Exploring More (Review)
Lesson 13 of 17
Objective: Students will be able to compare groups of objects, using the language more and greater than, to decide which group has more.
Problem of the Day
I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.
Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.
I project the Problem of the Day on the SMARTBoard and say to students, "This is our Problem of the Day for today. This says ‘How are these two pictures alike? How are they different? Which group has more?’" I have several students share ideas. If it is not mentioned, I ask students about the number of balloons. “Is the number of balloons something that is the same or something that is different?” (Different.) “Which group has more?” (The pink balloons.) “How do you know?”
I tell students, "Today we will be looking at more groups of objects and comparing how many are in each group."
Presentation of Lesson
I have students move into a circle and remind them to sit with their bottoms on the hard floor so that there is room for everyone. I also remind students that when we are doing an activity in the circle, they need to keep their hands to themselves and stay seated so that everyone can see and pay attention.
"Today we are going to compare two groups to decide which group has more."
I remind the students that yesterday we compared groups of stuffed animals, people and classroom objects. Today we are going to use color tiles. I place a piece of white construction paper in the middle of the circle to make the color tiles easier to see on our colorful carpet. I lay down three red color tiles and five green color tiles. I say, “We need to compare these groups to see if they have the same number of color tiles.” I push the color tiles together (red to green, red to green, red to green) to show that two of the green tiles do not have a partner. I say, “These two groups of color tiles do not have the same number. They are not equal. There are more green tiles. We can say the number of green tiles is greater than the number of red tiles.” I pick up the color tiles and lay down four blue color tiles. I say, “I am going to pick someone with a quiet hand to come up and make a group of yellow color tiles that has more than the blue group.” I choose a student to come up and do so. I have another student come up and push the color tiles together (blue to yellow, blue to yellow, blue to yellow, blue to yellow) to check to see if the yellow group has more.
I tell students, “You are going to go back to your seats and practice this with a partner. You and your partner need to make two groups of color tiles. Your groups should not be equal. You need to be able to tell your classmates which group has more.” I call students back to their seats by table. As I call the tables I designate who will work together (the students seated beside one another). The color tiles are already in a bin on the middle of the table. When all of the students are at their seats, I count down from 5 and say “Freeze.” The students put their hands on their heads and look at me. (This is a routine we use throughout the day.) I repeat the directions and then tell the students that they may begin.
I circulate and help pairs who are having trouble. I make note of these students. Students who easily complete the activity are asked to do it again. When all pairs have completed the task at least once, I ask all of the students to put their color tiles back into the bin in the center of the table. I tell students that we will be practicing this on a More Worksheet. During the activity students practiced one-to one-correspondence by pairing concrete items. On the worksheet, they will practice this same skill by drawing lines to connect the objects in the two groups. I take two days to teach students to identify more before introducing the word less. This gives the students time to focus on understand the word more.
I show students the paper and say, "You will be doing this paper on your own. You need to get out your pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start." I like to have students hold up their pencils or put their hands on their heads when they are finished with a task. It makes it easy for me to see who is ready and also keeps the students from writing all over their papers while they wait for other students to finish. Prior to the lesson, I use a highlighter to write student names on papers for students who are unable to write their name.
I place a stack of papers in the middle of each table. While the students are writing their names, I turn on the projector and document camera and display the worksheet on the SMARTBoard. When all students have their pencils up, I say, "The directions on this paper say ‘Draw lines to match the objects in the two groups. Circle the group that has more.'" I tell students to complete the paper on their own. When they are finished, they put their papers into the paper tray in the front of the classroom and get their center.
Since the students finish their papers at different times, I circulate through the room to make sure that student are completing their papers, putting it in the tray and getting their centers. This week's centers are:
Sorting Lakeshore Kid Counters in Sorting Circles
Sorting Fruit Loops in Sorting Boxes
Sorting Beans in Cups
Sorting Apples in Sorting Baskets (from www.prekinders.com)
SMART Board- Lakeshore Sorting Adventures Interactive Activities
I also make sure that all of the centers are being done correctly. When I feel that the students are engaged and completing the centers correctly, I pull a group of students who were having trouble with the one to one correspondence and finding groups that have more. I pull the students back to my small group table to do a reteach activity using color tiles and white boards.
I only keep the group for about 10 minutes. I then check in with each table to see how the centers are going. When there is five minute left, I count down from 5 and say "Freeze." When I say this, all students stop what they are doing, put their hands on their heads and look at me. This is a procedure that we use throughout the day. I say to students, "You have about five minutes left. Remember when the clean up song comes on, you need to quietly put all of your materials back in your tray and return it to the math center table. It needs to be on top of your table number. If you are sorting apples, you can put your paper on the drying rack to dry." I let the students work for five more minutes and then turn on Tidy Up by Dr. Jean. Students clean up and return to their seats.
I close this lesson by inviting students back up to the carpet. I turn on the projector and document camera and let one of the students who worked with me at the small group table share his work on the screen. The students like getting to "Be the teacher" and other students like seeing their classmates' work being projected on the SMARTBoard. This also gives a student who was struggling during the original activity time to feel successful in front of the class.
I mention positive things that I noticed during centers. I also include something that needs to be better next time. I review what we did during our whole group lesson. "Today we compared groups of objects and decided which group has more. How did we know which group had more? (We matched the objects in the groups. The group that had extra was the group with more.) "Tomorrow, we are going to continue to work on comparing groups and looking at groups that are not equal.”