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Kindergarten 30-40 minute lesson Goals/Objectives Developing strategies for accurately counting and keeping track of quantities up to 20.

. o Rote counting, rational counting, as cardinal numbers, and as ordinal numbers. Representing quantities with pictures, numbers, and/or words Write the numeral that represents that number.

Caroline 11/23/11 10:26 AM Comment [1]: are you really doing ordinal numbers in this lesson?

Common Core Standards K.CC.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 begin a count of no objects.) K.CC.4 - Understand the relationship between numbers of quantities; connect counting to cardinality. K.CC.5 - Count to answer how many? questions about as many as 20 things arranged in 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. Vocabulary Inventory Double-check Materials and Preparation Twenty brown paper sandwich bags Supplies to fill the bags: dominos, tooth picks, popsicle sticks, wooden cubes, foam popsicle sticks, plastic kangaroo figures, plastic astronaut figures, tan blocks, rubber bears, tongue depressors, building blocks, chalk, beads, square thin blocks, marbles, cups. Math Work Books Pencils and Erasers for each child Classroom arrangement and management issues The explanation of the lesson will be introduced to the full class. Once I have broken them into their math pairs, two pairs will join me on the math carpet to discuss their results more closely. This group of 4 students will be seated on the floor facing the instructor in a semi-circle. They will each have their own brown paper bag of objects. Each bag will contain different objects as well as a different number of objects. As the students work in pairs they will be separated from the other pairs so they will have room to count their objects and space to talk freely about their inventory count.

Plan INTRODUCTION: The hook to this lesson will be the initial conversation I will have with the group that will connect the term inventory to their everyday lives. By drawing a correlation between materials in the bags to things they have seen around the room, school, at home or elsewhere, I want them to understand the importance of the term inventory. -We have many different materials in our classroom and some of them are things that we use up, like pencils or crayons. Ms. Silver and I count those things so that we know when we are running out and if we need to buy more to replace them. Many people do this kind of counting because it is really important. It even has a special name. -When we count to find out how many of something we have in a classroom or in a store or a house, it is called taking an inventory This means that we count to find out how many of something there is. Today we are going to take an inventory of some of the materials in our very own classroom. -I have twenty bags here- with different objects inside for counting. Each of you will get a bag and you will be doing all the counting. To warm up for the lesson I will show them an example bag. I will slowly dump out the objects and demonstrate how to count the objects from the bag. I will make sure I am showing the counting strategies of touch and count and touch and move. Once I have done my initial counting I will ask what they next step should be. At this time I will recount. -For this activity you will be working with your math partner and each of you will get a bag. Your job is to work together to find out how many objects you have inside your bags. You will initially sit back to back and each count your own bag. When you are finished you will tap your partners shoulder to let them know you are done. If you need more time, you can just simply say, I need more time to count. When you are both done, you can tell each other, one at a time, what your object was, and how many you have of it. -When you are both done explaining how many objects you have found- switch bags and count your partners bag. Q- What if you and your partner get a different answer? Can we discuss the other strategies for resolving differences?- counting the objects in a different way: count and move, touch and count. We need to be aware that sometimes we get different answers so we need to be respectful of one another and made sure we recount our work, but we need to make sure that we disagree respectfully.

Caroline 11/23/11 10:28 AM Comment [2]: You can also build motivation by saying something like, "Today we need your help. Since you have been getting so good at counting, we thought you might be able to help us count some of the materials we have here...." Caroline 11/23/11 10:29 AM Comment [3]: You can also pose questions here to build discourse. How can I figure out how many are in the bag? How should I count them? What are some ways I can keep track?

Caroline 11/23/11 10:30 AM Comment [4]: So here are the students offering ideas?

-When you are both done counting, you will make a representation and picture of what was in the bad and how many there are in the bag in your math problem solving work books. WORK AND EXPLORE: Separate the students into their math partners and designate a specific spot for the pair to work in. Let them free to explore their bags, count the objects and work in partners to instigate the math. As the students are working to count the objects in their bags be aware of the different counting methods. Allow the students to use the strategies that they are most comfortable and familiar with, but make sure that they are being careful and not rushing.

Caroline 11/23/11 10:30 AM


Comment [5]: and use checklist to record

DEBRIEF AND WRAP UP: Once the students have finished counting the objects in their bag I want them to compare with their partners. Do they match with their partners? If there are any small mistakes, we can identify them as a group. When discussing this, we can identify different counting strategies that students used for the different quantities. After students have shared their ideas, summarize what students will draw in their math problem-solving notebook.

Caroline 11/23/11 10:31 AM Comment [6]: So you are still with the smaller group here, right?

Caroline 11/23/11 10:31 AM Comment [7]: Pose this as a question"What are some of the ways you counted?"

Q- When we were working on this fun activity of taking an inventory, what were the important parts that were involved? Q- What could you write or draw in your problem solving books to show someone what we found in your bag? What is the important information about your bag? The bag, and specific letter of the bag, the kind of object in the bag, the number of objects in the bag. Allow the students to generate their own way of recording in their books. Bring the students together to share their work. Focus the discussion on the different methods they had for representing their inventories. Ask volunteers to show and explain their work to the rest of the class. After a child has shared, ask for a show of hands from the class of other students who used each method to acknowledge everyones work without taking the time for each child to share individually.

Caroline 11/23/11 10:32 AM


Comment [8]: This seems kind of vague. I like the next question better--it is more specific

Caroline 11/23/11 10:33 AM Comment [9]: So this seems like the debrief and wrap up here. Is this whole group?

Anticipating Students responses and your possible responses

I think that the students will find the connection between counting the objects in their bag and other counting they have done in and outside of school. This is a natural action so the students will be able to easily connect and thrilled to learn such a fancy term for their actions. One potential issue that could come up is students relying on the work of others and simply copying from them. If this seems to be happening with regularity, I may have one student write the number while the other counts the objects in the other bag, and then have them switch so they cant simply look at the person next to them. Another potential issue is that students are making mistakes and miscounting. If this occurs, I will likely have them work more with a partner so they can talk through their counting and hopefully catch each others mistakes. If it is a major problem (though I am not expecting it to be), we will count as a group then the students can write the number on their own. Assessment of the goals/objectives listed above Students count a set of objects and fin a way to represent that quantity in their math problem-solving notebook. o How do the students count the objects in the bag? Do they organize the objects in any way? Do they count each item once and only once? Do they double-check? o Do students have a way of keeping track of which objects have already been counted, such as touching or moving each object as they count it? o What happens if a pair gets two different totals? Do students notice? Do they double-check? Count the objects again? Count them in a different way? o How do students record their work? Can you tell which bag they had? What was the bag? How many were in the bag? Students are using logical and appropriate counting strategies o Can be assessed by listening as the students count. Students are able to identity the numeral associated with the quantity they have counted Students are able to accurately write the numeral based on the counted quantity o Can be assessed in their representation in their workbook. Students are able to explain their method for counting
Caroline 11/23/11 10:34 AM Comment [10]: This is good--now use these ideas to create a checklist that you will use during and after the lesson to keep track of what the four children you are focusing on are learning. See the examples on blackboard under the Term III assignment.

Accommodations

For students who find this material too difficult, we could allow more opportunities for them to work with their partner, both while counting the objects and while comparing their answer. More reinforcement and support will hopefully allow these students to still fulfill to objectives For students who find this material too easy, we could ask them to try to count in ways beyond just 1:1. Even if they think of a second counting strategy, they can be challenged to find more and to explain them. For pairs who finish early, they can trade bags and do another inventory. Also, a student who is finding success could help to support their peers who may be struggling more.