Corina's ETC 447 Reflection Blog: Micro Lesson 2

MICRO LESSON 2

I. RATIONALE:

This lesson teaches kindergarten students how to continue “Counting on”. This lesson integrates both the Arizona State Standards for Math and the ISTE Standard to help students use and learn technology in the classroom. Students will use online applications (abcya.com and blooket.com) to practice “Counting On”. The teacher will use Nearpod to assess students.

II. OVERVIEW

Grade Level: Kindergarten

Subject(s): Math

Topic of Study: Counting On

Time Allotment: 30 minutes

Standards:

K.CC.A. Know number names and the count sequence. 2 Count forward from a given number other than one, within the known sequence (e.g., “Starting at the number 5, count up to 11.”)

K.CC.B. Count to tell the number of objects. 5. Count to answer questions about “How many?” when 20 or fewer objects are arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects.

K.OA.A.1 Represent addition and subtraction concretely.

Objectives:

Students will be able to count from 1 to 20 with objects and will know the number of the last counted object 80% to 90 % of the time. Students will identify the number of objects presented and be able to count on to the next number when objects are added to the group.

III. IMPLEMENTATION

Procedure: TW begin by verbally introducing the objective on board. TW give instructions on what to expect for today's lesson about Counting On. TW introduce lesson with video Counting to 20 Song For Kids | Learn To Count From 1-20 | Pre-K - Kindergarten (youtube.com). After the video, TW review counting using a counting chart. TW have students in a whole group. TW ask students “Do you know what counting on means?” SW will raise their hands and respond. TW give positive feedback to students' responses. TW explain that “Counting On is being able to continue counting when you are given a number. Here is an example. I want you to count to ten, but I want you to start at seven. We will be practicing counting objects. I will add to these objects, and you will be able to count on and tell me how many objects there are. Maybe someday, you will go to the store with your mom or dad and get oranges. Let’s say they are getting two oranges and then they say, ‘I’m thinking I need to get three more oranges, how many will that be altogether?’ You will have to help your parents count on from the two oranges you have and add three more. Like this: (demonstrate with student help.) Two (pointing to the two already in hand, then continue counting with the additional picked up) three, four, five.” Pause “How many will I have altogether? (Students will answer 5). Did you notice that I did not start from 1? When you count on you don’t start from the beginning of number 1.”

TW continue “I want to make sure you know your numbers. I have cards with numbers on them. I also have a number chart with some missing numbers. Can you put this in the correct place?” (Give a number to the students and they will place it on the chart.) TW ask “How did you know where to place your number? Is your number before or after…? Does your number go on the left or the right of …?” TW have students finish placing cards in the correct positions. TW say “I have a cup here that we are going to use as a cover. I also have some counters here. I want each of you to help me count ten counters. I will line them up, left to right, on the table. I am going to count the counters to make sure that I am working with ten: One, two, three, four, five six, seven, eight, nine, ten. Ok, so I definitely have ten counters. Now, I will count four counters and I will cover these four counters with my cup. One, two, three, four (cover the counters). There are four counters hidden under the cup and I will count on like this: foooour (pointing to the ones under the cup), five, six, seven, eight, nine, ten. TW give another model and demonstrate using another number. SW: Sit on chairs, feet on the floor, seat to seat, back-to-back, and face forward to the teacher. Watch attentively. TW work in an activity of counting on together with students for the “We Do”. TW give the cup to a friend and have them count and cover the counter and then they will count on. TW say “We will help our friend count. Remember to count together. We also need to make sure we are counting the counters, not just counting.” (A SW be given the cup and count and cover the counters, then count on. Students will alternate. If there is difficulty remembering the numbers, numeral cards will be used.) SW uncover all the counters and try practicing counting the given counters. TW have student practice independently for a couple of minutes, while the teacher is mobile and prompting and guiding students. SW listen and follow directions and when prompted will begin and work together in pairs. Students who finish early will have an opportunity to do activities on Learn to Count | More Than, Less Than Activity • ABCya! or Play Tower Defense 2 | Blooket., https://play.blooket.com/play?hwId=661b7ad88b52b461695886df, Students will be assessed through Nearpod: https://app.nearpod.com/?pin=B6MQN. In conclusion, TW review the lesson by asking for a whole group discussion on how Counting On can help in real-life situations. Students will have one minute to talk and think with a partner and help explain in a whole group discussion.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson) TW show video Counting to 20 Song For Kids | Learn To Count From 1-20 | Pre-K - Kindergarten (youtube.com) on smartboard (which is in every classroom of the school). TW use counting chart 1-20. SW watch the video and use a chart to demonstrate their understanding of what Counting On is. SW have an option to complete an activity on Learn to Count | More Than, Less Than Activity • ABCya! or on Play Tower Defense 2 | Blooket., Extension: https://play.blooket.com/play?hwId=661b7ad88b52b461695886df, SW show their understanding of the lesson by completing a Nearpod assessment. This assessment will consist of a total of 5 slides. The first 3 slides will have counting on with dots and the last two will have numbers with one number to fill-in-the-blank.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

· Cognitive delay- TW give simple explicit instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout the lesson. TW observe students. The lesson has a fun colorful video with repetitious music about counting 1-20, to help students. TW explain what Counting On is and demonstrate, model and guide students throughout the activity. SW be given a choice in counting different objects the counters, oranges, or using the numeral cards. SW be paired up with another classmate. TW have knowledge which students work well together and use that information for grouping. SW collaborate. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. TW help with assessment instructions by reading for students or students can choose to listen to audio on Nearpod instructions for assessment. Students having more difficulties with vision or counting will be seated close to me. Students will be guided by the teacher, when necessary, with counting. Number cards will be used and placed on top of cup. Counters in cup will begin with small numbers first. For those having difficulty, the number of counters will stay the same in the cup. The counters outside the cup will change.

· Gifted – TW give simple explicit instructions and use gestures and movements to demonstrate what is expected for the lesson and throughout the lesson. TW observe students. The lesson has a fun colorful video with repetitious music about counting 1-20, to help students. TW explain what Counting On is and demonstrate, model and guide students throughout the activity. SW be given a choice in counting different objects the counters, oranges, or using the numeral cards. SW be paired up with another classmate. TW have knowledge which students work well together and use that information for grouping. SW collaborate. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. TW help with assessment instructions by reading for students or students can choose to listen to audio on Nearpod instructions for assessment. Students having more difficulties with vision or counting will be seated close to me. Students will be guided by the teacher, when necessary, with counting. Number cards will be used and placed on top of cup. Counters in cup will begin with small numbers first. For those having difficulty, the number of counters will stay the same in the cup. The counters outside the cup will change.

· ELL – TW give explicit and simple instructions, use gestures and movements to demonstrate what is expected for the lesson and throughout lesson. TW use numeral cards and objects to count. The assessment will have numbers and dots to complete Counting On Assessment. TW elaborate on counting on instruction and enunciate and slow speech down when necessary. TW observe students. The previous lesson had a colorful video with repetitious music about counting on 1-20. SW work in pairs, TW have knowledge which students work well together and use that information for pairing up. SW collaborate with a partner to foster social and verbal engagement. TW be mobile to guide and assist throughout the lesson. SW work at their own pace on assessment. Students can choose to read instructions or listen to instructions from the teacher or Nearpod instructions.

IV. ASSESSMENT

Procedure: TW observe and assess on how students collaborate in group and pairs. SW be assessed (summative) by completing a Counting On 1-20 activities and assessment. Students can continue counting from a given number, in sequence.

Instruments: Nearpod links: https://app.nearpod.com/?pin=B6MQN

V. MATERIALS AND RESOURCES

Smartboard to display Counting On 1-20 video from Counting to 20 Song For Kids | Learn To Count From 1-20 | Pre-K - Kindergarten (youtube.com), Learn to Count | More Than, Less Than Activity • ABCya!, COUNTING ON | Blooket. ABCya, Play Tower Defense 2 | Blooket, https://play.blooket.com/play?hwId=661b7ad88b52b461695886df; Chromebook for each child to complete Nearpod matching assessment, Number Chart 1-20 with missing numbers, a bag of oranges, counter dots (10 for each student), cups (4-5), Number cards 1-20, Counting Sheet for Real Counting On.