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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft word document: Instructional Plan Temp1.doc, Read Aloud Books.doc, Summative Evaluation.xls, Tech..doc)

Names of group members: Jeanne Blum, Jill Slike, and

Nancy Jean Smith

Topic/Theme: Number Sense

Level: First grade

Time Element: Five days, approximately 60 minutes per day

NCTM Standards Addressed: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

PA Math Standards Addressed: 2.1 Numbers, Number Systems and Number Relationships

A. Count using whole numbers (to 10,000) and by 2’s, 3’s, 5’s, 10’s, 25’s and 100’s.

B. Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols.

H. Demonstrate an understanding of one to one correspondence.

Math Assessment Anchors Addressed: MA. Numbers and Operations

MA.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers, and number systems.

Reading Assessment Anchors Addressed: R3.A Comprehension and Reading Skills

R3.A.1.1. Identify the meaning of vocabulary

Objectives:

The student will be able:

-To count using whole numbers one through five.

-To represent equivalent forms of the same number

through the use of concrete objects, drawings, word

names and symbols.

-To demonstrate understanding of one to one

correspondence.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

***Homework letter must be sent home two weeks prior to teaching lesson. (see attachment 1)

Day 1: Show and share homework puppets.

Day 2: Whole group, 20 minutes: Introduce concept (one number a day) one through five. Teacher reads, using an interactive read aloud book. Book suggestions (see attachment 2). Teacher utilizes homework puppet and interactive board (felt, magnetic) to introduce numeral, number set and number word. Using a variety of pictures of number sets, numerals and number words, teacher uses inquiry questioning to lead children to understanding of concept. Students chant the number. Teacher will utilize puppet and board to introduce pictures representative of the set. Students clap, snap or stomp the set. Teacher will utilize puppet and board to introduce the number word. Students spell, sky write, and read number word.

Teacher introduces checklist (see attachment 3) for small group work. Teacher provides modeling and guided practice strategies for using the checklist. Review checklist on subsequent days before beginning group construction of number representation projects.

Small groups, 10 minutes:

Divide students into five small groups. Each group is expected to represent the number for the day, following the checklist.

Suggestion for dividing into five small groups: Use popsicle sticks with numbers one through five. All one’s are grouped together, two’s, three’s,etc.

Independent work, 20 minutes:

Students begin independent work in centers related to lesson objectives. Using flexible grouping of students, the teacher assesses checklists.

Center suggestions: Students can manipulate clay into sets, numerals and number words.

Reread books, explore interactive board and use a variety of manipulatives to represent the number of the day.

Math journals to practice writing the number.

Closure each day, 10 minutes:

Teacher may choose one group to “show and explain” their number representation from the small group activity.

Materials/Resources:

Read aloud books, materials needed for small group number representation activity, interactive board, pictures, numbers, words, paper bags, checklist, homework letter, summative assessment for numbers 1 through 5.

Interdisciplinary Connections:

· Reading

Offer a book center with a variety of counting books

Offer children a number word center where they are asked to match an index card with a number word with a number set

Offer index cards with number words printed with a missing letter

· Technology

FunBrain Activities

Number Recognition/Sequencing

Bunny Count ( count and match numbers and characters)
One False Move (sequence numbers from lowest to highest)
Guess the Number (guess number with high low clues)

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

· Teacher observation during small group, math journals, center work, informal flexible grouping assessment of checklist.

· Summative Evaluation (How will it be determined that the objectives were achieved?):

· Teacher may determine when objectives have been achieved through use of the Summative Evaluation number 1 through 5. (see attachment 4)

Correctives/Remediation:

Tape record directions for each center and provide a picture key to follow directions.

Provide concrete manipulatives at each center.

Provide a model of the number construction with clay and have the child place his clay number “on top” of the model. When they have completed this task successfully, ask the child to make the number “next to” the model. The next task would be to construct the number without looking at the model.

Extensions/Enrichment:

Try to group gifted children in the same group. Avoid using gifted children to help others.

Invite children to use the clay number construction to add one more, two more, one less, etc.

Ask children to record their findings by writing number sentences.

Allow students to use enrichment activities (ie. Matching a number word tile with the correct number set tile and the correct numeral tile)

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

Thomas receives Emotional Support Services in a part time Learning and Emotional Support classroom. He is two grade levels behind the district’s math curriculum. His IEP includes goals to improve socialization skills, expressing and recognizing feelings, and solving problems in conflict situations. An informal Functional Behavior Assessment has determined that Thomas engages in noncompliant behaviors such as arguing, talking out and destruction of learning materials as a means to escape completing his assigned school work. His math teacher reports that Thomas appears to be motivated to be in the class.

· Accommodations to use with this student:

*Provide Thomas with a buddy to move to each center.

*Re-visit structure and schedule for center rotation before breaking children into groups. Ask Thomas to model appropriate handling of classroom materials, appropriate voice level and on task behavior.

*Tape record directions in each center.

*Provide Thomas with a checklist (use pictures of key words when possible) for group work, including but not limited to:

-correct use of materials

-turn-taking skills

-use of previously discussed techniques to deal with anger (ie. 3 deep breaths, take a walk, get a drink, draw an angry picture)

-provide Thomas with a headset with low level music while he works independently in centers

*Re-visit and discuss cueing system for center clean up and transitions.

Attachment 1

Dear Parents and Guardians,

In two weeks we will begin our math focus on number sense (number sets, recognizing, reading, and writing numbers and number words). We would like your help to create a number puppet as an introduction to each number.

Included with this letter is one paper bag and one number. Your child needs to create a number puppet for his or her number. Each puppet must have the number displayed on the front but be as creative as you would like with the construction of your number puppet.

Also, you and your child will be responsible for filling the paper bag puppet with one set of items that represent your number. If you would like any items returned please let me know. You may use pennies, candy, popsicle sticks, etc.

The puppet must be completed and turned in by_________________________.

If you need any assistance or materials, please let me know. Thank you in advance for your assistance. Enjoy!

Your child’s teacher,

Attachment 4