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Instructional Plan Template
Mathematics Governor’s Institute 2004
(Download
as a Microsoft word document: Final.doc)
Names
of group members: Kathy Carswell, Linda Saulle, Pam
Krause
Topic/Theme: Number recognition and correspondence for
sets 1 through 6.
Level: Pre-K, K
Time
Element: The lesson would be completed
in a day, but the two games would be used again during the remainder of the
unit for reinforcement.
NCTM
Standards Addressed: Understanding
numbers, ways of representing numbers, relationships among numbers and number
systems.
PA
Math Standards Addressed: 2.1.A ~ Count using
numbers to six by ones (rote counting). 2.1.3B~Use concrete objects to
represent quantities up to and including six.
2.1.3C ~ Represent equivalent forms of the same number through the use
of concrete objects, drawings, word names and symbols. 2.1.3G~ Use concrete
objects to count, order and group. 2.1.3H~ Demonstrate and
understanding of one-to-one correspondence.
Math
Assessment Anchors Addressed: MA.1 ~
Demonstrate an understanding of numbers, ways of representing numbers,
relationships among numbers and number systems.
Instructional
Strategies and Plan:
1.
Six
Little Whales Song ~ You will need: * 6
necklaces made from a
whale
cutout. Number
the necklaces from 1 to
6.
*1 whale necklace with
“mother” written on it.
*1 squirt bottle
*1 poster with the song
the song written on it.
*A handout of the words
so they can sing the
song at home.
Directions: ~Begin by saying, “We are going to sing a
song about
Whales.”
~Sing
the song one time to become familiar with the
words.
~ Select 7 students to be the whales.
~Give 6 students the numbered whale necklaces
and
1
student the mother whale necklace and the squirt
squirt bottle.
~Explain that as we sing the song one whale at
a time
will swim away starting with the number
6. When
the mother whale spouts, the child who is the
mother
whale
will spray the squirt bottle in the air.
~Pass out the handouts of the song to practice
to take
home.
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(Sung to the tune of Six Little Ducks
Went Out One Day) 6
(5,4,3,2,1,0) little whales Over
the reef and far away. Mother
whale 5
(4,3,2,1,0) little whales Repeat
refrain changing the numbers from six regressing to 0. (Last verse) No
little whales Over
the reef and far away. Mother
whale 6
little whales |
went out to
play,
2. Whales Game ~ You will need: Whale or fish crackers
1 game board for each student
1 die for each pair of students
Object: Be the first player to fill your number
blocks with whale/fish crackers.
Directions: One player rolls the die and places the corresponding
number of crackers in the
blocks above that number (one
cracker per block).
Play continues back and
forth until 1 person fills the entire
Board.
Note:
If a player rolls a number that he/she has already
rolled (that
space would already be filled with
whale
crackers), the turn is skipped and play goes
to the partner.
Materials/Resources: Whale or fish crackers, game board, die.
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Interdisciplinary
Connections:
·
I
am a Little Whale – Francois Crozat
·
Technology: Millie’s Math House, Kid Pix Studio
Assessment
Strategies:
·
Formative
Evaluation (checking student understanding during the lesson): Teacher Evaluation
Summative
Evaluation (How will it be determined that the objectives were achieved?): The Rainbow Numbers and Whale
Sticks
activities listed below should be used for an informal
assessment.
1. Rainbow Numbers
Directions to students:
Pick up your purple crayon and
Trace over the five. Trace
over the six with your yellow crayon etc.
Note: Numbers are traced
over four or more times with a variety of colors creating a “rainbow
numbers”. The teacher circulates
throughout the classroom visually assessing the students while they work.
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2. Whale Sticks
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Whale Sticks Attach above fish to
different color sticks. For quick
evaluation it is helpful to color coordinate the sticks to the numbers. For example, all number 1 whales should be
on red sticks. All the number two
whales should be on orange sticks, etc.
Since all the sticks are different colors, it makes it easy for the
teacher to quickly assess the students recognition of numbers. Directions:
The students will order their sticks from left to right on a work mat
starting with 1 and ending with 6. The
teacher calls out a number and the child holds up the corresponding whale
stick. The teacher makes a quick sweep
with her eyes across the class for a quick check. |
Correctives/Remediation: The teacher should continue to use a
multi-modality approach to student
instruction, utilizing a variety of manipulatives/hands-on
activities, until mastery occurs.
Extensions/Enrichment:
1.
Fish
Bowl Game~ You will need: *Big Bowl
*Numbers, 1-6, evenly spaced around the inside of the bowl *21 Clothespins
that have 1 fish hot glued to the end
.
Objectives: The child will practice counting sets from 1
to 6, first with
a partner and then taking turns
independently.
Preparation of the game for the
students: Place clothespin fish in the
bowl.
Distribute one game to each pair of students.
Directions for students: The child reads the number. He then picks
out of the bowl the correct number of
clothespins and attaches
the fish to the rim of the bowl near the
corresponding number.
Special
Accommodations (special needs students)
·
Description
of the Special Needs student selected:
Jimmy is a student diagnosed with Asperger’s
syndrome. He is above grade level in
decoding and fluency in reading. Jimmy
loves to read anything that is fact based and quickly memorizes and recites the
facts. He has great difficulty with
problem solving and inferential thinking.
Jimmy has poor fine motor skills and has trouble writing within
boundaries and organization of his written work. He has strong rote math facts but has severe
difficulty with organization of multi-step sequences and problem solving. When he is presented with these types of math
problems, he crawls under the desk and refuses to come out.
·
Accommodations
to use with this student:
Accommodations
to use with the song:
1.
If
a center consists of listening to music, provide the written or
picture symbol words
to the student with a visual cue.
2.
The
whale necklaces with numbers on them will help with song sequencing. It will cue the child so he will know he is
next and he will be successful when participating.
3. Acting out the song to
make the math component of the song more
concrete for the
learner and to aid him in making the one-to-one
correspondence and
counting connection.
4. Providing a strong
rhythm and rhyme in the song can be an
effective strategy.
5.
Tape
the song for him to listen to before the activity to familiarize
him to it prior to the class activity.
Accommodations
for the Whale Game:
1.
Provide
picture cues or written steps to the directions for
completing the center activity.
2.
Provide
workspace for the student to work that decreases
distractions. This may include a work mat, seating at the end of the table or the front corner of the room to decrease distractions.
Accommodations
for the Clothespin Game:
1.
Provide
the student with a method of recognizing when the task is
complete.
2. Allow him to work with a peer, with the partner going first , to
model the
activity and provide a visual cue to show what the finished product looks like
and what needs to be done.
3.
Provide
the student with a verbal cue that the game is going to be ending several
minutes before the activity ends. This provides
the student with transition time.
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