##
* *Reflection: Developing a Conceptual Understanding
Heading Back - Section 3: Center Time

I use centers in my room for a variety of reasons. One is to allow students to have a sense of self choice in how they learn/practice their math skills. The other is to easily pull together a small group for extra help, reteaching, etc. Today was a perfect example of that. After looking at the work from the previous class, I realized that one student needed to be retaught the concept, and two students made mistakes that I felt were computational and not conceptual. The first video is of me working with the students. I start with the two that are believed to have made computational errors and then move to the other child. The second video is my reflection on the process and its purpose.

*Developing a Conceptual Understanding: Reflection On Intervention*

# Heading Back

Lesson 5 of 7

## Objective: SWBAT rote count both forwards and backwards from 1-30. They will also compare two quantities up to 10 and identify the greater number and count sets of objects by 1s.

### Thomas Young

## Big Idea: 7, 8, 9, 10, 11, 12, Now Stop and Turn It Around! That is the idea today as the students are introduced to the idea of counting back to 1.

*70 minutes*

### Thomas Young

#### Warm Up

*5 min*

I gather the students on the carpet and have them face the whiteboard easel. I want to start with a quick review of numeral formation (1-4 this is what has been introduced). I have divided the board into four sections and have put an example of each numeral in one of the sections. I ask for students to come up and write a numeral in one of the boxes. I am strategic with my calling on students. Based on the work that I have seen so far, if a kid is called on that is still reversing a numeral, I will ask them to write that specific one. Otherwise, I will let the students choose. This is a Kindergarten standard CCSS.Math.Content.K.CC.A.3. However, this typically still needs to be addressed in first grade.

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I have the students face the number line. I have this hung high enough in the room, so that everyone can see it and not be blocked by someone in front of them. I start by telling them that they are going to learn a new way of playing *Start At, Stop At*. Instead of starting with one, we are going to count back to one. That means the number that we draw (from the deck of 1-30 cards already created in previous lesson) will be the number we start with. Using the number line, mark the two numbers and then rote count as a class. I use a pointer to emphasize the one number for one touch on the line as we count back. After a few rounds, I will see if any of the students can connect this idea to the counting back activity (building towers) we did at the end of the lesson entitled, *How Are They Different*. I will continue to play this game as time allows.

#### Resources

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#### Center Time

*30 min*

Today, there will be four different choices during station time. Each of the choices has been introduced in a previous lesson. Before the students start centers today, remind them that we will be discussing the collection box activity at the end of center time. If they haven't had a chance to do any boxes yet, they should do so and fill out the form so that their data can be included in the conversation.

Centers: *The students should know how to play all of these activities (introduced previously) but I linked the lessons for a quick refresher.

***I will have the students turn in their data sheets and save them for the lesson that is in two days from now (entitled Heading Back).**

2. *Me*

3. *I have More Than*: * Same as link above (#2). Both games are introduced in this lesson.*

*During center time, you should continue using the observation sheet from the previous lesson and continue to document students abilities to add or subtract 1 to/from a number.

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#### Wrap Up

*20 min*

**Advanced Preparation: You need to take the collection box data sheets and create a poster (I used the Smart Notebook Software) of the collection box data from previous lessons. You can also add to the data if any child completed a collection box during today's centers.**

I call the students over to the carpet and ask them to face the smart board. I want them siting so that they can all see the board but also be able to turn and talk to a neighbor during the discussion. The discussion will focus on developing strategies for accurately counting a set of objects by 1s.

I display the chart and ask them to tell me what they notice. Spend a few brief minutes discussing the organization of the table. However, the focus needs to be the number of objects that were in each box and the amounts that were counted.

I then have them look at the column for Box 1. I explain that this is the data for box 1 and the numbers represent how many items people thought were in that box. I ask the class to turn and talk to a partner and discuss how many people investigated box 1? I give them a few seconds and ask them to put their thumb on their chin when they have an answer. I like using this signal because it is a quick and controlled way to have students signal they are ready. I then ask students to share their answers and also explain they know. I then ask them to look at the whole table and ask them to make observations about the data. I again, instruct them to turn and talk with a neighbor.

*Make sure to address why there are different numbers for the same box? This can either come from the students or you. After discussing possible reasons, model appropriate counting strategies using the materials from one of the collection boxes. Have several students count the same object and point out the strategy they are using to keep track of each piece. The idea is that students will walk away understanding that their is a need for organization when counting objects. Students are counting, writing, and recording numbers up to 120(CCSS.Math.Content.1.NBT.A.1).

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#### Practice

*5 min*

If you have any time left in the lesson. Have the students team up with a pair of dot dice (for those who are ready, you could give higher number dice, I like to use the 1-20 dice). Each team member rolls their die and states their number. The student with the higher number says 6 is greater than 4 (or what ever numbers were rolled). The key is to use the greater than vocabulary.

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing