Professional Documents
Culture Documents
USED WHEN ACCOMODATING FOR A STUDENT WITH FAS FOR THIS FDK MATH
LESSON (incorporated into a lesson plan created for placement)
Name: Alexandra Dencsak
Cohort: B1
Lesson Plan
Lesson Title: 10-Frames Grade: FDK
Date: Friday December 11, 2015 (Day 1) Subject/Strand: Stable order, one-to-one correspondence, cardinality
Unit: Number Sense and Numeration
Location: Andrew Hunter ES- Room 148
Time: 20
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Todays lesson will continue build upon the skills being worked on with 10-frames using Christmas trees! During todays 20minute math block, I will be leading a group math lesson at the carpet with the students. Each student will have
opportunities to participate in a counting activity that has been prepared for this lesson. It will be an interactive counting
activity that introduces 10-frames to the students. It will require student participation, and it also requires students to think
about their counting principles: development of stable order counting (1, then 2, followed by 3, etc.), and one-to-one
correspondence skills (each item only receives one count (example: if there are 5 objects, the correct count would be
1,2,3,4,5 not 1,2,2,3,4) for numbers up to 10. We will talk about cardinality: the last number counted is the total number of
objects. Students will continue to recognize, identify, and visualize number quantities (1-10) in a different form than the 10frames used in the previous lessons.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
NS1. Demonstrate and understanding of numbers, using concrete materials to explore and investigate counting, quantity, and
number relationships
PS1. Identify and use social skills in play and other contexts
PS2. Demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other activities
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to
3), have expectations that match assessment
NS1.3 Begin to make use of one-to-one correspondence in counting objects, and matching groups of objects
NS1.2 Investigate some concepts of quantity through identifying and comparing sets with more, fewer, or the same number
of objects (e.g., find out which of two cups contains more or fewer beans, using counters; investigate the ideas of more, less,
or the same, using five and ten frames; recognize that the last number counted represents the number of objects in the set
[concept of cardinality])
NS1.4 Demonstrate understanding of the counting concepts of stable order
(i.e., the concept that the counting sequence is always the same- 1 is followed by 2, 2 by 3, and so on)
NS1.9 Use, read, and represent whole numbers to 10 in a variety of meaningful concepts
PS1.2 Demonstrate the ability to take turns in activities and discussions (e.g., engage in play activities with others, listen to
peers and adults)
PS2.3 Demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing
learning tasks (e.g., choose learning centres independently, try something new, persevere with tasks)
PS2.5 Interact cooperatively with others in classroom events and activities (e.g., offer and accept help in group situations,
engage in small-and large-group games and activities, participate in democratic decision making)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand.)
Today I will learn
To identify the number being shown on the Christmas trees by counting the dots on each tree and finding the tree
with the corresponding numeral
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral,
Performance
(Write, Say, do)
Oral
Performance
-
self-regulation
- Cardinality
- 10 Frame
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include
the use of Information Technology (ICT) in your lesson plan where appropriate.
Evaluation sheets
Laminated 10-frames (1-10) from home
Laminated numbers 1-10- from home
Magnetic white board
Youtube.com (minds on)
Number line- School resource
Learning Environment (grouping; transitions; physical set up)
Students will join the carpet after cleaning up physical education
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 12:25-40
Lets all sit criss cross apple sauce again and everyone
showing me 5!
2!
This one!
Picks a student
Okay, so which frame should we pick next if we are
going in order?
This one!
This one!
This one!
This one!
Yes
5!
5,6,7