Instructor: Katie Copper Lesson Title: The Number 5 Curriculum Area: Math

Grade Level/Cooperating Teacher: K / Ashley Sing Date: September 23, 2013 Estimated Time: 20 min.

Standards Connection: K.M.1. Count to 100 by ones and tens. K.M.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with ) representing a count of no objects). Learning Objectives: The students will gain a full understanding of the number five. 1. They will learn how to write/spell the number five. 2. They will be able to identify ways to make five (number sentences) by looking at manipulatives shown by the teacher. 3. They will learn how to tally the number five. 4. They will learn what one more and one less than five is. 5. They will understand how to represent five in groups of one (place value). 6. They will understand how to represent five in a tens frame. Evaluation of Learning Objectives: The students will fill out a Number of the Day chart/worksheet as the lesson is presented. The teacher will also call on students to answer questions throughout the lesson. Engagement: Engagement in the lesson will come in the form of review of the number learned the day before. The class will review the number 4 quickly. Then, the class will reference the song Where do we start our letters? (At the top!) to remind them where to start writing their number. Learning Design 1. Teaching: a. The students will be given a Number of the Day worksheet, which they have seen and worked with before. This same worksheet will be projected up on the whiteboard from the document camera. b. The teacher will start by asking children to remind her what the number from Friday was (four). c. When they get to the answer, which is # 4, the teacher will say, If yesterdays number was four, what is todays number? The children know that the numbers go in order each day. d. The teacher will then ask, Can anyone help me spell five? The teacher will wait a moment and say, Ok, well lets sound it out together. e. (F sound), when the students say F, the teacher will write F on the board. (long I sound). When the students say I, the teacher will write i on the board. (V sound). When the students say V the teacher will write v on the board. The teacher will then say, and there is an e on the end of the word five. Then the teacher will wait for the students to write five on their own papers.

f. The teacher will say, Ok, now lets tally the number five. Count with me. One Two Three Four Five. As the teacher counts, she will tally on the board and the students will tally on their own paper. g. The teacher will then say, Ok, lets fill in our 10s frame. Count with me. One Two Three Four Five. As the teacher and students count, both will put dots in their tens frame on their own paper. h. The teacher will ask students, If I have five straws, like we did this morning during calendar, how many groups of one will we have? i. The teacher will then put five matching blocks on the tray and take it around for the students to see. How many blocks do I have? Right! Five! j. The teacher will then take off two of the blocks and put on two blocks that do not match the others. How many blocks do I have now? Five?? Well wait a minute, I only have two yellow blocks and 3 red blocks, so how can I have 5 blocks?? The teacher will wait for answers, listening for someone who says the right answer. The teacher will then say to that student, So youre telling me that if I have 2 blocks of one color and 3 blocks of another, I have five blocks?! So lets make our number sentence out of that. Two plus three equals five! k. The teacher will then switch the blocks to new combinations and have the same conversation. l. The teacher will then say (while holding up manipulatives), If I have five and I add one more, how many do I have? The teacher will wait for answers. Right, Five! m. What if I have five and I take one away, how many do I have then? The teacher will allow students to think and answer while walking around the room to allow students who are struggling to find the answer to count the straws. 2. Opportunity for Practice: a. The students opportunity for practice will first come in the form of writing the information about the number 5 on their own papers. b. The teacher will ask questions of the students throughout the lesson, leading them to the correct answers, and then she will write them on the board (see Teaching). 3. Assessment a. The teacher will listen for students answers while going through the worksheet. The students will also staple their worksheets into their math notebook that the teacher can go back and look over if need be. Content and Resources: 1. Student worksheets 2. Document Camera 3. Whiteboard 4. Whiteboard markers 5. Colored shape blocks 6. Flat tray to display colored shapes Plans for Individual Learners and Differentiation Strategies: N/A

Reflection (October 2, 2013): I thought the lesson went well. It definitely covered all the bases about the number five and gave them many ways to understand it. I do think the fact that they were writing down the different ways to represent the number 5 was good practice for them, and they will be able to keep the sheets throughout the year and look back at the end to see how they have improved. However, I think there may have been some different ways to help them understand the number 5 and its representations without having them do a worksheet. I would have loved to do a book about the number five, or use the students themselves as manipulatives to help them understand it. For instance, in her classroom there is only one table that has 5 students sitting at it. I think it would have been fun to start out by having them find the only table with 5 students. However, the lesson as it stood followed their regular pattern, and I think it was more important to not disrupt her classroom structure. After discussing it with Ms. Sing, I felt that changing the childrens normal routine would cause more disruption than learning, since it would have been something they are not used to. I also chose not to give the children their own manipulatives because they have never worked with manipulatives before and I feared that they would go haywire with the blocks if I gave them blocks for the first time during my lesson. However, in my own classroom I would love to let them use the manipulatives, and I would have rules and procedures so they can use them appropriately. I think the most important portion of the lesson that they needed manipulatives was the section on how to make five. Then they could have used their own imaginations to figure out how many red and blue blocks, or squares and triangles (etc.), they could use to make five. I also like the idea of having them make something to help them remember the number in a more tactile way. It could be something that started with the same letter, or something that maybe went with the season we were in. I thought something like five fish might have been fun. They could have decorated them and made an ocean on some paper to glue them onto, and I think that might have been a fun way to help them remember and see the number five. As I said before, I appreciated the lesson as it was and I know thats what the children were used to, however if it were my own classroom there were a few changes I would have made. The most positive thing I took from the lesson was the importance of having something for the children to make, or take with them, whether it be their worksheet with different representations of the number 5 or a piece of art that represents it. Then I think you can reference back to the activity for example, remember when we made the five fish?