Math Topic 3-1
Math Topic 3-1
Math Topic 3-1
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking
about the topics and texts under discussion).
Assessment
Materials/Resources: (List materials, include any online or book references and resources)
Smartboard
5 frames (16)
Markers (16)
3-1 Work Mats (16)
Plan for set-up/distribution/cleanup of materials:
The Smartboard will be ready to use when we come over to the carpet. If necessary the 5
frames and whiteboard markers for the students will be laid out and ready to pass out. If we use
these, students will return them to the smiley table as they go to their seats to work on the work
mat. The work mat will be next to me and student helpers will pass them out when it is time at
the end of the lesson. Work mats will go in the students cubbies when they are finished.
3.
4.
5.
6.
7.
to 5. I will review this by writing the numbers on the board and drawing circles to
represent each number.
Then, I will ask the students what numbers they think come next. They will offer 6 and 7.
Then, I will explain that is it time for the math video. We will go through the video,
which will prompt the students with questions as we go through. The video will show the
students how objects represent the numerals using objects.
Next, I will explain to the students how we can use our star fingers to help us count and
represent different numbers. I will have the student hold up their fingers and count to 6. I
will show the students that 6 fingers represent the number 6. We will repeat the same
thing with the number 7 (If necessary to help the students understand more, I will have
students come up in the front of the class to represent the numbers).
After this I will show the students a 5 frame, as we are building up to using 10 frames
with the children. I will show the students a 5 frame on the Smartboard. If there is time, I
will give the student 5 frames and white board markers as well. I will explain to the
students that now we go outside of the 5 frame. We need another 5 frame to be able show
draw 6 and 7.
After this, students will return to their seats where they will receive their work mat. We
will do the first 2 problems together as a class and then the students will be expected to
complete the last 2 problems on their own.
Closure: When students are finished, they will bring their work mat to me or Mrs.
Babula. We will check them and they will go in their mailbox to go home. Students who
finish early will be asked to read a book from the brown shelf in the library on the carpet
or at their seats. When most students are finished we will move to centers or to pack up
depending on time.
Following the video, I will use transition to the other activities by telling the students that there
are other ways to show how to count to 6 and 7. After this, I will use an example work mat on the
board to show the students what they are going to be completing. As student helpers pass the
work mats out to the tables, students will return their 5 frames to the smiley table and return to
their table to begin working. When students are finished with their work mat, they will lined up
to have it checked by Mrs. Ebners desk, which the children do regularly and have practiced
multiple times over the past weeks.
Classroom Management: Children will be sitting on the carpet for the majority of the lesson.
Students will be given reminders of how to sit on the carpet and to make sure they have personal
space by sitting in their own square with criss cross apple sauce legs. Visual cues and finger
signs to remind students to sit correctly and stay on task will also be used. I will remind children
that we need to use inside voices and only respond when appropriate. In order to help students
stay on task, they will all be participating in the activities of the lesson following the video.
Students will be given 2 minutes of free draw time on their 5 frames before we start to encourage
them not to play during the activity. While doing the work mat, students will also be reminded to
stay on task individually and as a group by using different class quiet signals. In addition,
students who need help will be asked to put their hands on top of their head for extra assistance.
Differentiation
Student S, who has difficulty paying attention and with behavior, will be encouraged to
sit on the carpet, as she has been behaving well on the carpet recently and teachers are trying to
assimilate her into the classroom routine. However, if necessary, a teacher will sit next to her
asking her questions about the topics to keep her on task. This has been successful in the past
with helping the student stay on task. If the student is misbehaving or laying down on the carpet,
she will be asked to move so she will be less distracting to the other students. Student M, who
struggles with transitions and is often resistant to doing independent work, will be encouraged
often during the lesson to complete the work on his own. I will check in to make sure he
understands the work as well, as he has shown in the past that he understands the material,
however, he often refuses to do the work. Giving him a time limit or a motivation to be able to
go to labs later on might help the student as well. Student D will be handled similarly, however,
if she misses instruction time due to pull out services, I will explain the material to her
individually. This student also struggles with fine motor skills and may be asked to circle or cross
out answers on her work mat rather than coloring. Student JH struggles with independent work
as well. He seems to question his answers and becomes very frustrated and upset. I will check in
with this student more regularly to encourage him and make sure he understands.
Students who are fidgeting on the carpet during the lesson will be given visual cues from
the teachers, such as eye contact, crossing my fingers, or pointing to my nose, all off which have
been practiced as visual cues to correct student behavior, remind them to sit properly on the
carpet, and stay on task, respectively. Students who cannot sit correctly or are fooling around will
either be asked to sit in a chair next to the carpet or at their tables depending on how many times
their behavior needs to be corrected.