6.D.1 - Compare the number of objects in groups.

2. Objective

     A. Students will be able to count and order groups from 1 through 12.

3. Method

     A.) Materials needed

          1.) I will not have any materials to provide to students.

          2.) Students need their math workbooks and a sharpened pencil.

     B.) Students are arranged at tables with up to four students at each table.

     C.) To build on Friday's lesson, I will begin by holding up five fingers and asking students to hold up more than I have. This will allow a quick assessment of the concept of more. Check for students who may look confused. Students will be asked to turn to page 21, which deals with sequencing. Students will then spell the word twenty-one which familiarizes students with the written numbers as well as numeric form. Ask students to look at the three pictures at the top of page 21. Raising hands, students will be asked if they can tell the sequense of the pictures and why the child in picture two is making a tower (of three blocks prompt if necessary). Instruct students to work on pages 21 and 22 only counting the number of blocks pictured, write the number of cubes in each tower pictured, then draw the number of cubes needed for the missing towers. (Many students had already started working on these pages Friday.) Students should quickly finish these two pages. I will walk around to observe and help any students struggling. A handwritting sheet will be available for students finishing quickly. On the bottom of page 22 is a problem solving/critical thinking problem. As students finish I will ask them to look at the three towers of cubes. Ask the child to circle the one with the fewest cubes and put an X on the tower with the most cubes. Then students are to draw the towers missing in the sequence without gaps missing to tell them where they belong.

When all students have completed pages 21 and 22, I will instruct them as a group to turn to page 23. I will ask the class as a whole what number comes after 10. Then we will look at the counters on the top of page 23. Explain that we can group the ten counters just as we create a bundle with our popcicle sticks when we reach ten. Instead of a bundle, we can use a ten frame. Draw a ten frame on paper with only eight squares filled, give each child a copy to work with. Ask students if I have ten. Do I have more of fewer than ten? Discuss how the frame will look with ten counter in it. Students should recognize that the ten frame should be filled. Ask students to draw the counters they need to make ten. Is the frame filled?

Discuss how adding one more counter outside the ten frame makes eleven or ten plus one equals eleven. Discuss how we start over with zero in the ones place with the number 10. Eleven is one more than ten therefore one replaces the zero. The next set of counter shows a ten frame with twelve counter (two outside the frame.) This represents ten plus two. Instruct students to circle the number of counters in the next three frames. Ask students how the ten frame can help then know a number is 12 without counting? Direct student to page 24 ask students how many green apples are in the first group? Write that number on the line. Count the number of items in each group and write the number in that square.

4. Evaluation

     A. Using visual assessment and their worksheets, I will use the following rubric to assess student's understanding:

     4 = Child identifues missing numbers in ascending sequences. He/she counts groups to 12 and can use the ten frame to identify 11 and 12 without counting all the counters.
     3 = Child identifies most missing numbers in ascending sequences. Child counts groups to 12, but must count all of the counters in the ten frame to identify 11 and 12.
     2 = The chils identifies missing numbers in ascending seaquences that start with 1 but requires prompting for those that do not.Child counts groups to 12 some of the time and needs prompting to use the ten frame.
     1 = The child is unable to find missing numbers is ascending sequences without prompting. Child is unable to count groups to 11 or 12 without prompting.

     B. Their worksheets stay in their workbooks for reference. I will record their scores according to the rubric noting how students perform on each assignment.

     C. As long as 95% of the class achieves at least a three on the rubic for all criteria, we will move on to solving problems by identifying, extending, and reating patterns and then review the last four concepts.

5. Feedback:

Changing this lesson from a whole class group to small groups was a good idea. I like how you ask them about more fingers. Next time you might want to ask individual students because i noticed some were just holding up the same number of fingers as the person across the table. I also liked how you changed from working on 4 pages to 2 pages.

6. Reflection:

Since we began centers today, I asked Mrs. Robertson if we could use the math center for a math lesson rather than free exploration, at least for now. This also worked well to fit math into a already shortened day. This method seemed to work better for keeping a small group of students on task and allowing for a more accurate assessment of individual students. I really like working this was to introduce a concept and for a final review before testing to assess individuals indirectly. Many students were very interested in what I was writting as they worked on their problems. I simply told them I was doing my school work and they were satisfied. The lesson indicated that all students had no problem following a sequence where they only had to draw every other number of objects in sequence and write the opposing number of objects pictured. They are very familiar with counting but not taking sequencing out of order. Only a handful could take items out of order and put them in the proper sequence during the lesson, most needed step by step prompting. Yet, during an activity on Friday, nearly every student put their sheep in order from 1 to 12 after cutting them out individually out of order. Perhaps having the numbers to guide them they can, but the concept is not yet concrete when only pictorial sequencing is used? As mentioned in the feedback. The first two groups could not make the logical step from sequencing from 1 to 10 to counting to 12 by using a ten frame for grouping. I then only worked on the first two pages with the next two groups. Tommorrow we will review sequencing and use ten frames and counter manipulative to get students focusing on the concept instead of just completing a worksheet according to what they think they should do. Too many students simply turn the page and start tracing numbers and any other dotted lines and think they know what they are doing. Mrs. Robertson gave me several guides to use instead of the math book. I will look through these to find other ways of teaching counting, grouping and sequencing.