## Reflection: Connection to Prior Knowledge POPCORN - Section 4: Lesson Wrap-Up

Today's lesson was about adjustment.  Yesterday, I was able to get through every student with the assessment of counting 20 objects (I only have 15 students).  So I adjusted a bit today.  Yesterday's assessment demonstrated to me that each child was secure in rote counting up to 20.  So I adjusted the Popcorn game to go from 18-32.  This gave me a chance to hear students counting with two decade crossovers (20 and 30).

During Center Time, I changed what I was doing one on one with the kids.  Since my count to 20 assessment was finished, I started a piece of my district's Number and Operation Assessment.  Due to copyrights, I can not post this test.

The students all had a chance to use the pattern blocks over the past three days and it made for a solid conversation about the block's characteristics (during the lesson wrap up).  I used the pattern block poster resource to create a chart with these characteristics.  This chart is filled with vocabulary related to the pattern blocks and will be displayed in my room.

Using Assessment to Drive Instruction
Connection to Prior Knowledge: Using Assessment to Drive Instruction

# POPCORN

Unit 1: Counting Quantities
Lesson 3 of 5

## 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.

### Thomas Young

203 Lessons14 new

## 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.

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Standards:
Subject(s):
Math, Number Sense and Operations, Rote counting 1, writing numerals 0 &1
70 minutes

### Thomas Young

203 Lessons | 14 new

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