones column and new the numbers should get higher They knew that they were all two digit numbers and the lowest two digit number was ten so they knew to start there I will continue to have pairs of students come up to explain their thinking. I will sequence this

by having the most common strategy go first and the least common go last. I will have 3-4 pairs of students explain.

As the pairs are explaining their thinking I will connect their thoughts by asking some of the following questions: Did this strategy give the same number sequence? Are these two strategies similar? How are they different? _____ can you explain what _____ & _____ just said? Did you do something similar or different?

SUMMAR[4] IZE: Closing Summary for the Lesson (5 minutes) We are going to do a think-pair-share. A think-pair-share is when you think about the question, talk to a friend next to you, and then you share your thought. To bring the lesson to a close, I will summarize what students noticed about teen numbers during our discussion. [5] I will ask the students, What do you notice about all of these numbers? I am looking for students to say similarities they have found in the numbers (e.g., they all start with a one) and/or differences they have found in the numbers (e.g., they all have a different second digit). To provide more scaffolding for some students, I may need to ask them about similarities or differences they notice in the teen numbers. So tonight at home, I want you to look for any teen numbers around your house, at the store, or anywhere around you. I will be excited to hear about all the numbers you find tomorrow.

Description of Formative Assessment I will take anecdotal records during the explore phase to see which strategies students are using, and make informal observations on their number recognition.

Daily Reflection of Tricky Teens Lesson The pairs did very well with putting the teen numbers in order. At first one of the Kindergarten teachers was hesitant to put them into pairs, I decided to keep it that way so the

students could get exposure completing things in pairs. There were only two partners that had trouble with the task. One group had a girl who thought the number strip should start with 20 then go to 13, 11, 19, but the boy in their group wanted it to go 10, 11, 12, etc. I started having a conversation with them about how to figure out how to work their different thinking, but I could only stay for a minute because I had to attend to other students. It is hard when that situation happens because you dont want to say one person is right and the other is wrong. I should have asked, Try counting when it is in the order you want? Does that make sense? Is that the order we count? The other pair had trouble because one of our challenging behavior students did not want to participate. As I went around and ask questions, most of the students said that they counted to help them put the numbers in order. One boy said he knew that the lowest number had to be 10 because there were no 9, 8, 7, 6, 5, etc. in the bag. One of the groups I brought forward said that he counted out loud while is partner found the number to figure it out. Another group I brought forward said they counted and found the numbers together. When I asked the students what differences the students had in their strategies they said things like, That group put their numbers on the side that has their name and the other group didnt or That group put their numbers more spaced out and that group put them close together. Since the majority of the strategies the students used to figure out how to put the numbers in order were the same it was harder to find the differences. However, one person mentioned that their way of working together was different! During our discussion we also talked about how one can use resources in the classroom to help them figure it out. Before we went into the second discussion for the lesson I wrote a list of the numbers 10-19 vertically. I had the students talk to their partner about what they noticed about the numbers. When we shared with the class had a lot to say! They mentioned that each of the numbers has a one, that all the numbers went in order, and that if we only look at the number on the right it also went in order. With prompting we discovered also that when you speak the numbers many of them have the teen word in it. One change in my lesson that I made was adding activities to the floor so students would have something to do when others were still working on their number strips. For my next lesson (Listen and Do) I want all the children to have more practice identifying the number. As we are counting out the actions for the listen and do lesson I will hold up that number so they are continuously seeing it.

Date: Wednesday, October 23, 2013 Overall lesson topic/title: Place Value Song and Ten Frames CCSS(s): K.NBT.A.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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Learning Target(s)/Objective(s):

Students will count orally from 10-19 Students will recognize teen numbers Students will write their numbers and identify each number Students will explain that each teen number is 10 + some ones

Rationale: This content is important because it teaches the students the place value of teen numbers. This will help students to see the patterns in teen numbers. I will work to make this relevant in my students lives by encouraging them to look for teen numbers inside and outside of school. Materials: (Include a copy of any handouts you will be using): SMART Board Teachers computer Document camera What is math? anchor chart Chart stand Marker Double ten frame worksheets with numbers written on them Pencils Crayons

LAUNCH: Introduction to the Lesson (10 minutes) We will begin the lesson by watching a YouTube video about teen numbers. Here is the link to the video: http://www.quietyoutube.com/watch?v=WGa2cVluGnU. Boys and girls, today, we are going to learn something special about teen numbers. This is called place value. Can everybody say that? Place value helps us break apart teen numbers into two groups: tens and ones. To start our conversation about place value, we

will watch a video. Play video 2 times. If you liked that video, give me a thumbs up. Now, we are going to relate this video t o a ten frame. If you remember learning about the ten frame connect with me (do connecting sign). Well, today, we will be working with two ten frames put together. Today, you all get to be young mathematicians! This will happen because you are each going to become an expert at representing one teen number! I will model an example for you, and then I will let you work on an example by yourself. The example I will show you is with 10. I have 2 ten frames to help me make 10, but I only need to use one because one ten frame has 10 boxes, which is the number I need to show. Fill in all 10 boxes in the ten frame. This is what 10 looks like with two ten frames. When you get your paper, you will have a number already written on it. The first thing you should do is write your name. Then, you will work to use the two ten frames to display your given number. You can use crayons to represent your number. Once you have finished, you can turn your paper over and practice writing your number or drawing that many objects. After everyone has finished representing their number, I will give you some more instructions. Are there any questions about what you are supposed to do? Call students over to their seats one-at-a-time (their paper will already be sitting at their spot). I will have the number written on the paper that each student is to represent. I will have the lower-achieving students work on representing numbers 11-14 and higherachieving students work on representing numbers 15-19 (Differentiation). EXPLORE: Outline of Key Events During the lesson (30 minutes) After students finish representing their number in the ten frames, I will give students the next set of directions. You are all becoming experts at your number! Now, I am going to pair up students who have the same number to look at how each person represented their number. For example, I would pair up with the students who also worked on representing a 10. On Monday, you also worked in small groups during math. What are some ways you cooperated with your partner on Monday? When you are working in your groups, make sure each student gets a chance to share their ideas. When someone else in your group is talking, your voice should be off, you should be listening to the speaker, and your eyes should be on them. As you are sharing your ideas with your fellow young mathematicians, be thinking about how your

representation looks similar, and how it looks different from the person talking. While you are sharing your ideas, I will be coming around asking you questions about your strategies. Are there any questions? Call children who worked on 11, and send them to an area to discuss their strategies. Do this for all 9 numbers being represented. Here are some strategies I anticipate the students will use: Count the number, adding one dot in each box as they go up in counting Use one color in the first ten frame, and a different color for the extra ones in the second ten frame Use one color in the top 5 boxes, another color in bottom 5 boxes, and another color for the extra ones (2 colors if there are more than 5 extra ones in that number) Know the first ten frame has to be filled completely because it has a group of ten, and figure out how many extra one spaces need to be filled in As the students are discussing, I will monitor around the classroom. As I monitor, I will ask students questions, such as: Which strategy did you use to display your number? How is your strategy the same as someone in your group? How is your strategy different from someone in your group?

Also, while monitoring, I will write on a piece of paper which strategies students are using. This will help me select certain students to share their strategies with the class. I will select a student who uses counting as a strategy, a student who uses different color crayons as a strategy, and a student who automatically knows the first ten frame has to be filled in all the way. I will tell each of these 3 students I would like them to share their strategy with the class. I will get the students attention, and call them over to the carpet by their number. I will have students leave their paper at their spot, except for the 3 students who I selected (I will have collected their paper). I will sequence the different solutions by having the student with the most common strategy share first, and the student with the least common strategy share last. After each student shares, I will use connecting by asking: How is this strategy the same as the others we have seen? How is this strategy different from the others we have seen? Also, as each student is sharing, I will ask the class to make a connection sign with that person if they also used that strategy, or a similar strategy.

SUMMARIZE: Closing Summary for the Lesson (5 minutes) I am so proud of all of you young mathematicians! We are now going to update our What is math? chart we started yesterday. First, I will read what we have on this chart so far. Read chart aloud to students If you have a new idea, that means an idea that is not already on here, raise a quiet hand. Call on every student who is raising his/her hand. Our list keeps getting bigger and bigger! Tonight, I want you to keep thinking of ideas we can add to this chart because we will keep growing this list!

Description of Formative Assessment I will write anecdotal records for strategies students use to display their number.

Date: 10/24/13 Overall lesson topic/title: Estimation CCSS(s): K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Learning Target(s)/Objective(s): Students will count orally from 10-19. Students will represent numbers 10 to 19 using concrete materials. Students will estimate how many objects are in a jar.

Rationale: Being able to estimate is an important life still. In many instances having an

educated guess will save a lot of time and heartache. For example, when walking through the grocery store one may make an estimate of their total bill price. It would take too much time to calculate down to the cents how much they need to pay. I will make this lesson relevant to their life by explaining why estimation is useful in their life. Materials: (Include a copy of any handouts you will be using): Eight jars/Clear Cups Unifix Cubes

Procedures and approximate time allocated for each event LAUNCH: Introduction to the Lesson ( 10 minutes) To being the estimation lesson I will start with a discussion about what estimating entails. Today we are going to learn how to estimate. Say the word estimate. When you estimate it means you are making a smart guess. For example if you have a huge pile of goldfish for snack do you think it would be easier to count all of the goldfish or to make an estimate or a smart guess? Your mom, dad, or someone you love may make an estimate when at the grocery store. They may look at all of the food in the cart and say I think I am going to spend about $20 today. That is an estimate because the answer is not exact. I will then model with the children how to make an estimation. I have a jar of unifix cubes. We are going to estimate how many cubes are in the jar just by looking at it. Remember, do we have to get it exactly right when we estimate? No. However, making a smart guess means that you are really trying hard to get as close to the right answer as possible. Would it be a smart guess if I thought there were 100 cubes in this jar? Give me a thumbs up or a thumbs down. Right, that estimation would be really off because I dont think I could fit 100 unifix cubes into this jar. I know want you to whisper to a partner how many cubes you think are in this jar. Give them a minute to think and share. Okay, I want to hear what some of your estimations where. _____ how many cubes did you estimate to be in the jar? Take about four more answers. Do you think its okay that different people had different estimations? How do you think we can check our answer to see if our estimation was close? Think about it...share. Right, lets count. Who estimated the right number? Who was a little bit off the actual amount? Remember since it is an estimation it is okay to be a little ways off from the actual answer. After the brief discussion You are now going to have the opportunity to do some more estimating at your table spots. When you go back to your seat I will place another jar with a different amount of unifix cubes

in the middle of your table. Using only your eyes your group will look at the jar and each of you will share your estimate of how many unifix cubes you think are in the jar. After you make your estimation you will write it on the piece of white paper in front of you. After I want you and your group to talk about why you make the estimation you did, make sure everyone gets a chance to share. If you forgot how to write the number you think is in the jar I have provided a number line that has the numbers from 10-19 if you need to use it. When you are talking to your group maybe you will say, well it looks like there is ten because I dont think there are more than 15, that would be too many. When everyone has shared you are ready to move on give me a thumbs up to listen for the next set of directions. When you go to your seat are you going to touch the jar with the cubes? Are you going to dump them out and count them?

EXPLORE: Outline of Key Events During the lesson ( 20 minutes) After the students have moved to their seats I will pass out the first jar with 12 unifix cubes inside. I am going to give you a hintthe number of unifix cubes inside this jar is between 10 and 20. That means the number of unifix cubes inside could be 10, 11, count with me, 13, 14, 15, 16, 17, 18, 19, 20. Go ahead and make your estimation, write it down, and discuss with your group. Remember you may only look with your eyes.

As the students are discussing their estimations I will be walking around the classroom listening to their conversations. It looks like everyone has had a chance to discuss. I want to hear from the group what your estimation was. If you think differently from your group you can share that as well. I call on each table to share their estimation and how they came up with that answer. I will record their estimation on a large chart so that all students will be able to see when they are at their table spots. I will next move on to allowing them to actually count the unifix cubes. I now want the table captain to take the jar and put the unifix cubes in a line. As a group you are going to count the unifix cubes. The table captain will point to each cube to make sure each cube is counted. You should count a few times to make sure your group did not make a mistake. When your group has found the answer put your hand on your head. Each group will have the same amount of cubes in their jar. On the count of three I want you to whisper the number of cubes your group counted.

After they tell me how many cubes were in the first jar I will record that number on the chart and have each table discuss how close their estimation was. Look at this chart. I have recorded each groups estimation of how many cubes were in the jar and the actual amount. Turn and talk with your group and discuss how close your estimation was. Were you really close? Did you estimate that there would be more than 12? Less than twelve? Maybe you estimated correctly. I will then open the discussion up to the entire class. Can someone from the green table tell me how your group did on your estimation? Were you close? I will ask each table what they talked about in their small group talk. To make sure everyone is following I will rephrase what they say and refer to the chart as a visual. The next part of the lesson will be similar, but the tables will receive a jar that has 19 cubes in it. The other jar of 12 cubes will remain on the table. You will now be getting another jar. Your group will do the same thing, look only with your eyes to make an estimate of how many cubes you think it in the jar. The jar with 12 cubes is going to stay on the table, but again do not touch it. I will again ask the tables what they came up with and record that on another class chart. I will ask the following questions: I noticed that for your first estimation, for this jar you estimated if to be ____ and this time you estimated this jar to have _____. Why did you decide to estimate a higher/lower amount of cubes? For the last part of the activity I will have the students count the actual number of cubes in the second jar. We will compare the two numbers. Okay class, after you count the number of cubes in the second jar keep that number in your head until all groups have had a chance to out. I will use the think then share signal to cue the students to share the answer. This signal starts with my hands in the air (student know to think/keep the answer in their head) and when I put them down they know they can share their answer. Yes, there were 19 cubes in the jar. Lets record that on our chart. How were your estimations this time? Talk within your group and decide if you were close or far away from the actual answer.

Which jar had more the first or the second? How do you know? If this one had more which one had less?

SUMMARIZE: Closing Summary for the Lesson (7 minutes) To bring the lesson to a close I will have the students share in their groups again what they liked about estimation or something they learned. I will stress that everyone should be contributing to the discussion. To do this I will say: Remember our class is a team, team Petersburg or team Yassick. That means that everyone contributes when I ask you to turn and talk to your table. Would it be acting like a team if most of the people at the table contribute, but some decide that they dont want to and just sit there? No, teams work together so that means EVERYONE contributes. I will summarize the main ideas of the lesson by recording what they learned about estimation on a class chart. If they are missing a key point I will ask questions to aid them in remembering. The following questions are provided to help you think about what you might include: (How will I structure the closing of the lesson? How will I facilitate the sharing of student thinking? How will I help students listen actively to each other? How will I help them make connections to prior lessons or prepare for future experiences? How will I summarize the main ideas of the lesson? How will I bring closure to the lesson and help children reflect on their experiences? What kind of feedback do I want from them at this time?)

Description of Formative Assessment

As the students are talking in their groups I will walk around to listen to their conversations. As I walk around I will use a checklist so I can keep track of their participation within groups and their estimation ability. The chart I will use will look like this:

Student

Helped estimate

Helped cubes

Count

Discussed what they learned about estimation

keazer: Is there ever a time when you feel like you need to give different problems to different students based on what you learned that they know, from the Pre-Assessment? keazer: Its really neat that it will work out for you to all use similar lessons for the unit. I hope you can somehow find some time to reflect on how they went in your different classrooms, because I would imagine that you each have a bit of unique style to your teaching, and you can learn by comparing each others' successes and challenges. If you are in the same school, if it ever works timing-wise to observe each other teaching any of these, that would be really beneficial too. keazer: In each of the explore sections, we want you to provide an opportunity for students to explore an idea when you pose high level question(s). It doesn't have to be a long time, it can be short spurts like in a turn and talk, or you can have groups and check in as a whole class. What could students explore related to teen numbers, to develop their early numeracy? Then talk briefly about what you will do to "Monitor" - what you will look for in their working or what you will ask them, to find out if they are understanding keazer: In this section, talk about how you will "select" students to share their ideas, and how you will "sequence" their sharing, and "connect" their sharing. (in each of these 3 detailed lesson plans, focus on adding the 5 practices to each one. It can be a short concise mention of what you will do regarding each one. Focus on the math ideas you will look for when you monitor, and how you will bring those ideas out in the summary discussion through selecting, sequencing, and connection). keazer: Here again i'd like you to spell out the main ideas you want them to notice, what you are goign to try to make clear in the summary. Personally I wasn't able to come up with any ideas of new things related to teen numbers that this activity would develop, so thats why I thought we could make this lesson go deeper.