Lesson Plan Three

Differentiation:
Aleah: We will be separating Aleah into a group with Rachael and doing
the activities as a small group. We are putting Aleah with Rachael
because they both typically finish activities faster at the same time,
and they both like to verbally talk through their work.
Summer: Summer and Pearl will be put into a group together to
complete their activities. Summer easily gives up and says I dont
know, when asked about something, and she often only says an
answer after Rachael or Aleah shouts it out. While working with Pearl
who doesnt verbally express her answers, Summer will be able to
solve problems independently.
Rachael:We will be separating Rachael into a group with Aleah and
doing the activities as a small group. We are putting Racheal with
Aleah because they both typically finish activities faster at the same
time, and they both like to verbally talk through their work. Rachael
also tends to do what she wants and by putting her with Aleah, we
hope that she will stay more focused.
Pearl: Pearl will work quietly and is not very social. By grouping her
with Summer during the domino matching game, we hope to help her
to work in a group where she can have the time she needs to find the
answer and not feel pressured or overwhelmed.
CCSS:
K.CC.A.3, Write numbers from 0-20. Represent a number of objects
with a written numeral 0-20.
K.CC.B.5, Count to answer how many? questions about as many as
20 things arranged in a line, a rectangular array, or a circle, or as many
as 10 things in a scattered configuration; given a number from 1-20,
count out that many objects
Objectives:
Students will be able to accurately write numbers 11-20 when given
that number of objects on dominoes.
Students will be able to accurately count a quantity of numbers and
then write the amount in standard notation.
Students will be able to see a number in standard notation and say the
number out loud.

Anticipatory Set:
Well have a beanbag and the numbers 11 - 20 on the floor. We will
then have the children throw the bean bag to the numbers. They will
then be prompted to say the number and then we will do that number
of some physical activity - jumping jacks, arm circles, hopping on one
foot and so forth.
Accessing Prior Knowledge:
We will have two sets of dominoes with numbers 11 - 20 to play with
Aleah and Rachael, and then Summer and Pearl. This will help them to
remember the name of numbers and match the written standard
notation with the quantity.
Input and Modeling: We will be slowly taking down the numbers on
the wall so that they will be able to independently know the numbers
for the post-assessment.
We will be playing Brown Bag and have them pull out a hidden bag of
objects. These will be poured out onto their own piece of colored paper
and they will be counting their objects, and then recording their
amounts on their sticky notes.
Check for Understanding: We will be slowly taking down the
numbers on the wall so that they will be able to independently know
the numbers for the post-assessment.
We will be monitoring closely their abilities as they complete the other
activities and making anecdotal records.
Guided Practice:
We will take all of the numbers down from the wall and have them
write the numbers on their paper in standard notation. If they do begin
to struggle, we will orally count the numbers with them as they write
them.
Independent Practice:
We will be giving them each a set of dominoes with only one side filled
in with dots of 11-20, and then they will have to fill in the other side of
the domino with the number in standard notation. They will be doing
this independently after playing the domino game as a group.
Closure/Summary:

We will play the dominoe game at the end again and have them
connect the dots with the numbers in standard notation.
To be collected:
Dominoes that they fill in with standard notations. Sticky notes with
numbers written on them.
Materials:
Dominoes- unfinished set for each child
Colored paper- one for each child
Bin for brown bag
Markers
Objects in bags already counted for Input and Modeling
Two domino sets with numbers 11 - 20
Leson Plan Three Observations
Racheal - didnt come
Aleah: Would say a number out loud. Oh, that number has a 2 and a
1 in it. Then, she wrote 12 and 21. And continued that pattern on the
dominoes. Aleah would want to continue counting after the she
counted all of the dots so that she could show how many numbers she
knew. Aleah would often stop and ask me what a number looked like or
say, I forgot what that looks like.
Pearl: Pearl identified how many dots were on the dominoes, and was
able to write some of the numbers, but struggled as the numbers came
off the walls. She would say the correct number, though as she began
to write them she would say, I cant remember what it looks like. She
would also say that 17 was a 7 and 1, but she would write the
numbers correctly writing a 7 first, but then writing a 1 in front of the
7.
Summer: made the observation that all the numbers 11 - 19 all began
with the number 1. Summer did not want to participate with the group.
She sat with her mom. Her mom would ask her what the number was,
and Summer would say, I dont know! and then would say a random
number. Her mom would then say, Close, but this number is, ____,
and then she would say the number. We then understood why maybe
Summer has waited to answer questions until her peers had answered.

She was more eager to practice writing her numbers when she was
asked to help a teacher to create more materials.
Lesson Plan Three Reflection
Each day weve had some form of a gross motor activity for the
children until they all get here. Even today on the 4th day, Pearl still
didnt participate in this, and instead sat at the table. It would be really
nice to see her interact more with her peers and see he having fun. I
know if we had more time and got to know her better we would be able
to help her feel more comfortable and she would come out of her shell.
Since the last lesson went so well with the dominoes, we decided to
continue with them, but today we focused on 11-20, and they had to
write the numbers in standard notation. This went really well, and they
liked being able to have their own dominoes, and they were able to
finish making them. They were able to do this pretty well, though for
numbers 11, 12, 13, 15, they did struggle and I was able to help
them by reminding them to count from 10 and to picture the number
wall. When they asked is signaled that they did not have the numbers
quite memorized, and they still needed the extra help with recognizing
and writing them out of order.
We played the game Brown Box with them, and Aleah and Summer
loved to sing the song and count their objects. I think this is something
that would have been beneficial to incorporate earlier on. Not
necessarily that particular song, but just implementing songs helped
the children be engaged and learn the material in a new way that they
appealed to more.
Rachael also wasnt here today, which I felt as a result the children all
focused and relied more on themselves. Rachael likes to holler out
numbers without giving the other children the option to answer. She
also struggles following directions, and it always distracts other
children. I think Rachaels behavior is a result of her already knowing
the material, and we definitely should have done a better job of
differentiating for her.