Make this a new day

Minutes

Structure:

Purpose:

Description:

Day 1:

Date:

Handout:

Mathematics counting : number and cardinality

Grade Level:

1

Subject:

Math

Topic:

number

Objective:

Know number names and the count sequence.
Count to tell the number of objects.
Compare numbers.
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
Work with numbers 11–19 to gain foundations for place value.
Describe and compare measureable attributes.
Classify objects and count the number of objects in categories.
Identify and describe shapes.
Analyze, compare, create, and compose shapes.

Other Information:

Clyde Ethan
Lachlan Angelo
Sarah Hayley
Charlize Riley
Darren
Jason
James
John
Aige

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Prep:

Gather students in front of Smartboard. Student's name on cards. These cards are used for selecting who will come up to the Smartboard. open first slide with the lesson objective written in "student friendly" terms. There is a content and language objective to help focus on vocabulary expansion. I read these objectives aloud for my students.Content Objective-I can find the number two, count two items, write the number two and make a group with two items.Language Objective I can use the number two 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 two. Slide Three: When I count, two is after the number 1. I then count to two pointing to the numbers on the Smartboard slide. I repeat, having the students count with me.Slide Four: There are two squirrels. I can count them. I touch each one. I then demonstrate for the students how I can count . I touch each item once and and I say , “One-two”. This step helps students develop “one to one correspondence”. Slide Five: I explain to the students, There are some groups of cows. I want to find the groups that have two. If you are called up, I want you to show the class how we count by touching each cow. We can check our answers. I have the students touch and say one-two when counting. If students 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”.After the students identify the slides with two, I ask them how many objects are in the other groups. I have them come to the board and demonstrate counting the objects. The remaining objects have one object each to review the number one.Slide Six and Seven: Now the students get the opportunity to practice making groups of two. I say to them: Can you make a group that has two? Count as you move the birds, 1-2. The students use their finger to drag one bird at a time out of the circle and into the box. Ensure that students count aloud as they are moving the birds. Repeat with the next slide using the turtles.
Slide Eight: demonstrate how to make the number two. stress the importance of starting the number at the top where the green or “go” circle is. I show how to make the number, saying to the students, start at the green dot. Curve around and slant down. Stop at the red dot. Now, slide to the right .Do not pick up your pencil.

Materials:

Slide Nine: 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 how many bears there are.

After the students have had a chance to talk, I ask the students to raise a hand if they know how many bears there are. When I call on a student, they usually say, two. To expand their language skills I have them repeat the answer in a complete sentence. I say, You are right. There are two bears. I want everyone to say, "There are two bears."

To review the number one, I ask, Now, how many ducks are there? I repeat the above process, giving the students Turn and Talk time. I call on a student and then have the entire class repeat, "There is one duck."

We then move from the SMART Board back to our tables.

Standards Met:

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