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# Eileen Smith

## February 17, 2015

The University of Scranton
Subject Area
Essential Question(s)

Mathematics
Math: How do young children apply the basic concepts

## Title of the Unit

Title of the Lesson
Estimated Time
Summary of the

## of lines and curves to writing numbers?

Preparation for Number Writing
Tactile Number Strokes
Kindergarten
30 minutes
In this lesson, students will practice writing the

Lesson

## numbers through kinesthetic and tactile stroke-

Materials Required

formation activities
Math Masters p. 8,9 worksheets, whiteboards (for
writing on), sealed plastic bags filled with paint, pencils

## Common Core Math:

K.CC.3 Write numbers from 0 to 20. Represent a

## number of objects with a written numeral 0-20

(with 0 representing a count of no objects).
K.CC.4 Understand the relationship between
numbers and quantities; connect counting to
cardinality.
Objectives/Webbs DOK
Identify numbers
Develop stroke formation skills to prepare for writing numbers
Vocabulary
Stroke, line, curve, circle
Procedure
Engagement:
Teacher will begin the lesson by telling students action
stories that require them to use their hands to draw
actions (strokes) in the air. For example, Youve just

## blown bubbles. Trace the bubbles all around you.

These strokes would be circular. Teacher will ask
students about the different shapes that the strokes
make. Teacher will continue until all of the strokes are
shapes that the strokes make and where they could be
seen in the world.
Exploration:
Teacher will pass out a sealed bag filled with paint to
each student. The teacher will explain that it is very
important that the bags stay closed so that the paint
does not spill. Teacher will demonstrate to the students
the different stroke formations that have been practiced
by drawing them with a finger on the bag.
Elaboration:
Students will go through each of the stroke types
(circular, curved, vertical, horizontal, diagonal, and
curving). Ask, where re these shapes seen in the world,
when do we know numbers, why are numbers
important, why s it important to know how to write
numbers
Explanation:
When they have completed that, students can then

## begin practicing different numbers on the bags.

Teacher will ask when/where we will use numbers.
Teacher will then split the class into pairs and give each
pair a number 1-9. The students will go around the
classroom with their partner and gather that many
objects. Then, as a class, we will verify if they have
gathered the correct number of objects. The students
will practice writing those numbers on their bags when
they are finished. Students will also be asked if they
have more or less objects than another group.
Evaluation:
When all students have completed this activity, teacher
will verify the students understanding of the strokes by
drawing some in the air and asking students what kind
of strokes they are. The teacher will then once again go
through the numbers 1-9 aloud and in order, and then
have the students recite them on their own to test their
understanding.
E-Learning:
Instead of using a paint bag, the teacher could use the
SmartBoard to practice the strokes. Teacher could show
Assessment

## a clip of each action story to demonstrate the shapes .

Teacher will assess students by asking questions

## know about the different strokes, the teacher can get a

better understanding of what needs to be worked on.
As the students are drawing with their fingers on the
bags, the teacher can ask what stroke they are
practicing. When going over the partner activity, the
teacher is also assessing their understanding of

## cardinality and counting.

The tactile activity could be adapted by using different

Accommodations

## mediums. For example, instead of the bags filled with

paint, the students could use a tray with sand in it,
shaving cream on the table, or using sandpaper cutouts
of numbers. These different mediums can be selected
based on the group of children that are in the class and
their ability level.

Vocabulary
Stroke: moving your hand or an
object across another object
Line: a long thin mark
Curve: a line that bends and is not
straight

and no corners