Title of Lesson
Counting Fun with Gummi Bears
Grade Level/Grade Strand
Kindergarten/Number and Operations
Introduction to Lesson
Show the students a stuffed animal of a bear, have them identify it, and allow them to talk about
any stuffed animals they might have at home, or their favorite stuffed animal. I
will explain that they will practice counting from one through ten using bears. Then
I will introduce the book called The Gummi Bear Counting Book. As I am reading the book I will place the bear cut outs, which contains the numbers one through ten, onto
the black board and have them count aloud once after I have finished reading the book.
Learning Objectives
Students will count the numbers one through ten, be able to identify the numbers one through ten,
and show the numbers one through ten using gummi bear manipulatives. They will
also learn to start adding numbers.
Materials
·
Hard Copies (worksheets, data sheets,
etc—include a copy of each and the answer key, if appropriate)
The students will be using bear cutouts with the numbers one through
ten on their bellys.
· Manipulatives-Gummi Bears
· Technology
N/A
Instructional Plan
· Lecture Notes/Outline
1. First I will read the book called The Gummi Bear
Counting Book.
2. As I read the book I will place the numbered bears up to where the students can see them.
3. After I have read the book we will count, aloud, one through ten
4. Today we are going to count and add gummi bears!
5. You each have a bag of gummi bears and DO NOT EAT them until we are done with today’s lesson.
6. When I call out a number you must place the correct number of gummi bears onto the correct bear. Find the bear with that number on its belly and count out the correct number of gummi
bears onto the correct bear.
7. Then I will start asking them to add the gummi bears such as: What is one gummi bear plus 2 gummi
bears? What is one gummi bear plus 3 gummi bears?
· Examples
Count aloud with the students’ one through
ten
Add a few sets of gummi bears 1+2=3, 1+3=4, 1+4=5
· Leading Questions
What is your favorite stuffed animal?
What kinds of stuffed animals do you have at home?
What am I holding? (Stuffed bear)
How many would like to learn to count using bears?
What is addition?
Methods of Assessment of Students’ Understanding (both formal and/or informal)
I will assess the students by walking around to check and see if they counted out
the correct number of gummi bears on to the correct bear, and then I will assess how well they add their gummi bears by walking
around the room as well. I will also give the students a few minutes towards the end of class to get into small groups to practice counting and adding their bears
with one another, and I will just walk around the room to assess their work.
New Mexico Standards and Benchmarks Addressed by This Lesson
Strand: Number and Operations
Standard: Students will understand numerical concepts and mathematical operations
K-4 Benchmark N.1: Understand numbers, ways of representing numbers, relationships
among numbers, and number systems.
K.N.1.1 Demonstrate an understanding of the place-value structure of the base-ten
number system: a. count with understanding and recognize “how many” in sets of objects up to 20
Strand: Number and Operations
Standard: Students will understand numerical concepts and mathematical operations
K-4 Benchmark N.2: Understand the meaning of operations and how they relate to one
another
K.N.2.1-Represent numbers using pictures, objects, or numerals.
K.N.2.2-Use concrete objects to solve simple addition and subtraction story problems
(e.g. oral not written).
References, Enrichment Ideas, Remediation Ideas (***Optional)
Since we are still close to the beginning of the year I will start out teaching
the students to count 1-10 and then we will move on to counting 1-20. I will
start with addition and move onto subtraction using the gummi bears as manipulatives.
Int Sites
for Heather
1.
http://www.lessonplanspage.com/MathProblems-ScrambleTeamworkGameIdea45.htm
2.
http://www.pics4learning.com/lessonplan_details.php?id=m04
3.
http://mathforum.org/alejandre/frisbie/math/leonardo.html
4.
http://britton.disted.camosun.bc.ca/jbescher.htm
5.
http://www.hsor.org/modules.cfm?name=Jurassic_Oil
6.
http://mathforum.org/te/alejandre/four/parabola.html
7.
http://www.figurethis.org/challenges/c36/challenge.htm
8.
http://www.archimedes-lab.org/
9.
http://www.blackdouglas.com.au/taskcentre/index.htm
10. http://www.ies.co.jp/math/java/geo/index.html
11. http://mathforum.org/~sarah/hamilton/
12. http://www.analyzemath.com/
13. http://www.math.com/school/subject2/lessons/S2U1L3GL.html#sm2
14. http://www.hitmill.com/college/math.html
15. http://www.figurethis.org/challenges/c08/challenge.htm
16. http://www.learn-with-math-games.com/index.html
17. http://www.dr-mikes-math-games-for-kids.com/printable-math-games.html
18. http://www.schoolhousetech.com/
19. http://www.kidsnumbers.com/addition/php
20.http://www.coolmath4kids.com/
Investigating Shapes (Triangles) Tracing and Drawing
(Use the NCTM Illuminations Lessons as Guides, Models, or Your Actual
Lessons—
Website: http://illuminations.nctm.org/)
Title of Lesson
Investigating Shapes (Triangles) Tracing and Drawing
Grade Level/Grade Strand
Pre-K to 2nd grade
Introduction to Lesson
Each table will contain attribute triangles for the students to explore. The students will use attribute triangles to explore the properties of the triangle.
Learning Objectives
Students will identify and describe triangles, learn to draw triangles, and locate triangles in
their environment. We will focus on Equilateral, Isosceles, and Scalene Triangles.
Materials
·
Hard Copies (worksheets, data sheets,
etc—include a copy of each and the answer key, if appropriate) The students will each have a copy of the My Triangles Activity Worksheet
to complete individually.
· Manipulatives Attribute Blocks
·
Technology Overhead
to demonstrate how to hold the attribute block and Geometer Sketchpad. On Geometer
sketchpad I will create an equilateral, isosceles, and scalene triangle to demonstrate the differences between the different
triangles. For example an equilateral triangle has three equal sides, an isosceles
has two equal sides, and a scalene triangle doesn’t have any congruent sides. Then I will demonstrate what tools they
will need to select in order to create a triangle on Geometer Sketchpad. Then I will have the students create a triangle on
their own on Geometer Sketchpad and let them play with it to see if they can create an equilateral, isosceles, or a scalene
triangle.
Instructional Plan
· Lecture Notes/Outline Review properties of triangles and talk to the students about the attribute
triangles on their tables that they will be exploring. Then the students will
have the opportunity to ask questions of me or other students. After the students
have explored the triangles thoroughly, they will be asked to complete the My Triangles Activity Worksheet. They will be asked to work individually and trace the triangles printed on the sheet and then trace the
attribute triangles on the blank sheet of copy paper. I will demonstrate how to trace the attribute triangles to the class and if they have problems tracing
the blocks on their own they can work with a partner. One can hold the block
while the other traces it and then they can switch roles. After they have completed
tracing their triangles they can either look through books and magazines for different triangles, cut them out and glue them
on a piece of paper or they can sort through the collection of shapes that I have placed in bags. At the end of class each student will be asked to identify a triangle in the room and share where they
found the triangle and how they knew the object was a triangle.
· Examples Show the students an example of how to trace the triangles
·
Leading Questions How many sides does a triangle have? Can you find a triangle and count
its sides? Would you practice drawing a triangle in the air by watching me draw
one in the air? When you trace a triangle, what will you need to remember? When you draw a triangle without tracing, what do you need to remember? How many triangles can you find in the classroom without leaving your space? Can you describe the location of the triangles so that your classmates can find them? What are some words you might use to describe the triangles found in the room?
Methods of Assessment of Students’ Understanding (both formal and/or informal)
Record the observations of students’ work as I walk around the room.
For homework have the students draw a picture of an object that has a triangle as
a component and ask an adult to label the picture for them.
New Mexico Standards and Benchmarks Addressed by This Lesson
Strand: Geometry
Standard: Students will understand
geometric concepts and application
K-4 Benchmark G.1: Analyze characteristics
and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.
K.G.1.1 Identify common objects in
their environments and describe their geometric features:
a. describe, identify, model, and draw
common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone.)
b. compare familiar plane and solid
objects by common attributes (e.g. size, shape, number of corners)
References, Enrichment Ideas, Remediation Ideas (***Optional)
Geometer Sketchpad
