Demographic Information

By: Lauren Mroz Community: Kenowa Hills suburban. Title One School, 87 % White, 3 % African American, 1.5 % Asian, 6 % Hispanic, 49.5 % Male, 50.5 % Female, 40% of Students Were Eligible For Free/Reduced Lunch (As of 2011), Average Household Income: $44,818, 3.1% of Families Live Below the Poverty Line. There are 649 students in the building as of June 2011, currently 107 Kindergarten students. The student teacher ratio is about 22:1. Currently in Kindergarten there student teacher ratio is 26:1. There are several special education opportunities at Central Elementary. The school has three special educators, two RTI specialists, one speech and language specialist, a school psychologist, and a social worker. School District: Walker (Population 23,537 as of 2011) Building: Kenowa Hills Central Elementary Grade Level: K-5 Student Characteristics: This classroom of students has a wide range of abilities; however, most students lie within average in their abilities. Several students are above average while others are below average. There are 2 students who struggle with their writing ability and need extra guidance during writing assignments. In addition, the majority of students are unable to read still, with a few exceptions. There are no students who are handicapped or any learning disabilities. One student however, is under surveillance for being ADHD. Special Considerations: For this lesson it is important to make sure the technology is working that day. If not, modifications can be made, but the lesson is most effective with the use of technology. Special considerations should also be taken into account for various student abilities. Some students may be farther ahead or behind in their ability to count to 100 or 30. In this case, the teacher may need to do some extra explaining of the assignments to them or make sure to spend a few extra minutes reinforcing the counting concepts during the classroom activity. Students who are more advanced could be required to help friends who are struggling with counting.

General Overview
Grade Level: Kindergarten Subject: Mathematics General Topic: Counting

Prior Knowledge: Familiarization with the numbers 1-10. An understanding of the pattern for how we count 10 plus 1-9, 20 plus 1-9, 30 plus 1-9 etc. Recognize that when we count by 2s, 5s, and 10s we dont say every number instead we say every 2nd, 5th, or 10th number.

Lets Count!
Standards: N.ME.00.05 Count orally to 100 by ones. Count to 30 by 2s, 5s and10s using grouped objects as needed. Standard 3Learning Environments o 3(g)The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally. Standard 5 Application of Content o 5(c) The teacher facilitates learners use of current tools and resources to maximize content learning in varied contexts. o 5(d) The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts. Learning Objectives: TLW recite the numbers 1-100 by counting to 100 by 1s orally using a movement song/video. o I can count to 100 by ones. TLW count to 30 by 2s. o I can count by 2s to 30. TLW count to 30 by 5s. o I can count to 5s to 30. TLW count to 30 by 10s. o I can count by 10s to 30. TLW identify groups of 2s, 5s, and 10s. o I can count easier by grouping in 2s, 5s, and 10s. Technology Identify Technology: Technology is a machine, device, or tool that is used to improve the way of doing something. In the case of this lesson, the technology that is used improves the ability for students to learn by making information easily viewed as well as giving students the ability to manipulate objects. Why is it appropriate?: These pieces of technology are appropriate for this lesson because it engages the students to learn math hands on. Students begin by following along with a movement song projected on the large screen that requires them to practice counting by ones to 10o. A book is also read on the ELMO so that all the students are able to view the words and pictures more clearly. A mini activity using Ten Bug is done collaboratively as a class with the help of the ELMO and large screen projector. This allows all the students the ability to see the grouping of the

squares and several students will have the ability to manipulate the squares under the ELMO. In addition, so that all students are able to see, guided practice is done using the ELMO as the teacher models how to complete the classroom activity worksheet. What resources and equipment are needed?: The technology that will be used in this lesson are: the teachers computer, the ELMO, and the large screen projector. The teacher will also need internet access to play the YouTube videos and the classroom activity worksheet and homework worksheet provided in this lesson. What technology skills do the students and teacher need to use effectively? The students do not need any specific technology skills in this lesson. In order for the lesson to be effective, the teacher must know how to mirror what is on her computer to the large screen projector to play the YouTube videos. The teacher must also know how to switch to projecting the ELMO on the screen and basic functions of the ELMO like lighting, focusing, and zooming in/out. What could go wrong? There are several things that could go wrong in this lesson. The internet could be down, which would impact the ability to play the YouTube videos. There could also be something wrong with the ELMO or the ability to switch to using the ELMO that would prevent the use of it for displaying the book, squares, or worksheets to the whole class. What is your backup plan? If the internet was down, I would simply play a different song from a CD that had the kids count to 100 or have them count to 100 in different voices (movement could still be added by making up different moves for every group of 10 and having the kids mimic them). If the ELMO was experiencing issues, instead of reading the book on the ELMO I could read it to them on the carpet. In regards to the Ten Bug part of the lesson, I could use 30 magnets on the white board and have the kids come up to the board and arrange them there. Instead of walking through the worksheets on the ELMO, I will have to explain it the old fashion way by walking around the classroom and showing them what to do.

Anticipatory Set
To engage the students and get them excited about counting they will do a movement counting song that has them count to 100 by 1s orally. If students are really enjoying it, play the song again. Lets Get Fit: Count to 100 by 1s YouTube video:
http://www.youtube.com/watch?v=S4rhzjD5ohw

Instruction Strategies
Introduction: Read the book Curious George Learns to Count from 1 to 100 by H.A. Rey on the ELMO Engage in a discussion about the book. Mini Group Guided Practice: Count to 30 by 1s and clap on every 10. Practice counting aloud to 30 by 2s, 5s and 10s. Whole Group Guided Practice: Ten Bug *This is to be done as a pretend dialogue between the teacher and the lady bug.* *Ten Bug is attached to this lesson and should be printed out, laminated, and used as a prop.* This is an explorative activity in which the teacher challenges the students as a class to find ways to group the objects to make it easier to count to 30. Because this is explorative, the activity is flexible and depends on what the class knows about grouping. The goal is to engage the students into grouping objects into 2s, 5s, and 10s to make it easier for Ten Bug to count. Pass out bags with 30 small squares in it to each student. Introduce Ten Bug to the class: Ten bug loves to count to 30 but she told me she has problems counting to high numbers like 30 Place 30 small square pieces under the ELMO and have Ten Bug incorrectly count the pieces. Ask the students if she did it right. Tell the kids that Ten Bug needs help counting these items. Have the students practice different ways to group their squares to make it easier to count to 100. o Circulate the class as the students practice grouping. Call on students to come up and organize the squares on the ELMO so it is easier for Ten Bug to count. After each student organizes the squares have Ten Bug count them. o Depending on how the students organize the pieces scaffolding may be needed to lead them to grouping by 2s, 5s, and 10s. Guided Practice Students will do an independent worksheet to practice counting and grouping numbers by 2s, 5s, and 10s.

Teacher will go through the worksheet with the students on the ELMO. The first problem in each section the teacher will do. The second problem the teacher will have the kids help her do. The third problem the kids will practice doing it on their own. Students will then receive their worksheet and be required to do it themselves. Assessments (formative and summative) Formative Assessments: o Observe if the kids are counting by 1s to 100. o Observe if the kids are clapping on the 10s when counting by 1s to 30. o Observe if the kids are counting by 2s, 5s, and 10s to 30. o Observe if the students are able to group the squares in different ways. Paying close attention to if they are able to group them by 2s, 5s, and 10s. o Circulate, provide guidance, and observe the students during the classroom activity worksheet. Summative Assessment: o Worksheet that goes home for homework. Closure To reinforce counting the lesson will end with reviewing the answers to the worksheet as a class. Students will be invited up to the ELMO and share their answers. The teacher will also have circulated the class during the activity and starred each side when the students have completed it correctly. The lesson will end with a fun counting video on YouTube to get the kids up and moving after sitting for so long. o Whatcha Gonna Do? (Count by 2s, 5s, 10s)
http://www.youtube.com/watch?v=GTYxfltyPgg

Independent Practice (homework) Students will take home a worksheet to complete with their family on counting by 2s, 5s, and 10s. **Attached to lesson Resources:
http://skc.edu/sites/default/files/InTASC_Model_Core_Teaching_Standards_2011.pdf http://www.youtube.com/watch?v=GTYxfltyPgg http://www.youtube.com/watch?v=S4rhzjD5ohw

Name: _______________________________________________________________________ Directions: Look at the number line below. Count by 2s and color every 2 numbers.

9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30
Directions: In the first box draw five objects. In the second box, draw 30 objects and circle groups of five.

Name:_______________________________________________________________________ Directions: Look at the picture below and circle the objects that are in groups of two. Color the objects that are in groups of five.

Name: _______________________________________________________________________ Directions: In the box below, draw 30 objects. Color groups of 5 different colors. Ring the groups of 10.