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 'Count the monkeys on the bed. Take 1 monkey off the bed. How many monkeys are left?' I am going to need several helpers to come up and help us with this problem." I call up the first student and let them point as we all count the monkeys together. I ask, "How many monkeys are on the bed?" I follow up with this question to ensure that students are understanding that the last number they say when counting is the total number of monkeys. I then call up a student to move one monkey off of the bed. I let that student point to the remaining monkeys as we count them together. I continue this until there are no more monkeys.
If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.
I tell students, "Today we will be continuing to practice the numbers 4 and 5."
To start this lesson, I show the book Five Little Monkeys Jumping on the Bed by Eileen Christelow. I ask the students, "What did we talk about yesterday?" (We read about the five little monkeys.) I show a number 4 card and remind students that we call this symbol 4. I show a number 5 card and remind students that we call this number 5. I say, "Today you are going to get a chance to use our monkeys to practice counting to 5." I show the students the Five Little Monkeys Book. I use the Monkeys on the Bed Activity from Making Learning Fun, but I only use the pages for 0 to 5 monkeys. (This was actually a mistake on my part. I meant to only include 1 to 5, but I accidentally included 0 in my books). I model how to place a monkey on the bed on top of the picture, how to count the monkeys, and how to color in the corresponding number. I give each student a book and have them return to their seats where I already have monkeys in the middle of the table. I have students work through the book together. I circulate to make sure that students are matching the monkeys to the pictures and coloring in the correct numbers.
I tell students that we will be practicing the numbers 4 and 5 on a Numbers 4 and 5 Worksheet. I show students the paper and say, "You are going to be working on this paper on your own after we go over the directions. 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.
I hand each student a paper for them to take back to their seats and 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 ‘Say the number. Color in that number of objects.' The directions for the bottom of the paper are the same as your paper yesterday. They say, 'Count the objects and circle the correct number.' You may work on the worksheet on your own." When the students 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 Fruits and Flowers (Education.com)
Sorting by Size and Counting with Bears (Download mat from PreKinders.com. I cut off the smallest bear since the bears I have are only two sizes.)
Thumb Print Counting
Number Tracing (Schoolsparks.com)
SMART Board- Online Game Critter Junction (Macmillan/McGraw-Hill)
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull the same three groups during centers that I pulled yesterday. The first group is comprised of the students who were having trouble identifying numbers 0-5 and matching the numbers to objects. I pull the students back to my small group table to do a reteach activity using flash cards and manipulatives (for this lesson I used the monkeys that we were using in whole group). I show the flash cards and have students practice identifying the numbers. I then give each student a pile of manipulatives (0-5) and have them pick the number card that matches their group. The next two groups do a follow up activity that reviews identifying numbers, counting objects and writing numbers. I use the flash cards and manipulatives with these groups as well. I start by showing the students flash cards again and having them practice identifying the numbers. I do this much quicker for these groups. I then give each student a pile of manipulatives (0-5) and have them pick the number card that matches their group. I repeat these activities because the students are only getting the small group time between 5 to 10 minutes a day. The repetitive activities help to reinforce the concepts. Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean.
There are many wonderful transition songs to be found, for free, online if you'd like to use music for transitions too.
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 in one of the review groups 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.
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 learned about the numbers 4 and 5. What is there five of in the classroom? "Let's count to 5 together." 1, 2, 3, 4, 5 "Tomorrow, we are going to continue practicing numbers 4 and 5, and we will learn to write them.”