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1. Topic-
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2. Content-
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| Numbers 1-6, numbers represented through groups of objects, pictures
and pips pattern on Dice. |
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3. Goals: Aims/Outcomes-
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1.Develop visual number sense
2.Subitize arrangements of 1 to 6 objects or dots.
3.Recognize pictorial (dots) and concrete(numerical) representation
of numbers. |
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4. Objectives-
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1.Able to use manipulatives to represent numbers up to 6.
2. Shift between concrete, pictorial and symbolic number representation.
3. Follow the rules of the Math game. |
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5. Materials and Aids-
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| Manipulatives (any),hoops or skip rope to make concrete graphs,
dry erase markers, dry erase board, small boards and chalk, dice,
8 game photocopies and clear sheet protectors. |
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6. Procedures/Methods-
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A. Introduction-
1.Read a book "Christopher Counting" by V.Gobachev while we all
sit in a circle.
2.Ask students also look around and see what they can count in the
classroom.
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B. Development-
1.Have one student at a time, when quietly prompted, find and bring
a 1 to 6 objects from the classroom into the middle of the circle
and place it in the hoop.
2. Have children record on their small dry blackboards the number
of objects their peers found as numbers.
3. As they do that also represent the number on the erase board in
dot form.
4. Show how die/dice is used to represent concrete numbers pictorially.
5. Ask children to come up to the board and draw a number while I
roll the dice for all to see.
6. Introduce the Gingerbread Man Game-as a fun way to use numbers
and dice.
7. Explain the rules of the game.
8. Pass aound the copies of the game and create groups of 2 or 3. |
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C. Practice-
1.Have children play the Gingerbread Man game.
2.Observe and encourage.
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D. Independent Practice-
1.Circulate and observe children play.
2.Take notice if students can follow the progression of the game independently
without confusion.
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E. Accommodations (Differentiated Instruction)-
1.For higher level learners-modify and print out a game that contains
higher numbers and requires dice with higher numbers.
2.For lower level learners, make and print a copy of the game that
is more accessible through highly visual numerical and pictures, rather
than words.
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F. Checking for understanding-
| 1.Ask every child to contribute by finding manipulatives, counting
them and recording it first as dots and then as the corresponding
number. |
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G. Closure-
1.When the first group completes the game, they receive a prize
(sticker on their worksheet).
2.Groups who'll finish next will also get a sticker, and can erase
and play again or will be taught new dice games to play until everyone
is finished. |
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7. Evaluation-
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Share and review of Gingerbread man pictures.
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