ASSIGNMENT 3: LESSON PLAN (15 POINTS)

(Type a 1-2 page double-spaced lesson plan that includes all the categories below)
YOUR NAME SUBJECT GRADE LEVEL DATE

Yuri Montes Math Kindergarten 10/27/16

STANDARD

1.0 Students understand the relationship between numbers and quantities(i.e., that a set of objects has the same number of objects in
different situations regardless of its position or arrangement.

1.2 Count, recognize, represent, name and order a number of objects.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

What are students learning?

The students are learning that a written or given number has a meaning behind it and that the numbers are arranged in a particular order.
For instance, the number 6 means having a total of six item/objects/drawings whether they are cubes, toy cars, shapes or a combination of
all etc. While the students count each item, they are not only working on their ordinality, but are also working on their one to one
correspondence.

LIST OF MATERIALS: Unifix cubes, dice, quick images.

CONCEPT OR STANDARD TO BE TAUGHT: (i.e. number sense, geometry, measurement, pattern, mathematical reasoning)

The students are learning Number Sense.

PROCEDURE:

STEP 1: (Introduction)

I will begin my lesson by using quick images with my students. I will quickly flash 4-5 images and ask them how many circles they see
and to show me the number with their fingers. Once they show me, I will correct them if they are wrong and carefully count each circle
on the image, so that they can visually see it and fully comprehend what we are doing. Once I do this, I will write down the actual
number on the board(6), and I will explain to my students how the number written on the board is the same as the number of circles on
my image. I will not only count the circles on my image, but I will also utilize other objects, so that the students can visually see that all of
the images and objects match the written number on the board.

STEP 2: (Activity)

The students will demonstrate what they have learned by building mini towers using unifix cubes, corresponding to the number they
land on when they roll the dice. The students will have an opportunity to build up to five different mini towers. For instance, if they land
on the number 5, then they will build a tower consisting of 5 cubes.

STEP 3: (Assessment. How do you know they learned? What did you see that showed a young students learning?)

The students will combine their mini towers into one big tower. They will stack the towers on top of each other in a horizontal manner.
After they combine them, they will count each cube at a time, while I utilize an assessment chart to assess my students on certain tasks
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such as: ordinality, counting consecutively from 1-15, counting consecutively from 1-30, and checking to see if they have mastered the
one to one correspondence.

LIST FOUR OPEN-ENDED QUESTIONS THAT YOU WOULD ASK WHILE THEY ARE WORKING THAT WOULD
DEEPEN THEIR UNDERSTANDING.

1. What does the number on the board mean?

2. Does the number on the board match the number of fingers I am holding up? How do you know?
3. I will quickly flash 2 quick images with the same number of circles, but arranged differently, and will ask my students, Are the
number of circles on the images the same? How do you know?
4. While I am modeling for my students, I will count cubes and make a mistake on purpose. For instance, I will skip the number
four and ask them, What did I do wrong and how do you know?

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