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Candidate:
Sarah Mecklenburg
Standard(s):
MathematicalContentStandard:
K.MD3. Classify objects and count the number of objects in each category.
Date:
Nov. 12, 2014
Single/MultiDay
Lesson:
Multi-Day Unit
MathematicalPracticeStandards:
MP.1 Make sense of problems and persevere in solving them.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.5 Use appropriate tools strategically.
Lesson#2of3
LanguageArtsStandard:
K.W2- using a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will be able to conceptually understand the relationship between the number of objects and sorting them
in categories by count.
II. LEARNING OUTOME (Objective):
When classifying objects, students will be able to:
Count, recognize, represent, name, and order a number of objects at an average 80% level of proficiency
as determined by a post-test analysis.
Reason abstractly and quantitatively, attend to precision, and looks for and makes use of structure as
determined by teacher observation.
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
summarizing the unit of study, at a rubric level of 3, based upon classroom criteria.
III. CURRICULUM CONNECTION (How This Lesson Fits into Unit Plan):
Lesson 1: Students will acquire the knowledge and understanding of how to classify, count, and sort objects (up
to 3).
Lesson 2: Students will acquire the knowledge and understanding of how to classify, count, and sort objects (up
to 7).
Lesson 3: Students will acquire the knowledge and understanding of how to classify, count, and sort objects (up
to 10).
IV. INSTRUCTION
A.
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Objective:
Today we are going to learn how to classify objects and count the number of objects in categories.
Inquiry Question:
How can you count these backyard bugs?
Directions:
Teachers will tell students that there are bags of backyard bugs on their desk. Teacher will tell students
that they can take the bugs out of their bag and see how many different bugs they have and how many
bugs do they have in total. As students discuss and explore in pairs, teacher will monitor how the students
use appropriate tools strategically (MP5.) by listening to their discussions and give attention to English
learners and special needs learners that require clarification. Students will be given a reasonable amount
of time (3-5 minutes) to explore and discuss their findings. To activate prior knowledge, teacher will
ask students to discuss what they have learned about counting shapes and finding the total number of
bugs. Teacher will model students responses to counting, recognizing, classifying, and naming (up to
10).
B. INSTRUCTIONAL SEQUENCE/EXPLANATION (Teaching Methodology with Student Activities):
Step #1:
Teacher begins by restating the 1. Objective and 2. Inquiry questions:
1. Today we are going to learn how to classify objects and count the number of objects in categories.
2. How can you count these backyard bugs?
Step #2:
Teacher will:
a. Introduce and model the classification and counting of the backyard bugs.
b. Discuss that the goals of the activity is to work with their partner and see who can count the bugs and
find the total number of bugs.
c. Discuss that they will continue to record their results, but this time they will compare their answers.
Step #3:
Teacher will:
a. Explain to students that they will have 5 minutes (set a timer) to work with their partners and record
their results.
b. Discuss that they will only record the students results and not compare bugs.
c. Call on different students and ask them to come up to the whiteboard and write down some possible
results.
d. Model how to record their results with their partners and compare each others total number of shapes.
e. Ask: Which bugs do you have that are the least? and Which bugs do you have that are the most?
Step #4:
Teacher will:
a. Give students 5 more minutes (set timer) to record more results, count bugs and compare the results
with their partners.
Step #5:
a. After students complete their worksheets, they will share their outcomes and teacher will write
responses using the whiteboard.
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C. APPLICATION ACTIVITY/EXTENSION (Practice and/or Reflection):
During the Application/Extension phase, whole group instruction ends and small group begins.
Independent assignments will be given to each cooperative group of two. Have students count and
compare shapes again, except this time, the group of two will combine the shapes form their 1 bag, and
count how many different types of bugs they have. The students will record their results on a Classify
and Count worksheet. After the students have counted and identified bugs, they can disclose the
strategies they developed from working with their partners. (MP3)
D. MATERIALS & RESOURCES:
AdvancedLearners:
Thelessonwasextendedforadvancedlearners.Theadvancedlearnerwasgiventhetaskofclassifying
andcountingincategories.TheadvancedlearnerusedaClassifyingandCountingworksheetto
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recordtheirresults.Also,theywerepairedwithstudentsrequiringintervention.
Intervention(StudentswithIEPs):
StudentswithIEPs,whorequireintervention,willbenefitfromtechniqueslikecolorcodedbug
definitionofterms,repeatingdirections,comprehensionchecks,cuesandprompts.Pairthechildwith
anadvancedlearnertopersevereinsolvingtheproblemtogether.
EL/EnglishLearners:
SDAIE(SpeciallyDesignedAcademicInstructioninEnglish)techniqueswereusede.g.,using
multisensoryexperiencessuchascolorcodeddefinitionsofterms,andvisuals.Pairthechildwith
anotherchildwhoisatasimilarEnglishlanguageproficiencylevel.
VII. HOMEWORK (IF APPROPRIATE): N/A
Revised 9-20-14
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