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# Lesson

Title/Focus

Number Line Lesson 1
(25 minutes)

Teacher
:
Date:

Sophia Gross
November 25, 2015

## GENERAL LEARNING OUTCOMES

NUMBER: Develop number sense.

## SPECIFIC LEARNER OUTCOMES

1. Say the number sequence 0 to 100 (*20) by:
1s forward between any two given numbers (*0-20)
1s backward from 20 to 0
2s forward from 0 to 20

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:

## Oral and physical participation saying numbers aloud

Placing dots on correct numbers
Pointing to correct numbers
Verbally communicating with teacher and classmates
What is this number?
What comes after this number?
What order do the numbers go in?
What can we count by?

## What is the difference between counting by ones? Twos? What is useful?

Products/Performan
ces:

## Oral and physical movement responses

Sequencing (manipulating and correctly placing) number cards
Placing dots on correct numbers
Pointing to correct numbers.

## LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies
Maximizing Math

## MATERIALS AND EQUIPMENT

SMARTBoard + Notebook page
Board pointer
Froggie Hop number cards, froggie
pointer, dot markers (x1 per pair group)
Student-name sticks

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

## Can we only count by ones? Have you counted by other

numbers? What is the difference between counting by ones?
Twos? Etc.
What is this? (teacher points to number line) Have you used
this before? What for?
Learning Activity
#1

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.
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
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

## Froggie Hop Number Sequencing and Skip Counting Activity

Teacher presents students with materials involved in partner
game and instructions:
o Miss Gross will pair students using student-name sticks
o Miss Gross will give one set of materials for each group
o Pairs will find a spot on the floor to work
o Students will sequence number cards from 0 to 20 on
the floor while saying numbers aloud (keep in mind
number line that was practiced on SMARTBoard)
o Students will place their dots on the correct numbers
counting by twos
o Students will point to the numbers on which they
placed their dots using froggie pointer stick
Teacher has students repeat back instructions (What is the
first thing you are going to do once you find your spot?)
Teacher will stop students at certain points in game and ask
for indicator of completion:

Time

5
minutes

During
Learning
Activity
#1

15
minutes

## Hands on head after number sequencing

Teacher indication: begin with 2 and what do we do
next? place dot on every second number. What
would the next number be? Then proceed.
o Hands on head after dot placement
o Let pairs point to and count by twos
Students will put their materials back in the bags and bring
back to sand table
o
o

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:

## How does this individual

lesson scaffold learning
opportunities for
students?
What assumptions does
know?
In what ways is this
lesson connected to the
next lesson?

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.