##
* *Reflection: Continuous Assessment
One Is Fun! Exploring the Number One - Section 4: Independent Practice and Informal Assessment

Overall, this lesson quite well. The students were engaged in the lesson and enjoyed the story. Most students have been given exposure to rote counting so they come into the lesson with some background knowledge.

It is so important to build one-to-one correspondence that I demonstrated counting and touching objects throughout the lesson. The one thing I would do differently is do a better job of explaining the independent practice activity. The students did a great job of putting one sticker in each box. The one thing that they struggled with was counting each group separately. There were 6 boxes on the sheet, so instead of counting one each for each sticker placed in the box, they wanted to go 1-2-3-4-5-6. I had 5 or 6 students who made this same error. I modeled for them how to count each sticker as being a part of separate group and had them do the same thing.

*Rote Is Not Enough*

*Continuous Assessment: Rote Is Not Enough*

# One Is Fun! Exploring the Number One

Lesson 1 of 14

## Objective: Students will be able to identify the number one, identify groups with one object and represent the number one.

## Big Idea: Many kindergarteners come to school with rote counting skills, but they often do not understand that the numbers they can recite actually represent quantities. This lesson helps to make that connection.

*45 minutes*

#### Opening

*10 min*

Prior to teaching the lesson, there are some materials that need to be prepared. You will need to print a copy of the classroom book, One Is Fun Classroom Book, that is included with this lesson. I prefer to use a color printer and laminate the book for durability. I then bind it with a plastic comb, but staples and rings would also work.

I like to gather the student in our reading corner, around my “big chair”. I hold up the book and read the title to the students. I ask them some questions prior to reading the book.

* The title of this book is “One is Fun”. I wonder what this book will be about. Do you have any ideas?*

* *I gather responses and wait for a student to say the word “number”. When I hear that response I reply:

*I heard someone say the word, “number”. You’re right. One is a number. One is the first number we say when we are counting. Numbers tell us how many things are in a group. Let’s read this book and find out more about the number one.*

I then read the book. To help build “one to one correspondence”, after reading each page, I touch the object and say “one”.

When I get to the final page of the book, I point to the different “ones” on the balloons and explain that sometimes the number one looks different and that we will talk about that some more in just a bit.

If time permits, I reread the book. If not, we move over to the Smartboard to continue the instruction. I like to have the children take "one" step at a time to move to the SMART Board to add a kinesthetic element.

#### Resources

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#### Instruction

*15 min*

For this portion of the lesson, I use my SMART Board. If you have a SMART Board, the file Number One Notebook File can easily be downloaded and opened. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a pdf of the slides so you can recreate this part of the lesson.

I gather my students in front of the SMART Board. I have cards with each student's name on. These cards are used for selecting who will come up to the SMART Board.

I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

*Content Objective*

*I can find the number one, count one item, write the number one and make a group with one item.*

*Language Objective*

*I can use the number one to tell a friend how many items are in a group.*

I then advance to **Slide Two**. I tell the students, *This is the number one*.

**Slide Three:** *When I count, one is the first number I say.* I then count to five for the students, stressing the number one when I say it. I have the students count with me, imitating how I am stressing the number one.

**Slide Four:** *The number one tells me that there are no other items in a group. There is one cat. There is nothing else in this group. *I then demonstrate for the students how I can count the one item. I touch the item once and and I say , “One”. This step helps students develop “one to one correspondence”.

**Slide Five:** I tell the students, *This group has more than one. I say the word one and touch a cat. There is another cat, so I know this group has more than one. *I then demonstrate for the students how I touch one item and say the word, “one”.

**Slides Six, Seven and Eight:** I explain to the students, I* have some groups of bees. Some of the groups have one and some have more than one. Which group has one? Erase the circle to check. *I have the students touch and say the word, “one” when counting. If they need help with this step I will gently take their hand and guide them through the process. I call students up using my “picking cards”. The students erase to check. There will be a number one in the circle if they are correct. If not, there is a frowning face.

**Slide Nine:** I refer back to the reading of our One is Fun story on this slide by saying, *sometimes the number one might look different. Here are some different ways the number one can look. *I point to the numbers and ask the students one is different from the one we are used to writing.

**Slide Ten: **To help the students get familiar with the different ways one can look, I invite several students to come up to the Smartboard using my picking cards. They come up to the board and slide the yellow circle over a number one somewhere on the board. The number seven might cause some confusion for some students.

**Slide Eleven: **I use this slide to demonstrate how to make the number one. I stress the importance of starting the number at the top where the green or “go” circle is. I demonstrate a couple and then invite a student to come up and show the class how to make it.

**Slide Twelve:** My students are familiar with “Turn and Talk”. We use Turn and Talk to help build oral language skills, especially with my EL students. My students have an assigned “Turn and Talk Partner”. I then tell the students, *Now, turn to a friend and tell them which group has one, the frog or flower group.*

After the students have had a chance to talk, I ask the students to raise a hand if they know which group has one. When I get the correct answer, I then use that answer in a compete sentence. *There is one flower. *I have the students repeat the sentence so they get practice using the number one in a sentence. This will help expand oral language fluency.

I then ask the students to return to their tables .

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#### Guided Practice

*10 min*

For this part of the lesson, the One Is Fun Student Book is needed. The file can be duplicated and stapled on the side. After duplicating, the stapled packet can be cut down the middle to make two student booklets.

After the students are seated, I distribute the One is Fun student booklet. I instruct the students to put their name on the front cover and set their pencil down.

The students and I read the cover together, One Is Fun. I then invite the students to touch the number one on the cover of the book. We then turn to the first page. I invite the children to read with me. We read the entire first page together. *One cat. One dog. *

I then say to the students, *let’s count the number of cats. Get your finger out. Touch the cat when we count. Ready, touch…one!* Now, let’s count the number of dogs. Get your finger out. Ready, touch…one!

I then invite the students to pick up their pencils and write the number ones that are on the page. I remind them to start the number at the top. When they are done, they are to put their pencil down and turn the page. We then repeat the process on the rest of the pages.

The last page does not have guide lines for writing the number one. The students write the number on their own.

When we are done, the students are instructed to put the booklet on their name tags on their table. After independent practice they will get a chance to color in the book.

#### Resources

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A copy of the Number One Sticker Activity Sheet is needed for each student. I used a variety of stickers that I have in my classroom for the activity. I place them in bins and put them on each table for the students to look through.

I distribute a copy of the activity to each student. I have them put their name at the top and set their pencils down. I then say, *we will practice making groups of one. Watch how I take a sticker and put it in the box on my worksheet. I need to put one sticker in each box. I am going to count to see if I have one sticker in the box.** *

I show the students how I touch the sticker and I say, one. I then repeat the demonstration for the next box. I then invite the students to do the same on their worksheet. The students are free to choose any type of stickers they want to use.

This activity allows a quick assessment of student understanding As students complete their work, they bring it up for me to check. I have each student count the number of stickers in each square. This is an important step of the lesson. As you can see from the video, some students had a difficult time counting just one sticker per box. They wanted to treat all the stickers on the activity sheet as a group instead of six separate groups.

Students who have difficulty with the activity are given assistance at this time. Included with the lesson is Number One Dauber Review that reinforces identifying, representing and writing the number one .

After I have assessed their work, they are given time to color in their student book. I encourage them to take the book home and read it with their parents.

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- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: One Is Fun! Exploring the Number One
- LESSON 2: I See Two. Do You? Exploring the Number Two
- LESSON 3: Count with Me! 1-2-3 Exploring the Number Three
- LESSON 4: Four for You! Exploring the Number Four
- LESSON 5: I Am Five! Exploring the Number Five
- LESSON 6: Six Spots! Exploring the Number Six
- LESSON 7: Let it Roll! Reviewing Numbers 1-6
- LESSON 8: Seven is a Ball! Exploring the Number Seven
- LESSON 9: Eight Friends! Exploring the Number Eight
- LESSON 10: Nine in the Sky! Exploring the Number Nine
- LESSON 11: Zero, My Hero! Exploring the Number Zero
- LESSON 12: Ten the Hen! Exploring the Number Ten
- LESSON 13: A Great Catch! Reviewing Numbers 0-10
- LESSON 14: Assessing Number Knowledge 0-10