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 'Look at the camels. Which is first in line? Which is third in line? Which is fourth in line?' This problem has three parts. What is the first thing it asks us to do?" (Which is first in line.) I have a student come up and point to the first camel. "Listen to the direction again. 'Look at the camels. Which is first in line? Which is third in line? Which is fourth in line?' What do we need to do next?" (Find the third camel in line.) I have a student come up and point to the third camel. "What is the last thing we need to do?" Find the fourth camel. I have a student come up and point to the fourth camel.
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 you will be showing me what you have learned about the numbers to 10."
After the Problem of the Day, I prepare the students for assessment. I say, "Today we are going to do some work on the numbers we've been learning about. I need you to do your very best work to show me how much you know!"
I quickly go over the rules and procedures. Most of the students have done this twice now, so I do not take too much time on this. I have the students turn and face the back of the room, towards the small group table. I hold up the dividers that I will be using to separate the students while I assess them. I say, "I will be calling a few of you up at a time to ask you some questions about what you know. You will come sit at my table just like you do during small group time, but these dividers will be between you and your friends. You need to keep your eyes on your own paper. That way I will see what you know on your paper and what your friends know on their papers."
I set up the dividers so the students can see how the table is going to look. I then walk back to the front of the room by the students to tell them what they will be doing. "While I am calling people back, you will be working on your center activity. This will be almost like a regular day of centers, but we need to remember to be extra quiet so that our friends can pay attention and do their very best work!"
I call one student up to get the center for the table. This week's centers are:
Writing Numbers in Sand (Use Number Cards 0 to 10)
Number Order Puzzles (K-5MathTeachingResources.com)
Counting and Ten Frames (K-5MathTeachingResources.com)
Dice Race (K-5MathTeachingResources.com)
Apple Counting SMART Board (TeachersPayTeachers.com - Use slide 11 as center)
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I call several students back at a time. Between groups, I check in with the students doing centers and remind them to stay quiet while they work. After about 20 minutes, I count down from 5 and have the students freeze. I have them put their materials back in the center tray, but keep it on their table. I switch the centers so that each table gets a new center to complete. I quickly circulate again to make sure that students do not have any questions about their new center. I then continue with the assessment. 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 continue centers and assessing until the very end of our math time.
For the assessment, I have the students come back to my small group table where I have the partitions already in place. I call students back in groups of between 2 and 5 students. I choose how many students to bring back based on their ability level and how distracted they get. I try to pull groups that are at similar abilities levels and work at about the same pace. This helps to insure that I'm actually seeing what students know and can do.