Dog Gone Good 16-19
Lesson 5 of 11
Objective: SWBAT create, say and record quantities and numbers of 11 to 16 by filling in 10-frame dogs with two-color counters and crayons.
Each day we begin our math block with an interactive online calendar followed by counting songs and videos.
We do calendar on Starfall 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. Detailed steps for calendar math can be found here.
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.
Students warm up by reviewing counting modeled in ten-frames.
I do this to get the kids focused on counting and on the patterns of quantities visualized within the ten-frames.
Next we watch a one minute ten-frame flashcard video. The video runs very quickly so it is important to pause to allow time for the kids see the larger numbers. The ten-frames are accompanied by fun music.
After identifying the quantities in the video, I explain to the kids that we are going to identify quantities greater than ten. I show them the filled ten-frame and then I guide them in naming the teen numbers (11-19) that I "flash" on the ActivBoard. I place one full ten-frame under the doc cam (use the large ten-frame cards if you don't have a doc cam) and then add one partially full ten-frame at a time in random order to create teen numbers. The kids begin by shouting out the teen number represented and phase into doing individually. I choose students to name the quantities by pulling names from a name stick can.
Next I demonstrate the activity for the day. Since they play the same game with a partner in the prior lesson, the kids are familiar with the game and don’t need much demonstration.
I choose a med-high to high student who can follow cues with little support. This allows students to view the steps of the activity with little breaks in pace or thinking. For more complex activities, I will ask a student or two to come in at lunch and learn the game so we can model it together.
1) I touch and say the number in the top left corner of the game card.
2) I count the dots in the filled-in ten-frame and record the 10 on the line to the right of it.
3) I fill in and count the dots that are needed to reach the given number.
4) I write the number of additional dots I added on the line to the right of the second tens frame.
5) Next I write the number sentence made by the two ten-frames and I read the equation out loud to the class (my partner)
6) My partner agrees or disagrees with my equation and dots. If he/she agrees, it becomes his/her turn to play.
Guided practice opens with me modeling the exact activity that I will be asking the kids to do, which is creating quantities of 16-19 using ten-frames. I begin by using a large copy of the Spot the Dog ten frame and then move to demonstrating on the actual size the kids will be using. I do this because kindergartners are concrete thinkers and even demonstrating on a sample larger than the one they will be using can throw them off. I use the large one first just so my actions are easily seen on through the doc cam since the smaller cards are harder to see.
Once I demonstrate a couple of sample of the actual size cards, I then have them tell me what I need to do to complete the next two cards I draw. The have to tell me step by step what to do. Once I see the class has the idea of the activity, I then choose a partner (medium-high or high) who can assist me in demonstrating game play.
I play two rounds with the partner and then ask the kids to sit at their tables while supplies are past out. Since they have played an identical game with numbers 11-16, this goes quickly and smoothly because they are familiar with the task.
My helpers for the day assist in passing out materials that are all prepared and placed in a convenient location for easy access and quick delivery.
For the independent practice in this lesson, I give students full control of the game immediately because of the experience they have playing the same game with different quantities. I roam the room and assist where needed and intervene in any conflicts that may arise between partners.
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 ____?
- Can you show me another way to ________?
- How do you know _____ and ______ is the same as ______.
The exit ticket for this lesson is a mini Spot card (looks exactly like the game board, just smaller) with a number in the corner (12, 13, 15, or 16). I hand these cards out myself so that everyone at each table has a different number on their card. This avoids the opportunity to copy.
As the kids finish the exit ticket, I collect them and sort them into three piles:
- Meets - can complete all information accurately
- Approaches - can represent number in dots (ten-frame) or equation, but not both
- Falls far below - unable to represent number accurately in any way.
The Meets kids move to extension activities such as 10 + __ problems.
The Approaching kids meet with me to clear up the one misconception that is leading to confusion accurately representing the given teen number.
Falls far below kids meet with me in a small group for continued instruction and interventions.
Once time for game play has expired (clean up 5 minutes before end of play time), I have the kids gather back on the floor to discuss what they have learned, any "aha" moments they would like to discuss and anything they would like to suggest to improve the game.
The "aha" moments secures the learning that just occurred and allows the kids to reflect on what they were doing and why. One of the biggest challenges of learning through games is keeping the students focused on the learning target rather than the game play itself. Often I have heard students tell their parents that they learned how to play a game and ignore why they played a game. The closure is an opportunity to clarify and solidify the learning target and the ability to explain what has been learned and why.