counting and cardinality - web viewkallie derrer. professor michele stansley . ted 320. final...

Kallie DerrerProfessor Michele Stansley TED 320Final Inquiry Unit Plan

Rationale Throughout this unit, number recognition and counting in a sequential order will be the

focus as students are motivated by activities that reinforce these concepts through movement and manipulatives. Each lesson provides an opportunity for students to use a variety of objects to become familiar with not only the numerical form, but word form of numbers 1-20. Students will be challenged through fine-motor activities to accomplish certain tasks of reaching their goal of counting in a sequential order. The lessons put into place allow students to reflect on their lives outside of the classroom by having hands-on opportunities with objects they’ve had experiences with, but haven’t used for number recognition. Students will build a new vocabulary as they use comparative language by making connections throughout each activity and applying it to their everyday lives. Technology will play a role in offering movement concepts that reinforce number counting. Students will be assessed by tracking how high they can count up to 20 by the end of this unit as compared to the beginning. Students will also be closely monitored through observations of their manipulative use during each lesson. I chose this particular unit because through my clinical experiences I have seen students at this age level struggle to get a grasp on number recognition and counting correctly up to 20. I believe by exposing students to multiple ways of counting through the arts, movement, literature, manipulatives, dramatic play, and creativity we can reinforce this concept to be achieved at a more successful pace.

Lesson Plan for ECE (Preschool)

Your name: Kallie Derrer Date/Time: September 22, 2016

Cooperating Teacher:

School: Prairie Elementary

Grade/Age Level: Preschool/Young 5’s/ Kindergarten

Subject: Math/Language Arts

____________________________________________________________________________

Unit Plan Driving Question/Theme/Topic: Counting Using Manipulatives Can you count in a sequential order? Can you recognize the word form of numbers 1-10?

Lesson Plan Title/Topic: Apple Matching by Counting

____________________________________________________________________________

Standards/Benchmarks/GLCE addressed in this lesson (number or bulleted list below):● CCSS.ELA-LITERACY.L.K.5.A - Sort common objects into categories (e.g., shapes,

foods) to gain a sense of the concepts the categories represent.● CCSS.ELA-LITERACY.L.K.1.B- Use frequently occurring nouns and verbs.

Counting and Cardinality● Know number names and the count sequence.● Count to tell the number of objects.● Compare numbers.

Student Learning Objectives/Outcomes: Through these learning activities, the learner will demonstrate the ability to: Students will become familiar with recognizing and learning the spelling of numbers by matching up apple halves with their corresponding match.

● Call out the number based on recognition of the spelling ● Count the dots to figure out what number is being displayed ● Be able to recognize and pair numbers based on the spelling and numerical form

Instructional Activities:

Introduction (Engagement of students):

● Call the class to the carpet and show them the title of the story you will be reading to them: “Ten Little Apples” by Natalia Vasquez.

● Ask the students if they remember what our theme of the month is based on the title/picture of the story. Respond with: “That’s right, apples!”

● Read the story once through to the class and model the rhyme tune of “5 Little Monkeys” so the children will remember the words better.

● Read the story once more and tell the class that they are allowed to sing/read along with you.

● Pull sticks and allow different students to come turn the dial to make each apple fall and reinforce how you are losing an apple each time so the number is decreasing.

● Once you have finished reading, point to each apple and count backwards from ten. Then do the opposite and point to each apple and count up to ten.

● Tell the children that they did a great job reading and counting and explain how you have an activity for them involving apples and counting and have them return to their seats.

Instructional Activities (including “checking for understanding”, modeling, guided practice, independent practice, etc.)

Explanation:● Ask the class: “Boys and girls what number did we count up to in our book about

apples? That’s right we counted all the way up from ten and all the way down. For this activity you will be working with the numbers one through ten.”

● “I am going to show you how I want you to complete your apple activity.” (Use Elmo for this part so whole class can see)

● “I will give each of you an envelope and in this envelope you all have halfs of apples. I would like for each of you to find matches for these apples so they can be one big giant apple.”

● “What do you notice about these apple halves? Yes, some have the word number on it and some just have the number. What if you don’t know the word number? What do you think you should do? Do you recognize something under the word that you can count to discover what the word is? Yes, you should count the dots! By counting each dot you can find out what the word number is. This will help you match it to its actual number. I will place a tiny bowl of beans on each table so you can use these to put on the dots if you are having trouble counting.”

● “Now when you find a match you will be able to hook them together easily by the velcro.” (Demonstrate this)

● “Does everyone understand how to match the apples up? What should you do if you can’t figure out the word? That’s right, count the dots! Okay boys and girls it is your turn to give it a try. You may talk quietly among your table buddies, so we should not be using our outside voices. I will be walking around to help and see who is doing a great job finding matches.”

● Pass out envelopes to each student. Walk around the room and take note of each student’s progress/struggles.

Interdisciplinary (Cross Curricular) Connections:● Language Arts is incorporated because of storytime and students are being

exposed to the spelling of numbers. ● Students could also be developing their fine-motor skills by making sure they

match up the halves using the velcro.

Accommodations for differentiated instruction:

Resource (Intervention) Students: During activity time, devote most of your time working with these students. Focus on using the beans to make it more hands on to help with the counting.

ESL Students: You could have a backup set of apple pairs in this student’s native language. Have these students try it once this way and then use the english set. Ask these students to place the english matches on top of their native-speaking matches so they can see the connection.

Gifted Students (Enrichment): For the more advanced students have them add and subtract two matching sets of apples to make it more challenging.

Assessment: Use the activity time when you walk around the room for assessment. Record how many matches each student was able to achieve. Keep these results and try the activity again to track students’ improvements.

Conclusion/Closure: Questions to ask class:● “What numbers did we work with and learn about today? Can we count up to ten

as a class together? Can we count down?” (Do both) ● Go through each apple half 1 through 10 that has the spelling of the number on it

and hold it up for the class to see. For each one, ask the class what its corresponding number is.

List of Materials and Classroom Set Up needs:● Book- “Ten Little Apples”

● Envelopes with both sets of apple halves (Make sure you count how many all together)

● Tiny bowl of beans for each table. (Can use raisins or other counting manipulatives)

Safety/Caution:● Students should not put beans by nose/mouth ● Keep hands to self

Resources:

Link: http://earlylearningideas.com/apple-counting-book/

Reflection: What have you learned about teaching and student learning through this lesson? What went well in your lesson? What did not go well? Why? What would you do differently next time? To be determined….


Your name: Kallie Derrer Date/Time:11/3/16


School: Prairie Elementary School

Grade/Age Level: Young 5’s/Kindergarten

Subject:Math/Language Arts/Science/Art

____________________________________________________________________________

Unit Plan Driving Question/Theme/Topic: Counting Using ManipulativesCan you identify and count numbers 1-10?

Lesson Plan Title/Topic: Fingerprint Counting

____________________________________________________________________________

Standards/Benchmarks/GLCE addressed in this lesson (number or bulleted list below):

● CCSS.Math.Content.K.CC.A.2 ● Count forward beginning from a given number within the known sequence (instead of

having to begin at 1).● CCSS.Math.Content.K.CC.B.4.a ● When counting objects, say the number names in the standard order, pairing each

object with one and only one number name and each number name with one and only one object.

Student Learning Objectives/Outcomes: Through these learning activities, the learner will demonstrate the ability to: Count up to and identify numbers 1-10 by creating a visual through finger painting.


Introduction (Engagement of students):● “Boys and girls today we are going to do some more number counting practice.

Can we count together as a class up to ten? When I say go I want you to count with me and hold up each finger as we count. I should see ten little fingers high in the air when we are all finished. Ready? Go!” *Count together*

Anticipatory Set: Call the students to the carpet and conduct a read-aloud featuring the book “The Very Hungry Caterpillar” by Eric Carle.

● “Boys and girls pay very close attention to this story because we are going to do an art project based on the very hungry caterpillar involving counting.”

● Question to consider:○ Why do you think the caterpillar is hungry? Does he look happy?○ Have you ever held a caterpillar before? How do they feel? What happens

to caterpillars?○ Invite the children to count the food the caterpillar eats each weekday. ○ Write the names of the week on the easel and ask the kids what the

caterpillar ate on each day?○ Count the days of the week together as a class


● After finishing the read-aloud use the easel to demonstrate the fingerprint counting activity the students will participate in.

● Go through each number of the caterpillar's body as you count each fingerprint● Have the students count with you and point to each dot ● Explain to the students that they each have a finger paint pallet at their desk that they

will only dip one finger in. Explain and model how it is easiest to make the dots with your pointer finger

● Ask the students if there are any questions for clarification ● Call each student by name and give them their paint shirt and say once you have your

your paint shirt on you can return to your desk and begin your finger paint counting. ● While students are completely their caterpillars walk around the room and offer

guidance. Make sure students are using the paint properly. ● Once students complete their projects hang them up for display using clothespins.

Explanation:

Interdisciplinary (Cross Curricular) Connections: The read-aloud will provide connections in reading and science with the transformation of caterpillars.


Resource (Intervention) Students: Have these students sit close to you at the carpet so they will pay closer attention to directions and make visual connections to apply for counting. Allow these students to use fuzzy cotton balls to make the caterpillar's body if they prefer not to use their fingers.

ESL Students: Can have the class count to ten in spanish or these student’s dominant language to recognize different number sets of 1-10

Gifted Students (Enrichment): For a challenge refer to a specific day of the week from the story and ask how many more items of food were consumed on Saturday compared to Friday and so on. These students can also create a sentence about their caterpillar if they finish early.

Assessment:● Go around to each student and ask them to count their fingerprints for each

caterpillar up to 10

Conclusion/Closure:“Boys and girls you did a great job practicing counting today. Can we all count up to ten together? Can we all count down from ten? What can you tell me about caterpillars?

List of Materials and Classroom Set Up needs:● “The Very Hungry Caterpillar” Eric Carle ● Paint-green, yellow● Caterpillar template ● Fuzzy cotton balls● Wet wipes to clean up hands ● Safety/Caution:● Make sure students are using paint properly keeping away from other

classmates/eyes/mouths/etc. ● Keep hands to self

Resources:http://funhandprintartblog.com/2015/03/fingerprint-counting-printables-for-spring.html

Reflection: What have you learned about teaching and student learning through this lesson? What went well in your lesson? What did not go well? Why? What would you do differently next time?


Your name: Kallie Derrer Date/Time: November 17, 2016




Subject: Cookie Counting ____________________________________________________________________________

Unit Plan Driving Question/Theme/Topic: Counting with Manipulatives Can you count in sequential order? Can you recognize number words?

Lesson Plan Title/Topic: Cookie Counting

____________________________________________________________________________

Standards/Benchmarks/GLCE addressed in this lesson (number or bulleted list below):● CCSS.ELA-LITERACY.L.K.5.A - Sort common objects into categories (e.g., shapes,

foods) to gain a sense of the concepts the categories represent.● CCSS.ELA-LITERACY.L.K.1.B- Use frequently occurring nouns and verbs.● CCSS.MATH.CONTENT.K.CC.B.4.C

● Understand that each successive number name refers to a quantity that is one larger.

● CCSS.MATH.CONTENT.K.CC.C.6

● Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.


● Compare two numbers between 1 and 10 presented as written numerals.

Student Learning Objectives/Outcomes: Through these learning activities, the learner will demonstrate the ability to: Count in sequence the number of chips on each cookie and use comparative language such as “more” and “less” when comparing objects.

● Call out the number based on recognition of the spelling ● Count the chips on each cookie to figure out what number is being displayed ● Be able to recognize numbers based on the spelling and numerical form


Introduction (Engagement of students):● Call the class to the carpet and show them the title of the story you will be reading

to them: “If You Give A Mouse A Cookie” by Laura Numeroff. ● For discussion ask the students to predict what they think will happen if you give

a mouse a cookie. ● While reading, pause and make more predictions of what you think will happen

when the mouse is given certain objects. ● At the end of the story ask the students what they think will happen if the mouse

is given another cookie. ● Explain to the students: “Boys and girls we are going to do a cookie counting

activity today based on the story that we just read. First, I would like us to practice some counting together. I have a special song that I think fits perfect with our book we just read. Can you sing it with me? First, we need to practice counting backwards from 5. Can we all do that?” Count backwards from 5 until all student voices are participating.

● “I think you’ve got it. Now we will practice our song. It is similar to 5 little monkeys, but instead it is about cookies.”

● Sing song to students first: Five Little CookiesFive little cookies With frosting on top. (Child's Name) ate the red one, then there were four. Four little cookies, Two and two you see(Child's Name) ate the green one, then there were three. Three little cookies But before I knew, (Child's Name) ate the white one, then there were two. Two little cookies, Oh what fun, (Child's Name) ate the brown one, then there was one

● Repeat this tune using different student’s names who are paying attention. ● After you have done several rounds say: “Okay boys and girls we will sing

our new cookie song and if I say your name you are allowed to return to your seat where we will start our activity. While at your seat continue to sing with us and watch your classmates walk back to their seats. Okay let’s begin singing!”

● Sing until all students have returned to their seats.


Explanation:● While at their seats explain the directions for the cookie counting activity.

Tell the students they all should have a set of cookies at their seats. Model

how you want them to empty them out on their work tray to count the chips on each cookie. Have the students count with you while you model. Explain that students should flip the cookie over to check if they counted the correct number of chocolate chips. Explain how both the number and written word are on the back for the students to identify. Count the cookie that has 5 chips on it and then count the one that has 7 chips on it. Ask the students which cookie had more chips? Which cookie had less? Tell the students they should be thinking about this when they are practicing their counting.

● Have the students remove the cookies from their bags and place them on their work trays to begin counting. Walk around the room to ask students questions and offer assistance.

● Once you see that students are getting a good grasp at this activity tell them to put their cookie sets back in their bags so they can move onto the next activity.

● Pass out the printable sheets of cookies to each table. Model on the elmo how the students will be using their dot makers to fill in the chocolate chips for each cookie. Model how the students should count the chip as they press the dot on. Explain how to properly use dot markers and that they should not press too hard.

● Once students have completed this activity pass out some mini oreos and allow students to eat and count these.

Interdisciplinary (Cross Curricular) Connections:● Language Arts is incorporated because of storytime and students are being

exposed to the spelling of numbers.


Resource (Intervention) Students: During activity time, devote most of your time working with these students. Ask these students specific questions so they are understanding which numbers are greater and less by using comparative language.

ESL Students: Reinforce the numerical form of the number on the back of each cookies so they students can link it to the corresponding word.

Gifted Students (Enrichment): For the more advanced students have them add and subtract two sets of cookies to make it more challenging.

Assessment: Use the activity time when you walk around the room for assessment. See which students need a better understanding for the vocabulary more or less.

Conclusion/Closure: Questions to ask class:● “What numbers did we work with and learn about today? Is 7 greater than 5? Is 3

less than 8?● Ask students what their favorite kind of cookie is.

List of Materials and Classroom Set Up needs:● Book- If You Give A Mouse A Cookie ● Cookie sets- ziplock bag, hole puncher, brown construction paper● Brown dot markers ● Printable chip sheet ● Cookies-**check allergies

Safety/Caution:● Students should not use dot markers for anything besides worksheet

Resources:● http://www.stillplayingschool.com/2015/04/if-you-give-mouse-cookie-

counting.html

Your name: Kallie Derrer Date/Time: november 18, 2016




Subject: Math/Language Arts/Music/Movement

____________________________________________________________________________

Unit Plan Driving Question/Theme/Topic: Counting Using Manipulatives Can you count in a sequential order? What do number words look like? Can you recognize a timeline?

Lesson Plan Title/Topic: Movement Counting

____________________________________________________________________________

Standards/Benchmarks/GLCE addressed in this lesson (number or bulleted list below):● CCSS.MATH.CONTENT.K.CC.A.2

● Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

● CCSS.MATH.CONTENT.K.CC.B.4

● Understand the relationship between numbers and quantities; connect counting to cardinality.

● CCSS.MATH.CONTENT.K.CC.B.4.C






Student Learning Objectives/Outcomes: Through these learning activities, the learner will demonstrate the ability to: Students will use movement to recognize numbers on a timeline.

Students will practice starting at a number that is not 1 and counting up in the proper sequential order.


Introduction (Engagement of students):● Call the class to the carpet and ask them to sit with their hands in their laps and

wait for instructions. Tell the students that they are going to do the chicken counting dance. Pass out necklaces to each student that display their number nice and big for everyone to see. Explain how the numbers only go up 1-10 so there will be some repeating. Explain how they are to follow the person on the video whose number matches there. Go through each student and tell them what number they are once you assign them one. Line the students up in order on the carpet and have them stand in front of screen to see the video. Stand by the students and model what is being displayed on the video while singing the song. Remind students what they should be doing based on their number. You can practice this song more than once if the students seem to be engaged and wanting more practice.

● Link to chicken counting: https://www.youtube.com/watch?v=qn1FAeJxHh8


Explanation:● Once you have completed the chicken counting ask the students to sit on the

carpet so you can give them directions. ● Explain to the students that you have three stations for them to work on their

counting practice today. Explain how station number one is called “Walk the Number Line.” Ask the students: “What is a number line?”

● Walk the students over to this station and point out how there are three number lines taped to the floor. Pick numbers that you think students need more practice with (Ex-4,5,6). Show the students that the colored plate at the end of the number line is the number they will be focusing on counting up to. Point out where the deck of cards is at the beginning of each number line.

● Explain to the students: “Your first step is to draw a card from the deck. Watch as i do so.” Draw a card and hold it up to the students. “What number is this? Yes six. So I will need to look at my plates and figure out what number line counts up to six. I will then need to walk this card down and set it on the plate. See if you are write by seeing if the number on the card matches the number on the plate. You should only walk down the number line. If you run you will not be able to play. As you walk down the number line say each number up until the plate.” Demonstrate this. Ask if there are any questions.

● Walk the students over to station number two which is “Magnet Fishing.” Show how their are three different buckets full of magnetic numbers where students can each sit. Show the students how their fishing rod consists of a popsicle stick. Emphasis the numbers on the popsicle stick. Explain how each bucket has a different rod with different numbers. Hold one up for the students to see and ask them what numbers are on it. Explain how they will only fish out of their buckets for these numbers. Demonstrate how to do so. Tell the students that you will give them time at each bucket so they can focus on fishing for all the numbers.

● Finally, walk the students over to the final station which is “Ice Cream Counting.” Students will use pom poms to build their ice cream cones. Demonstrate how they should hold the tweezers like they should a pencil when picking out the pom poms. Show how students will use the cone that has the number displayed to determine how many scoops the ice cream gets. Have them count as they place the scoops on their cone.

● Ask the students if there are any questions for the stations. Call sticks and place students at each station. Monitor the number line station more closely as their is the most movement involved. Walk around the room making sure students are staying on task and offer guidance.

Interdisciplinary (Cross Curricular) Connections:● Movement/Music


Resource (Intervention) Students: Monitor these students more closely making sure they are given the help they need to complete each station.

ESL Students: Make sure these students understand the directions. Have them watch other students in their group first so they can get the concept down.

Gifted Students (Enrichment): Can have these students add sets of numbers within the stations. Have them count backwards on number line.

Assessment: Use the activity time when you walk around the room for assessment. See what areas of counting still need more work.

Conclusion/Closure: Questions to ask class:● “What station did you like the best?” “If I told you to start on number 5 at the

timeline what would be the next number?”

List of Materials and Classroom Set Up needs:● Video link ● Timeline station- Colored plates, tape that comes off carpet, deck of cards with

certain numbers drawn out that you want students to practice● Magnet Fishing- Paperclip for end of rod, magnetic numbers, buckets, popsicle

sticks ● Ice Cream Counting- Pom-poms, tweezers, cones with numbers on them

Safety/Caution:● Students should only walk at timeline station

Resources:

https://www.youtube.com/watch?v=qn1FAeJxHh8

http://www.pbs.org/parents/adventures-in-learning/2014/11/walk-number-line-activity/

http://fun-a-day.com/summer-math-preschool-ice-cream-theme/

http://www.makedoandfriend.uk/2012/02/learning-numbers-magnet-fishing.html



Your name: Kallie Derrer Date/Time: november 18, 2016




Subject: Math/Language Arts/Music/Movement

____________________________________________________________________________

Unit Plan Driving Question/Theme/Topic: Counting Using Manipulatives Can you count in a sequential order? What do number words look like?

Lesson Plan Title/Topic: Turkey Counting Book

____________________________________________________________________________

Standards/Benchmarks/GLCE addressed in this lesson (number or bulleted list below):● CCSS.MATH.CONTENT.K.CC.A.2

● Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

● CCSS.MATH.CONTENT.K.CC.B.4

● Understand the relationship between numbers and quantities; connect counting to cardinality.

● CCSS.MATH.CONTENT.K.CC.B.4.C






Student Learning Objectives/Outcomes: Through these learning activities, the learner will demonstrate the ability to: Students will create their own “Turkey Counting Book” and use feathers to correctly state numbers in a sequential order.

Instructional Activities:● Call the class to the carpet. Ask them: “Boys and girls do you know what holiday

is coming up? That’s right Thanksgiving!”

● Show them the book you will be reading: “Twas the Night Before Thanksgiving” by Dav Pilkey. Ask the students what their plans are for Thanksgiving.

● Conduct a read-aloud of the story by pausing after each page and allowing students to generate questions and predictions.

● Once the read-aloud is over ask the students to stand. Tell them you are going to put on the Turkey Hokey Pokey Song that they can dance to. Tell the students to mirror the turkey.

● Video link: https://www.youtube.com/watch?v=VxfajHBG9Rg● Model this dance with the students.


● Once the Turkey Hokey Pokey is over have the students return to their desks. Tell the students they should each have a book on their desk.

● Explain: “Boys and girls today we will be creating Turkey Counting Books.” There is a turkey on each page. I want you to flip over to page number one. Give me a thumbs up once you have this done.” Check to see each student is on pace. Explain to the students how each page will tell them how many feathers they are to glue to each turkey. Have students point to each word on the page. Say out loud the first page as a class: “Put one feather on the turkey.” Turn to the next page and repeat this process so students can get the pattern down.

● Explain to each student how they each have a bag of feather with the correct amount that they will need. They should use their glue sticks to glue the correct amount on each page. Once they get to their final page they should have a completed turkey. Show the students your book so they can an idea of what their book should look like.

● Walk around the room to help any students and make sure they are gluing on the correct amount of feathers.

Explanation:

Interdisciplinary (Cross Curricular) Connections:● Social Studies- Learning about Native Americans and Thanksgiving during read-

aloud. ● Movement/Music ● Language Arts


Resource (Intervention) Students: Monitor these students more closely and assist them in gluing process.

ESL Students: Make sure these students understand the directions. Help them recognize the number word.

Gifted Students (Enrichment): If these students finish early explain how at the back of their books there is another counting activity where they are to write the number of how many feathers are displayed.

Assessment: Use the activity time when you walk around the room for assessment. See if students are following directions properly and recognizing the number word.

Conclusion/Closure: Questions to ask class:● Read the Turkey Counting Books together as a class by having the students point

to each word. Write the number words on the board and ask the students if they can tell you what they are.

List of Materials and Classroom Set Up needs:● Video link ● Turkey Counting Books● Feathers● Glue Sticks ● Book- “Twas The Night Before Thanksgiving”

Safety/Caution:● Students should not point feathers at others faces.

Resources:http://growingbookbybook.com/turkey-counting-book-free-printable/


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