First Grade Math Lesson Four
September 27, 2001
1. Context:
A. This lesson will be presented to the entire class in four groups of five student whom I will work with during centers.
B. Pattern recognition is a useful skill which is often used in mathematical and scientific concepts. Students also need to learn ways of counting quickly by grouping without counting items individually. Teaching ways of grouping by recognizing patterns can give students a concrete understanding of counting by 2,5, & 10, which most first graders in our class can recite in order but have not grasped with tangible objects. Learning to count by grouping will help student in understanding other mathematical concepts later on and in such areas as budgeting, pricing and comparisions, as well as other calculations, simple to complex, that are encountered in life situations.
C. 6.D.1 - Compare the number of objects in groups.
2. Objective:
A. Students will be able to count and organize groups through twelve, express 11 and 12 as 10 and 1 or 2 more as well as solve problems by identifying, extending, and creating patterns. A full schedule, but the grouping is a review for most and a reteaching for several who are still struggling. Working with patterns is nothing new to these students and also helps students learn grouping by distinguishing groups that repeat.
3. Method
A. Materials needed
1) I will give students one paper per student with two ten frames filled or partially filled with stars, sharpened pencils and their math workbooks for page 27 and 28.
2) Students will not need any materials.
B. I will work with students during centers in four groups of five. Centers are set up relatively at a distacnce from one another around the room to minimize distractions.
C. Give each student 2 papers with two ten frames each - two partially or completely filled; two completely empty which I have created myself. These sheet have no distracting features as the workbook does or leading answers to give students a confidence that they do not have to listen to directions because they can guess what I want from them by looking at the examples and dotted answers provided. Discuss/review with students: how many spaces are in the frame? why is it called a ten frame? How many counters do we have if the ten frame is full? What else do we use to quickly know we have ten? five? Review these questions until student indicate understanding. Ask students to identify on the first ten frame if the frame is filled or not. Next students are to identify how many stars are in their particular ten frames. There are two ten frames to a sheet and their are five different sheets so students cannot simply copy off of their neighbors. This will be explained at the start of the lesson. Allow them to experiement with two blank ten frame on a separate sheet and draw their own objects for counters. Allow a couple of minutes exploration then ask students to demonstrate a ten frame with given number of object drawn of their choice, number given will depend on the students grasp of the concept of using a ten frame. As students finish and time permitting, they will be directed to pages 27 and 28 to work on patterns. In small groups I will be able to direct students individually at their own pace and give attention to those who need it. The pattern page can be worked on individually later if necessary.
4. Evaluation
Using visual assessment and their worksheets, I will use the following rubric to assess student's understanding:
4 = He/she counts groups 1 to 12 and can use the ten frame to identify 10, 11 and 12 without counting all the counters. For patterns, the child identifies, extendes, and creates patterns.
3 = Child counts groups to 12, but must count all of the counters in the ten frame to identify 10, 11 and 12. For patterns, the child identifies and extends patterns, but has difficulty creating patterns.
2 = Child counts groups to 12 some of the time and needs prompting to use the ten frame.(Patterns) The child identifies and ectends patterns, but has difficulty with patterns that contain more than two alternating elements.
1 = Child is unable to count groups to 10 or 12 without prompting.(Patterns) The student identifies some patterns. but had difficulty ectending them.
0 = Student cannot use the ten frame to identify numbers and / or cannot identify patterns.
B. Students worksheets will be observed for assessment and remain in their workbooks for future reference. Visual and written assessment will be given a combined score and noted on my student progress chart.
C. I am looking for student recall of the ten frame concept, counting by groups using other methods such as tally marks and bundles of ten used during calendar time. Repetition and working in small groups offers more opportunities to work with individuals who are struggling and to listen to other learners express their understanding. I expect a larger percentage of students than yesterday's lesson to use the ten frame cocept and practice it. I do not expect 100% comprehension, but at least 85%-90% and I intend to continue refering to this concept in future lessons.
5. Feedback:
I liked the 10 frame sheet you made up and your questions to get the correct answers were great. I was amazed to hear the answers from the small groups. They are learning how to use the 10 frames. You did a good job of integrating the math workbooks along with your own worksheets. I really do like introducing and working on these concepts in small groups. You are doing a great job of working with the ones who are not following along. I liked how you brought up activities you do during calendar to reiterate the 10 frame (bundle of sticks) concept. Good idea making different 10 frames.
6. Reflection:
About one fourth of the students were developing a concrete understanding of using the ten frame and why, recalled information from Monday's lesson and applied the concept (4/4). These students proressed quickly to pages 27 and 28 successfully. Nearly all of the remaining students used the ten frame, but were still counting individually, ten frame use required prompting. These students worked on part of the pattern pages with success (3/[4's and 3's]). Several students are still struggling with the concept. Having the ten frame on sheets by themselves made students think about using the frame rather than just doing what the workbook indicated in the examples without finding out why. I also liked how well the different sheets worked by not allowing student to simply copy off someone else. I will conduct a brief review using the same frames I made at the start of tommorrows lesson to assess how well student are retaining the information presented in this lesson before continuing on. I want to allow students to finish working on the patterns before their chapter review.
Return to the Lesson Plans page
Return to the Instructional Processes Page | Return to the Home Page