Dog Gone Good 11 & 12 (Part 2)

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Objective

SWBAT create, say, and record quantities and numbers of 11 and 12 by filling in 10-frame dogs with two-color counters and crayons.

Big Idea

You're a dog trainer today!! It's time to train Spot how to spot and name the quantities of 11 and 12 in some dog gone good 10-frame template! Time to get the dog biscuits ready!

Daily Calendar and Counting Review

15 minutes

Each day we begin our math block with an interactive online calendar followed by counting songs and videos.

Calendar Time:

We do calendar on Starfall.com every afternoon.  This website has free reading and math resources for primary teachers. It also has a  “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of calendar math is found in the resources.

Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.

Direct Instruction

10 minutes

Since we are continuing yesterday's lesson, I do a quick review with the kids and then jump right in. It looks something like this:

We play a quick game of "How many?". I put partially filled-in 10-frames under the doc cam very quickly (flash frames) and the kids have to tell me how many they see and how they know how many there is.

The next step is to use those same ten frames to make 11 and 12. I place the combinations that make 11 and 12 under the doc cam and ask the kids how many and how they know that's how many.

I move on to demonstrating the activity by reminding them of what we did yesterday. I remind them about the steps in the activity:

1) Draw a Spot card

2) Read the number in the upper left corner (11 or 12)

3) Create the number in "spots" (or dots) using the 10-frames

4) Fill in the corresponding number sentence

6) Give your partner the materials for his/her turn

Announcement to partners: Remember that your job is to coach your partner! You must be listening, watching and asking questions the entire time your partner is making and recording their spots and equations.

This keeps both partners engaged at all times and allows for peer coaching which is very beneficial for all students because it reinforces the skills being taught.

Filled-in ten-frames are in the resources. I have included large ten-frames that you can use if you don't have a doc cam.

Guided instruction

10 minutes

The kids go to their tables as I call them one group at a time. Once the kids are seated and ready (quietly waiting) to begin the activity, I have helpers help me pass out the materials which are prepared and ready to go in a plastic tub.

Once all of the materials are passed out, I go through two rounds of play step-by-step with the kids:

1) Partner A take the top Spot card off of the top of the deck.

2) Touch the number in the top corner and tell your partner what the number is.

3) Draw in the missing number of dots.

4) Fill in the missing parts of the equation that goes with your number.

6) Partners, make sure you are watching and listening to everything your partner is doing.

Partner A's, now pass the materials to Partner B.

I observe the kids as they play. I assist any teams that may be confused or struggling with the given steps. Once the teams can play on their own, I move them on to independent practice.

Independent Practice

20 minutes

During independent practice, I roam the room and monitor the partner teams. I ask questions as they play to make sure they stay focused on the math, not just the game:

What number did you make?
How did you know how many more “spots” when you were already given ten?
What combination did you make to get ____?
How do you know _____ and ______ is the same as ______.

Once I feel the kids are working well independent with understanding, I do a quick one-on-one assessment with kids who I think are ready to demonstrate their understanding of the quantities and numbers 11 and 12. I use the same cards as the ones they are playing with.

Closure

5 minutes

I gather the kids back to the floor by calling them one table at a time. We always have a contest as to which table can come to the floor the quietest and the most appropriately.

I pull namesticks so I call on students randomly. This prevents subconscious bias in choosing students to answer questions.

I ask any of the following from each student pulled from the can (the number of students is dependent on time):

• What was one thing you learned from working with your partner today?
• What was one of the numbers you made and how did you make it?
• How did you know how many more you needed to make your number?