Procedures-
Lesson 1- Instructional Plan
Teach the students how to play
the game
Ask the seated students such
questions as: Who is next to Marcia? Who is in line just after Eric? Who is in
line just before Carol? Who is between Tom and Karan?
Next ask the students who are
standing to name their position in line using ordinal numbers (first, second,
third, and so on). Then ask questions using these positions, such as: Who is in
the sixth place in line?
Now have the students who are
standing sit down and the students who are seated stand in line on the left
side of the bridge. Pose similar questions about the students who are now
standing.
[This lesson offers an
opportunity for another song-related activity, this one focused on “Down by the
Station.” Its words can be found here.
If you wish, the students from each side of the bridge can become a separate
train, naming their position in ordinal terms and moving around the room to the
words of the song.]
Next distribute to each student
a bag of buttons and a 10 strip.
Display a numeral less than 10 and ask the students to make a button train by
putting one button into that many spaces in the 10 strip, beginning with the
far left space. [This space has been bordered in a heavy line to distinguish it
as the first space on the train.] When they are ready, ask the students to
count the filled spaces aloud.
Then call on various students to
choose a number less than 10 and ask the other students to fill that many
spaces in the 10 strip. Have students count the buttons aloud to check that
they have used the correct number of buttons.
Now call on a student to display
his or her train and ask the other students questions such as: What button is
before the red one? What button is after the green one? Which button is in the
second space? Which button is between the metal button and the striped one?
Request the students to pose similar questions to their peers.
Next have them place one button
in each of the 10 spaces. Then call on various students to describe their
button strips using ordinal language. For example, a student might say, “I put
a big blue button in the first space and a little red button in the second
space. Then I put a button with two holes in the third space.” As a first entry
in a unit portfolio, you may wish to have the students
record one way that they filled the 10 strip.
Questions:
- What number words did we use today that tell us how many
we have of something?
- What words did we use that tell about order?
- Make a train with 10 buttons or less. How many buttons are
in Judy's train? In Mark's?
- Here is Sam's button train. Which button is in the third
place? The 10th place?
- Look at your train. Who has a red button in the fifth
place?
- What place comes after the sixth place in line? After the
third place?
- What place comes before the fourth place? Before the 10th
place?
- How many buttons will come before the sixth button in a
train?
- What place is between the second and fourth place?
Lesson 2- Instructional Plan
Teach the students the song,
"If You’re Happy and You Know It" using the
available song lyrics
Give each student a small plastic
bag containing about fifteen buttons. Ask the students to dump their buttons
onto their 
table or desk and tell 
them to find buttons in their
set of buttons that fit each description that you will give.
First name an
attribute such as “red.” Now lead the students in singing the song, substituting, “If you
found a red button, hold it high” for “If you’re happy and you know it, clap
your hands.” Sing several verses with other attributes, for example, big,
square, broken, and four-holed-button.
Now hold up one button and ask the students to describe it in as many ways as
they can. Record the descriptive words on the board.
Choose two descriptive words
that are mutually exclusive (such as blue and white) and write them on separate
file cards. Next form two circles with yarn and put one file card face up in
each yarn circle. Tell the children the figure is called a Venn diagram.
Now
hold up a button and ask where it should be put. [If the button is neither blue
nor white, place it outside the circles.] Repeat with several more buttons,
then remove both cards and all the buttons and repeat with other attributes.
Next, on separate file cards,
write words that might describe a single button (for example, big and red).
This time, overlap the yarn circles and place one file card in each circle.
Place a button in the correct position and elicit reasons why it goes in that place.Place a button in the correct position and elicit
reasons why it belongs in that place. Now hold a button and ask where it should
be placed in this new Venn diagram. Then call on volunteers to place other
buttons on the diagram. [Buttons that have both attributes should be placed in
the overlapping section.]
Next remove the buttons and the
cards from the circles, and place two different file cards upside down, one in
each yarn circle. Without revealing the sorting rule,
place several buttons in the circles, then ask for volunteers to try to place
additional buttons. If a student places a button incorrectly, move it to the
proper position without explaining why.
When several buttons have been
correctly placed, ask a volunteer to tell how he or she figured out what was
written on the file cards. Then display the cards right side up so the
students’ hypotheses can be verified. Repeat the activity with other
attributes, using a different pair each time. To record the activity, ask each
student to draw two overlapping circles, label them, and draw buttons in the
circles.
Questions:
- Can you find two buttons that are alike in some way? How
are they alike? How are they different?
- How did you know where to place a button when you could
not see the labels?
- Look at these buttons. What labels could you use to
describe them?
- Choose two ways to describe this button. If you made a
Venn diagram with these attributes, would the circles overlap?
- How would you tell another student how to place buttons?
Lesson 3:
Provide pairs of students with
two dice, buttons, and the red and blue strip of paper from the previous
lesson. If these strips are not available, give the students a strip of paper
and ask them to color one half of the paper red and the other half blue. Next
ask them to count out seven buttons and write that number in purple on a
separate sheet of paper. Then ask them to find as many ways as they can to
separate the seven buttons into two sets, putting some (or no) buttons on the
red side of the paper and some (or no) on the blue side. Ask them to record
each way using red and blue numerals to match what they have done. Some of the
possible sorts are shown below. There will be five more sorts when the set is
complete.
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7 |
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3 |
4 |
When they have decomposed seven
in several ways, help them enter two or three of their findings on a class
record chart. Once all their sorts made have been recorded, ask the students
whether there are any sorts missing. [There are eight possible sorts of seven
objects. Students may need to be reminded to use 0 on each of the sides.]
Call on a volunteer to read one
row of the chart. Now demonstrate how to rewrite that entry on the chart as a
pair of addition sentences. Then challenge the students to write the same row
as a pair of subtraction sentences. [You may wish to model how this is done if
the students have not previously encountered the subtraction sign.]
Call on volunteers to read their
subtraction sentences aloud. Then write the sum (7) and the four sentences that
can be derived from a pair of its addends (say, 5 and 2.) [It will help the
students to see the relationships regardless of whether they continue the
convention of writing the addends in blue and red and the sum in purple.] Tell
the students that this is called a fact family. [The fact family for 7, 5 and 2
is: 5 + 2 = 7, 2 + 5 = 7, 7 – 5 = 2, and 7 – 2 = 5.]
Now ask the students to count
out eight buttons on the red side of their strip and repeat the activity,
recording all the possible two-addend combinations for eight. [This time there
will be nine ways to sort the buttons. You may wish to encourage them to look
for a pattern as they make the sets.]
Repeat with other numbers. [The
number of ways to sort the buttons will be one more than the number of buttons
used. To be sure all the sorts are found, the students
might be encouraged to start with all the buttons on one side of the strip,
then move them one at a time to the other side of the strip, recording each
addend pair as it is displayed.]
Finally, ask the students to
choose a number from zero to 10 and write one fact family that has that sum.
When the students are ready, ask several volunteers to demonstrate the fact
family using buttons and a red and blue strip of paper. Then ask them to find
the addends and sum for that fact family on their Sums to 10 chart.
You may wish to ask the students
to select two addends and their sum to record for their portfolio by drawing a
picture illustrating that fact family.
Student Assessment-
Lesson 1: Questions:
- What number words did we use today that tell us how many
we have of something?
- What words did we use that tell about order?
- Make a train with 10 buttons or less. How many buttons are
in Judy's train? In Mark's?
- Here is Sam's button train. Which button is in the third
place? The 10th place?
- Look at your train. Who has a red button in the fifth
place?
- What place comes after the sixth place in line? After the
third place?
- What place comes before the fourth place? Before the 10th
place?
- How many buttons will come before the sixth button in a
train?
- What place is between the second and fourth place?
- Rubric
Lesson 2: Questions:
- Can you find two buttons that are alike in some way? How
are they alike? How are they different?
- How did you know where to place a button when you could
not see the labels?
- Look at these buttons. What labels could you use to
describe them?
- Choose two ways to describe this button. If you made a
Venn diagram with these attributes, would the circles overlap?
- How would you tell another student how to place buttons?
- Rubric
Lesson 3: Questions:
- How many buttons are on the red side of this sheet? On the
blue side? How many in all? What addition sentences could you write to
show that? What subtraction sentences?
- What was one sum that we used? What pairs of addends had
that sum?
- What pairs of addends make a sum of four? Of one?
- Would you get the same sum if you had two buttons on the
blue side and three on the red side as you would if you had three on the
blue side and two on the red side? Can you write the addition sentences
that show that? What are the related subtraction facts for this family?
- Rubric
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REFINEMENT- Prepared after the
lesson and the post observation conference. |
IMPACT—Prepared after the lesson
and post-observation conference
Reflection/Analysis of
Teaching and Learning-
Discuss student progress in
relation to the sated objectives (i.e., what they learning with indicators of
achievement.) Discuss success of
instruction as it relates to assessment of student progress. Include three student samples (high, average,
low) and an analysis of their performance based on assessment results.
REFINEMENT—Prepared
after the lesson and post-observation conference
Lesson Extension/Follow
up:
Based on your reflection,
discuss plans for subsequent lessons to reinforce and extend understanding
particularly for students who did not make satisfactory progress.
Lesson
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