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Title/Focus
Math Grade 1
Number Line Lesson 1
(25 minutes)
Teacher
:
Date:
Sophia Gross
November 25, 2015
LEARNING OBJECTIVES
Students will:
Identify numbers from 0 to 20.
Sequence numbers from 0 to 20.
Count forwards and backwards by ones between 0 and 20.
Skip count by twos from 0 to 20.
ASSESSMENTS
Observations:
Key Questions:
PROCEDURE
Attention Grabber
Transition to Body
Introduction
Teacher invites students to gather and sit at the SMARTBoard
Froggie Hop materials at sand table
Hocus Pocus Focus, Focus
Teacher asks students what their listening behaviour should be
(what are your eyes, lips, ears doing?)
Teacher shows Notebook presentation slide 1 with number line
Today we will be counting and working in partners to show how
we can count by different numbers.
Time
2
minutes
3
minutes
Assessments/
Differentiation
Body
SMARTBoard Class Activity Number Identification and
Sequencing
*focus on numbers 15-20
Teacher, while pointing to numbers on number line on Notebook
presentation asks students to count aloud together from 1 to
14.
Teacher asks students to take a look at the blanks in the
positions from 15 to 20 on the number line and to look at the
bank of numbers underneath the number line.
Teacher asks and gives students time to think in their heads
before asking for raised hands for students to indicate and drag
correct number to correct position on number line
Ask students for thumbs up/down in response to student
answers.
Teacher goes through counting by ones forwards and backwards
using bodily rhythmic counting (snaps, claps)
Teacher points to and asks students to count along by twos
using number line from 0 to 20
Teacher follows-up with having students jump on the two
beats while orally counting by twos from 0 to 20
Assessment:
Students participating orally, physically saying correct
numbers and following instructions
Students identifying and placing correct numbers in blanks
Differentiation:
Visual, oral, auditory, and kinesthetic components to
accommodate different learning modalities and reinforce
information presented
Variety of number counting strategies to reinforce and
challenge different levels of learning
Learning Activity
#2
Time
5
minutes
During
Learning
Activity
#1
15
minutes
Assessments/
Differentiation
Assessment:
Teacher circulates to view step progress/completion
Asks for students to count aloud and point monitors these
actions and accuracy/correctness
Differentiation:
Partner work allows for students to learn from each other and
clarify and/or reinforce understanding
Visual, kinesthetic, oral components to accommodate
different learning modalities
Assessment of
Learning:
Transition:
Cliffhanger/Closure
Students following presentation and game instructions
Students orally and physically representing and
communication sequencing and counting
Next number line/counting lesson we will review counting by
twos and practice counting by fives.
Time
During
activities
(mention
before
cleanup)
Rationale
This lesson scaffolds learning by providing students first with a group
opportunity to review counting followed by partner work to reinforce
learning.
Students also begin by counting in the manner they are most familiar
with to build confidence and reinforce foundational concepts (move from
forwards by ones, to backwards, to twos)
The lesson assumes that students are confident in counting from 0 to 20,
but need to reinforce visual identification of numbers between 15 and
20. Time is spent on assessing students identification of these numbers.
This lesson transitions to next lesson by reinforcing counting by twos
that will be practiced and bridge to counting by different, larger interval
of five.