Kate Freeman and Jessica Mannion Professor Hendricks, Cooperating Teacher: Mrs.

Hopke 11 AM-11:45 AM, September 26, 2013 Mott Elementary School ELE 301-02 1. Title or Topic of the Lesson and Grade Level Learning to Read and Write the Numbers 4 and 5, Kindergarten 2. Lesson Essential Question(s): Can students read and write the numbers four and five?

3. Standards: K.CC.3 Write Numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
4. A. Learning Objectives and Assessments: B. Assessments: Learning Objectives Students will be able to associate a physical amount of objects (or a picture with x amount of objects) with the numeral and word that is associated with this quantity. Assessments Student completion of the Read and Write Worksheet for numbers 4 and 5 (p. 30-31) and student responses to teacher questions (for example: when students are asked how many shapes are on the felt board? and are given the opportunity to replicate the numerals 4 and 5 they will be able to do this with success) Student completion of the Read and Write Worksheet for numbers 4 and 5 (p. 30-31)

Students will be able to read and write the numeral 4 and the numeral 5 and will be able to read and write four and five. 5.

Materials: Sentence Strips with the Lesson Standards and Objectives on them Demis Count The Animals 1-2-3 Felt Board with Sets of 4 and 5 Felt Houses Thirty Copies of McGraw Hill, My Math Volume 1 Thirty Pencils Teachers Edition of McGraw Hill, My Math Volume 1 Plastic Cubes (Sets of 4 and 5; 9 cubes will be given per student) 30 blank sheets of construction paper Large post-it paper, and markers

6 . Pre-lesson assignments and/or prior knowledge: Prior to our lesson, students have been working on being able to count up to 100. We got the opportunity to help Mrs. Hopke perform a Pre-Year Assessment; students were asked to

identify numbers in print that went as high as 28. Almost all students were able to identify single-digit numerals automatically, and struggled with two-digit numerals. Students also have been taught lessons similar to ours on the numbers 1, 2, and 3 in the week prior to our lesson. They all have the ability to count the number of shapes represented in print, or number of objects physically shown to them if the number of shapes does not surpass a one digit number. 7. Lesson Beginning: The instructors will begin the lesson by reading Demis Count the Animals 1-2-3. The teachers will ask students the following questions while reading the book. How many rhinos are there on this page? Hold up that many fingers. How many small elephants are there on this page? Hold up that many fingers. How many large elephants are there on this page? Hold up that many fingers. How many ducklings are there on this page? Hold up that many fingers. How many worms are there on this page? Hold up that many fingers. How many flowers are there on this page? Hold up that many fingers. How many bees are there on this page? Hold up that many fingers. How many tigers are there on this page? Hold up that many fingers. How many tiger tails are there on this page? Hold up that many fingers. How many bear cubs are there on this page? Hold up that many fingers. After each question we will count out loud as a class together. This will serve to engage and motivate our students for the activity we will be performing (reading and writing the numbers 4 and five). 8. Instructional Plan: We will begin our lesson by asking students to come to the carpet, and sit in their rows criss-cross applesauce with their hands in their laps. We will state the objectives for the lesson to students; today we will be learning how to read and write the numbers four and five. We will Read Demis Count the Animals 1-2-3 aloud to our class to review how to count to 4 and 5. We will stop on page 10 when we have reviewed how to count up to the number 5. Students will be instructed to hold up fingers that represent the amount of animals depicted on a given page. The following questions will be asked while this book is read to the class: How many rhinos are there on this page? Hold up that many fingers. How many small elephants are there on this page? Hold up that many fingers. How many large elephants are there on this page? Hold up that many fingers. How many ducklings are there on this page? Hold up that many fingers. How many worms are there on this page? Hold up that many fingers. How many flowers are there on this page? Hold up that many fingers. How many bees are there on this page? Hold up that many fingers. How many tigers are there on this page? Hold up that many fingers. How many tiger tails are there on this page? Hold up that many fingers. How many bear cubs are there on this page? Hold up that many fingers. We will put our felt board on the easel at the front of the room. We will review counting to four and five with the students; students will be asked, How many houses are on the felt board? for various examples of 4 and 5 houses. When four houses are on the board students will be asked, How many houses will there be if we add one more house to the felt board?

The instructor will then write the numerals 4 and 5 on the chart paper. The words four and five will be written underneath these numerals. The instructor will explain that 4 and 5 and four and five represent four or five physical objects. We will explain, and show students slowly how to write these numbers on the chart paper, and will also trace the numbers 4 and 5 in the air. Ask students to return to their tables. The materials for the next activity will already be at students seats. (The workbook, 9 plastic cubes, and a pencil) Ask students to turn to page 30 in their books. Students will be asked to hold up their pointer fingers and place it on the group of four objects (four cones). Students will be instructed to place four counters on this group. Students will be instructed to trace the number four in their workbooks. (Instructors will walk around and check student work) Students will be asked to hold up their pointer fingers and place it on the group of five objects (five bricks). Students will be instructed to place five counters on this group. Students will be instructed to trace the number five in their workbooks. (Instructors will walk around and check student work) Instruct students to look at page 32 (on the right side of their workbooks). Students will be instructed to put their pointer on number one. Before these questions are asked students will be reminded not to call out so that their peers have time to think of their answers to the question. Ask students Count the stop signs in number one. How many stop signs are in this picture? Students will be instructed to put a counter on each stop sign, and will be individually asked how many stop signs there are. Instruct students to trace the number 5 three times next to the five stop signs with their pencils. Instruct students to put their pointer finger on number two. Before these questions are asked students will be reminded not to call out so that their peers have time to think of their answers to the question. Ask students How many trucks are there in this picture? Students will be instructed to place a counter on each truck in number two. (Instructors will walk around and check student work) Students will be asked to trace the number 4 twice, and to write the number 4 by themselves once next to the four trucks. Instruct students to put their pointer finger on number three. Before these questions are asked students will be reminded not to call out so that their peers have time to think of their answers to the question. Ask students How many hats are there in this picture? Students will be instructed to place a counter on each hat in number three. (Instructors will walk around and check student work) Students will be asked to trace the number 4 twice, and to write the number 4 by themselves once next to the four hats. Instruct students to turn to page 33 in their workbooks. Instruct students to put their pointer finger on number four. Before these questions are asked students will be reminded not to call out so that their peers have time to think of their answers to the question. Ask students How many trucks are there in this picture? Students will be instructed to place a counter on each truck in number four. (Instructors will walk around and check student work) Students will be asked to trace the number 5 once, and to write the number 5 by themselves twice next to the five trucks. Instruct students to put their pointer finger on number five. Before these questions are asked students will be reminded not to call out so that their peers have time to

think of their answers to the question. Ask students How many cones are there in this picture? Students will be instructed to place a counter on each cone in number five. (Instructors will walk around and check student work) Students will be asked to trace the number 4 once, and to write the number 4 by themselves twice next to the four cones. Instruct students to put their pointer finger on number six. Before these questions are asked students will be reminded not to call out so that their peers have time to think of their answers to the question. Ask students How many hammers are there in this picture? Students will be instructed to place a counter on each hammer in number six. (Instructors will walk around and check student work) Students will be asked to trace the number 5 once, and to write the number 5 by themselves twice next to the five hammers. Instruct students to turn back to page 31. The instructors will ask students to point to the number four and to the number 5 individually in their workbooks. Upon successful completion of this activity student workbooks will be collected and students will be permitted to get a puzzle from the front of the room to work on until lunchtime.

The following elements also need to be considered. o Differentiation: Students at approaching level will be given extra teacher instruction. The teacher will help students to represent a numeric quantity using manipulatives (plastic cubes) and will help students practice how to write the numerals 4 and 5. Students who are on level will be instructed to complete the activity independently; the instructor will answer any questions that arise. Advanced students will be instructed to complete the exercise independently. For extra practice they will be given blank paper, and will be asked to practice writing the numerals 4 and 5 without arrows to guide them. Questions:

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How many rhinos are there on this page? Hold up that many fingers. How many small elephants are there on this page? Hold up that many fingers. How many large elephants are there on this page? Hold up that many fingers. How many ducklings are there on this page? Hold up that many fingers. How many worms are there on this page? Hold up that many fingers. How many flowers are there on this page? Hold up that many fingers. How many bees are there on this page? Hold up that many fingers. How many tigers are there on this page? Hold up that many fingers. How many tiger tails are there on this page? Hold up that many fingers. How many bear cubs are there on this page? Hold up that many fingers. How many houses are on the felt board? How many houses will there be if we add one more house to the felt board? Count the stop signs in number one. How many stop signs are in this picture? How many trucks are there in this picture? How many hats are there in this picture? How many trucks are there in this picture?k How many cones are there in this picture? How many hammers are there in this picture?

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Classroom Management: To regroup students, get the class attention, or quiet them down, the teacher will clap out a rhythm that the students know to repeat and quiet down when they hear. (*clap-clap-clapclapclap*) The workbooks and cubes will be distributed at the students tables while they are sitting at the carpet so class time isnt wasted when the students are ready to work. Pencils will be in the baskets at the students tables. The students will sit quietly with their hands folded when they are finished as opposed to raising their hand or shouting out Im done!. When the teacher sees the student with their hands folded she will know they are finished working. Students will be reminded to not call out before questions are asked. Transitions: First transition: Students will be asked to come and sit on the carpet criss-cross apple sauce for the start of the lesson. Second transition: After given directions for what they will be doing at the tables, the teachers will dismiss students who are sitting and waiting quietly to go back to their seat. Third transition: Students will sit with their hands folded to show they are finished their work. A teacher will come to look over their work and then dismiss the student to go get a puzzle to work on until it is time for lunch.

9. Closure: Students will be instructed to turn back to page 31. The instructors will ask students to point to the number four and to the number 5 individually in their workbooks. Upon successful completion of this activity student workbooks will be collected and students will be permitted to get a puzzle from the front of the room to work on until lunchtime.