# POPCORN

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## Objective

SWBAT explore the characteristics of cubes, pattern blocks, and geometry blocks. SWBAT count a set of objects up to 20 by 1's. SWBAT play the game "Greater Than" with a partner, using the correct vocabulary.

#### Big Idea

Pop, pop, pop! Nobody want a kernel of corn left un-popped! Today the students will play a game called "Popcorn." The game will require that the students continually practice a selected rote sequence of counting.

## Warm-Up

5 minutes

Have students gather in a circle on the carpet.  Remind them of the strategy we used on the previous day to count the number of students in math class.  Then use the same strategy to repeat the exercise.  Each time start with a different student.  When finished, asked why we kept getting the same amount?  Reinforce that the final number represents the whole group and not just the last person.

## Playing "POP"corn

15 minutes

Explain to the students that they are going to play a new game called Popcorn.  It is a counting game where you start with a number (pre-determined) and you count up until you get to the last number (pre-determined).  Ask them to stand up in a circle.  Tell the students that they are each a kernel of popcorn and ask them what happens when you heat up a kernel of popcorn?  That's right, it POPS!  Explain that today we will start with the number 1.  I will say that number first.  Then the person next to me will say 2, and then the next person 3 . . . until 19.  After 19, instead of saying 20, you will say POP and sit down.  The game will continue with the very next person starting the count all over again.  The game continues until there is only one person left standing.  That person finishes the game by repeating the entire count sequence.

## Math Center Time

35 minutes

Explain to the students that just like yesterday, they will be having center time with the same activities.  They will be using the same materials that they used the previous day.  Remind them that each of these materials will be placed at a different table.  The centers are pattern blocks, geometry blocks, linking cubes, and "Greater Than Game."  Again, I an using these centers to reinforce the appropriate use of tools (MP5).  Review the rules and routines that you established on the previous day.   Remind them that they need to get to each one over the next few days.  Also explain that you will continue moving around the room you and asking students to count 20 of what ever material they are using.  While they are counting, stop him/her and ask the student how many so far.  When finished, asked him/her how many all together?

*Try using the checklist in the section resource to record you observations.

Ongoing Assessment:

• Do students have the 1:1 correspondence?
• Are students fluent with the names and sequence of numbers?
• Can students continue counting after you ask them how many there are (half way through)?

In this section's resources, you will find pictures of each center activity.  This way you can have a visual of each manipulative being used.

## Lesson Wrap-Up

15 minutes

Signal to the students to clean up and gather back at the circle area.

Start with a quick review of station time.  Focus on what went well, through the students perspective as well as your own.  Point out specific examples of sharing, cooperation, positive team play, and clean up.

Then talk to the students about one of the math tools they have been exploring, Pattern Blocks. Use the poster (in section resources) to fill out information you gather from the students.  Ask them to describe the pattern blocks, what you can do with them, and what they can tell you about them?  Record their ideas on the chart.  This can be posted in the room for quick reference.

Finish the discussion by letting them know some of the ways you will use pattern blocks (as a math tool) throughout the year.

Then introduce the correct way to write the numerals 0 & 1.  Have them practice in the air and then write on lined paper.  You want to start working on correct formations and eliminating reversals.