1. Topic-
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| Number equality and relationships |
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2. Content-
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| Equal sign (=, counting numbers 1-10, different relationships with
numbers 1-10 |
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3. Goals: Aims/Outcomes-
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1.The learner will recognize, model, and write whole numbers through
30.
2.The learner will make connections through the use of oral language,
written language, and media and technology. |
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4. Objectives-
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1.1.01 Develop number sense for whole numbers through 30.
a. Connect model, number word (orally), and number, using a variety
of representations.
b. Count objects in a set.
c. Read and write numerals.
d. Compare and order sets and numbers.
e. Use ordinals (1st-10th).
f. Estimate quantities fewer than or equal to 10.
g. Recognize equivalence in sets and numbers 1-10
2. 1.03 Solve problems and share solutions to problems in small groups.
3.3.02 Discuss concepts and information in a text to clarify and extend
knowledge
4. 3.04 Use speaking and listening skills and media to connect experiences
and text:
- listening to and revisiting stories.
- discussing, illustrating, and dramatizing stories.
- discovering relationships.
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5. Materials and Aids-
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> White boards
> Dry erase markers
> "Ten Little Rubber Ducks" by: Eric Carle
> Game memory cards |
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6. Procedures/Methods-
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A. Introduction-
| Good morning students! How is everyone today? Great!! Today we are
going to explore numbers in math as well as read a fun book! How many
of you have ever seen a rubber duck? How many of you have a rubber
ducks? What do you use them for? Awesome! I have one that stays in
my bath area. Now we are going to read a book today about rubber ducks!
A special book about 10 rubber ducks! Can everyone show me the number
10 with their fingers?? Can you all help me count to 10? Wow ten is
a lot of rubber ducks huh? |
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B. Development-
1. Read the book "Ten Little Rubber Ducks"
2. Go over different relationships between numbers using pictures
of the rubber ducks from the book. (Show eight and model 4 and 4,
show 4 and model 2 and 2, show 6 and model 3 and 3, etc.)
3. Go over different numbers and how they look. (Have different objects
or draw different numbers of objects and have the students write or
tell you the number of objects drawn. |
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C. Practice-
1. Get whiteboards and markers and draw various numbers and solutions
that are equal to each other: 2=2 is this solution correct? How do
you know? What does the = mean? How about this... 2= 2(dots) Is this
equal? Why or why not? How about 3+1=4 is 3+1 equal to 4? Is 4=8?
4+4=8?
Keep giving students various examples of numbers and go over why they
are equal or not equal and how they they can relate to each other.
Each number 1-10 should be gone over and students should count to
10 once they are done and write the numbers out on the board.
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D. Independent Practice-
1. Students will draw 2 sets objects (dots) that are equal.
2. Students will write numbers that are equal in the form of equations
or models.
3. Students will be placed with a partner and try to trick them by
putting correct and incorrect variations of numbers. |
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E. Accommodations (Differentiated Instruction)-
1. Work with smaller numbers for some students.
2.Manipulatives and physical objects.
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F. Checking for understanding-
Review with the students what they have learned... Go over their
definition of the = sign and how they know some numbers can help them
with other numbers.
When I say the number 8 does that make you think of other things?
What might it make you think of? (4. How many 4s? 2 fours). |
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G. Closure-
Play the memory game.
> 20 cards
> numbers 1-10 in numerals and stickers
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7. Evaluation-
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Assess what the students put on their boards and how they choose to
do the independent practice. Also watch them play the game to see
if they can 1-1 correspond numbers with amounts. |
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8. Teacher Reflection-
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| (Reflection) The students did a good job for the most part. The
hard part was introducing them to the = sign and equations for most
of the lesson. They had a mild understanding of each. Some knew how
to write equations others were confused about doing so (2+=...after
explanation 2+2=4). Students were able to make connections of what
numbers looked like and that just because something is displayed in
different ways they can still be the SAME or EQUAL. (Since the students
learn that Qu is always together you can explain that in a way same
(4) and equal (4) 4=4 for a model). The students were able to apply
what they learned from the lesson to the game. The cards with stickers
were made to represent number relationships (4 dots would be 2 dots
side by side. The students were able to see the number four and know
to look for 2 and 2 or see 4 stickers and say 2 and 2 = 4! The students
did have trouble with the higher numbers for instance 8 and 10...
other numbers they were able to see 4 and 1 and know it was 5. With
the students being in pairs they were able to work together and notice
if one of them miscounted the other would point out the number written
and the number of stickers were not equal or the same. |
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