Practicum Lesson 1

Name: Samantha Maslyk Date: November 9, 2017

Subject/topic: Math/Numbers Grade: Kindergarten
I. Big Idea
Quantity is an attribute of a set of objects.

II. Reference to PA and Common Core Standard(s)

CC.2.K.A.1 Know number names and write and recite the count sequence.

CC.2.1.K.A.2 Apply one-to-one correspondence to count the number of objects.

CC.2.4.K.A.4 Classify objects and count the number of objects in each category.

III. Essential Question

 How can manipulatives be used to count and represent numbers?
 What is counting and how can it be used?

IV. Lesson Objectives

The student will be able to:

 Given manipulatives, the student will be able to identify numbers 1-10 in one out of
two attempts.
 Given a number line, the student will be able to count to 10 in one out of two
attempts.
V. Materials
 Fish bowl activity (fish bowl numbers 1-10 and individual fish)
 Number line 1-10
 White board
 Dry erase marker
 Chips/blocks, if needed
VI. A. Introduction (Anticipatory Set)
 Before the lesson, I will have all the fish bowl manipulatives laid on the table. I
will ask the student to use a number line and count to 10 with me. I will write
numbers 1-10 on the board and tell him, “This number is 1, this number is 2, etc.”
I will explain that we will be matching the number value on the fish with the
number on the fish bowls.
 B. Lesson Development (Activities, Procedures)
 I will demonstrate on the first fishbowl how to do the activity. I will put all the
fish blank side up and ask the student to pick one fish up at a time. I will help the
student use one-to-one correspondence to count the items on the fish. The student
will match the fish to the correct number fish bowl.
 Each number has a saying that goes with it to help the students remember it, I will
use those to help the student identify the numbers. Ex. 6 is roll a hoop and make a
loop.
C. Closure/Summary
 After the student puts all the fish into the correct bowls, I will go through them all
with the student. I will have the student count the number of fish in each bowl. I
will review counting numbers 1-10 to wrap up the lesson.
VII. Assessment/Evaluation
 I will use a checklist to assess the student. This will consist of number
identification and one-to-one correspondence counting.

VIII. Adaptations, Modifications and Extension Activities

 If the student needs extra adaptions, I can count the items on the fish and have the
student match them up with the fishbowl.
 If the student has a visual impairment, other manipulatives (ex. counters, blocks,
etc.) can be used to count the number of items on each fish.
IX. Interdisciplinary Connections
 This lesson can connect to science because fish are used and could discuss how they go
into fish tanks.
 This lesson can connect to art as well because there are many bright colors the student
can identify and sort by.

X. Self-Evaluation
 The lesson went well but the student did struggle with identifying each number. Even
when I used the rhyme for each number, he needed my help to identify the numbers on
the fishbowl. He could correctly use one-to-one correspondence to count the number of
items on the fish. When he would place them into the fish bowls, he would not place
them in the right bowl. I think this is because he struggles with identifying the numbers
not because he can’t match the numbers. I also kept the lesson short because this student
struggles with paying attention for long periods of time. The student was engaged the
whole time and seemed to enjoy the lesson. If I could re-do my lesson I would have done
more with number identification and less on one-to-one correspondence since the student
struggled with number identification. I feel as though I presented the lesson well and
gave a good review for the student. He took his test on 1-20 the next day and got an A.
Techniques used in this lesson connect to the math section of our course text.
 Lesson Checklist

Name_________________ Date___________

Identify numbers 1-10 One-to-one correspondence

Yes Yes

No No