Unit Plan: Counting Grade Level: Kindergarten 4/22/13 Spe 304 By: Alexis Nagley and Christy Dilorio

Lesson: Math Lesson Objectives: Students will be able to count up to 50 in ones using a manipulative. This is designed for all level students Rationale: This lesson is taught so students can see the one to one correspondence using the manipulative and also so students know how to count up to 50 in ones. Materials: You tube song http://www.youtube.com/watch?v=gDTyHfjE_sk Empty container Number line Blocks in groups of 50

NJ Core Curriculum Content standards

CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.Math.Content.K.CC.B.4a 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. CCSS.Math.Content.K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Into/ Motivation: Students will sit in a circle and the teacher will explain to students how counting is so much fun and we use it all the time. The teacher will then ask students what are some things we use counting for? Ask students to turn and talk to their partner. This will get the students interested in the lesson the teacher is about to start. Procedure: 1. Students will sit at the circle for the introductions 2. After teacher asks what are some things we use counting for? a. Ask student to use their turn and talk partner to think of some things b. The teacher will choose 4 students and ask them what they came up with 3. The teacher will then explain how important counting is. a. I will tell students I think counting can be hard but together I think we can do it!

4. The teacher will use the number line on the board and with the pointer go over how to count up to 50. The class will count together a couple times to allow children to become familiar with counting that high. 5. The teacher will then explain to the students that sometimes its hard to remember. And explain to the students that if we sing it in the song it might help. 6. Run the song a couple of times allowing students to grasp the counting and be able to sing along with the song. 7. The teacher will now explain that I think we all can count to 50 really well. And show them the blocks in a box. Explain to students that they need to count 50 blocks out of the pile with their turn and talk partner. 8. Dismiss students by birthday year back to their seat. Adaptations: Students with special needs can benefit from this lesson because I used a variety of learning styles. For students who a have a visual problem. I have a song that they can hear so they can listen to the music. Also the number line we used in the beginning of the lesson is blown up to a bigger size allowing students who have a visual problem to see. For students who have social skills issue I have the turn and talk partners. This allows them to become engaged with another student to discuss ideas. For these students for the assessment will be given exactly 50 blocks allowing the counting process to be easy and to not confuse them if they more than 50 blocks like other students may get.

Long Term: This lesson helps with learning the counting in sequence with help from the chart and blocks know that one to one correspondence. Short Term: Students use the blocks to help with counting and having a hands on manipulative to use for help.

Assessment: Students will individually be given a handful of blocks and will be in charge to count out 50 of the blocks correctly. I will also be assessing students while we are counting as a group and singing to see who is understands the lesson and who might need some clarity. This will allow me to go visit the students while they are counting the blocks to go over and help if needed. For students with disabilities I will make sure they get 50 blocks exactly so they do not get confused. They will also be sitting at desks in groups so they can see what the other students are doing if they are confused.

Closure: Ask students to show other students their way of counting blocks up to 50. I will then ask students why there are so many different things we can count! I will then lead them into what they will do for their homework.

H.W. / Application: I will ask students to go home and see the different items that they can count at their house and write or draw them on a piece of paper.

Lesson: Math Rationale: I am teaching this unit so students start to understand the concept of money and how we use it in society. Lesson Objective: Students will be able to count money to buy their snack by using quarters, nickels and dimes. Materials: Class snack Pictures of a quarter nickel and dime plastic change for each students fake cash register worksheet

NJ Core Curriculum Content Standards:

CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. 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.A.1 Count to 100 by ones and by tens.

Intro Motivation: Ask students to raise their hands if they love to shop? Ask students what they like to buy. After some students give answer ask them what they need to buy something in a store. When someone says money, explain that thats what a lot of people use and ask students if the cashier gives back change when they go shopping. When they nod yes, this will lead into the lesson. Procedure: 1. Ask students if they know the different coins we use when buying things. Show them a dollar bill, a quarter, a nickel, dime, and penny. 2. With each coin, show them what it looks like using the picture with the value of the coin. a. When going over the value, explain that even though the dime is the smallest it is not worth the least. Some student will have a hard time understanding this concept. 3. Go over this a couple of times and then put pictures on the board so students can refer to them.

4. With students having an understanding of the coins, put students in groups and pass out the plastic coins. 5. In groups, students will fill out the worksheet. In the worksheet there will be bonus questions for students who understand that you can put coins together and come up with a different amount. 6. When students are done with the worksheet, have them come to the carpet and go over the worksheet together. 7. Explain to students that since they did so well with counting that I thought it would be fun if we played super market. Each student will use the change they were given to buy their snack today. a. Each student will get the chance to be the buyer and the cashier. b. The snack will either be 10 cents, 25 cents, 5 cents or 1 cent.

Adaptations: For the students who are hands on learners, they have manipulatives to work with to understand the lesson better and complete the worksheet. For students who might struggle with the concept, I allowed for some snacks to only cost a nickel allowing it to be on their level and allowing the student to feel like they are grasping the information and feel accomplished like the rest of the students. The worksheet is also built so it starts off easy and then gets progressively harder. This allows for a wide range of learners to be able to complete the worksheet. This challenges the students who are advanced because the ending problems deal with getting change without using certain coins. A lot of the students are not classified yet and are lower on level of being able to grasp information. Long Term: This lesson will use their long term memory by being able to understand the different coins and how much they are worth and what you use them for. Short Term: Students will use their short term memory by having the pictures of the coins to refer to when completing the lesson.

Assessment: Students will be assessed through the worksheet and going over the answer and also when they are buying their snack. With the change, students will be able to show their knowledge of money and how to use it when they are buying things. Closure: go over the worksheet as a class H.W/ Application: Ask students to go home and see if there are other ways to make 25 cents, 5 cents, and 10 cents using coins from their house. Tell students they can use numbers or pictures to show this.

Name these coins and how much they are worth.

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Bonus Questions: If I put a quarter and a nickel together, how much would I have?

If I have five nickels, how much money do I have? ______________________________________________________________________________

Lesson: reading Rationale: I will be teaching this lesson because a lot of the students are from other countries. This lesson will show how other countries may say the numbers differently; they use the numbers the same way. Lesson objective: Students will be able to increase their knowledge about counting by counting in Spanish. Materials: Book :Uno, Dos, Tres, One, Two, Three by: Pat Mora Groups of pictures of items in the classroom Posters on numbers up to 10 in Spanish

Core Curriculum Content Standards:

CCSS.ELA-Literacy.RI.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RF.K.2b Count pronounces, blend, and segment syllables in spoken words. CCSS.ELA-Literacy.L.K.5c Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Intro/ Motivation: Get students excited about the lesson by explaining to students how they have all been great counters and the next holiday (Cinco de Mayo) that they will be learning about in Social Studies soon. I thought it would be great idea to count in another language. This will get the students excited because they always talk about how in first grade they will be able to learn Spanish. Procedure: 1. I will call students by table to the carpet. 2. I will introduce the book Uno, Dos, Tres, One, Two, Three by Pat Mora a. I will ask students, I wonder what Uno, Dos, Tress means? This allows students something to think about when I am reading. 3. I will read through the book pointing out important information to prepare students for the next activity. 4. After reading the book, I will ask student Can anyone tell me what Uno, Dos, Tres means? a. I will call on a student and allow them to answer.

5. I will then explain that since we are learning to count in another language, I thought it would be fun to play a game of I Spy in groups using our new knowledge of counting. 6. I will give each group a large picture of a classroom similar to our classroom. On the side is the objects they have to find and there will be multiples of that item and they have to count how many in Spanish that they found. 7. I will pass around a piece of paper to each group to fill out what they found and the number in Spanish. a. For spelling, they can look at the posters that are around the classroom with the number and how to say it in Spanish so the students can use it for reference. 8. When students are finished they will come to me so I can check their answers.

Adaptations: This lesson is able to be adapted to students with disabilities by lowering the amount of items they need to find in their picture. Also for the numbers they are able to refer to the posters I will have around the classroom. The poster will have the number on top and the word in Spanish below. This allows the students to use it for reference in counting in the correct way and being able to use the same poster for the number in Spanish. A lot of our students are from different countries so for them this lesson will help with something they might use in their house. Long Term: This lesson allows for students to get an introduction to Spanish which they start at the end of the year. So it allows them to understand counting. Short Term: This lesson will use their short term memory by using the posters for help in counting and seeing how to spell the number

Assessment: The assessment is in the worksheet where I can see if they first were able to find all the objects and then looking if they were able to use the right number in Spanish. I also assessed student throughout the book by asking when reading a number how much do you think that is. The book went in order starting with saying uno and then one. I wanted to assess if students will be able to make that connection. Closure: I will close the lesson by doing a final I Spy as a class. This will allow us to go over the numbers and get a final understanding of the lesson. H.W

Students have a worksheet with various items, it is their job to count them and write the number in Spanish. There will be a reference sheet in the back to help with spelling.

I spy chairs. How many do you see? _______________________________________________

I spy tables. How many tables can you count? ________________________________________

I spy balloon animals. How many are there? _________________________________________

I spy windows. How many windows are there? _______________________________________

Lesson: Math Rationale: This lesson is essential for students to build a foundational skills in learning to add and subtract groups of objects together and introduce what a number line is for and how it is used. CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. CCSS.Math.Content.K.OA.A.5 Fluently add and subtract within 5. Objective: Students will be able to work in small groups and individually to visualize and use hands on experience in being able to add groups of objects together, reinforce their counting skills, and learn how to use a number line for everyday use and to move on to kindergarten. Lesson Progression: 1. Bring children in pairs of 2 to a table. 2. Use the small table-top toys as a substitute for a number. (If they are trying to find 5+2, they would use 5 toys + 2 toys to visualize the problem).
3. After finding the product, have the students show how they would find the same answer on

the number line.

a) Ask questions such as, If we are using addition, what way (left or right) would you

use on the number line to find our answer?

b) Continue the procedure 4. Practice until they seem ready for subtraction and use the same steps for subtraction.

5. Pause during the lesson and have the children think about what the concept of addition and subtraction is. For example, If we are subtracting, will we have more toys or less toys? etc.
6. Assess the students of how they seemed to comprehend the lesson by making them practice

and solve the problems on their own. Introducing the lesson, I would start with the material that they know. For example, I would ask the child, Do you know how to count to 10? Do you know how to count to 20? Show me.

Now, Show me on the number line, etc. The way that the children react to this exercise will determine how I continue with the lesson. If a child is struggling with the concept some ways to differentiate would be to remodel the lesson, reiterate the new information being taught, and reinforce their prior knowledge and continue to prompt the children to complete the task efficiently. This lesson fits into this years curriculum because it is the next step from counting. Now, they are learning grouping. Previously, the children learned how to group things such as colors, animals, and other objects usually prompted by storybooks (such as Eric Carle). This lesson is intended for Pre-K and kindergarten because of the foundational skills being learned. To close this lesson, I would review counting using the number line (counting up and down). Differentiation: When finding out how much knowledge this child has about the material, I would determine how to differentiate how to introduce the number line and the concept of addition and subtraction. For example, If you take 2 dinosaurs and add 2 more, how many dinosaurs do we have all together? (I would model this with actual objects). If a child is struggling with the concept some ways to differentiate would be to remodel the lesson, reiterate the new information being taught, and reinforce their prior knowledge and continue to prompt the children to complete the task efficiently. Materials: -Small table-top toys in order for counting -A number line -A blank addition and subtraction table

Students with special needs: -ELL students -Autistic students To help the children better understand the lesson and what is being asked of them, I would ask prompting questions such as, How do you count to 10? 20?, Count backwards, If you have 4 bananas and I ate 1 banana how many bananas do you have left? Show me on the number line, etc. Considering classroom management, I would make sure that both the children in the small group are paying attention. By doing this, I would have them help each other find the answer so that they learn how to work with others and stay engaged in the task. I am expecting the students to have a positive experience with this lesson. Many of the children in the classroom are visual learners so the hands-on experience truly aids the child in

finding their answer. I also believe that since they have such a strong sense of counting, they will make the connection between counting and addition and subtraction. This lesson does not require collecting or analyzing because it is such a basic lesson to build foundations for students future math lessons. I believe that the students will generate solutions based on what is given them. From the given materials they can group together the objects to solve the addition and subtraction problems. This lesson encourages student learning on more of an individual level because the small groups of two students focus on each individual needs of each student but also incorporates help from their peers and social skills by having the other child helping. We want the children to work on building relationships with other children and learn how to be independent when asking for help. Long Term: This lesson will be stored in long term memory is the ability to be able to count to 10, identify each number, and be able to add and subtract each toy. Short Term: This lesson will be attained in short-term memory to learn the usage of a number line and how it can be applied to math. Assessment: Since the children were previously learning counting, this lesson wasnt too much of a stretch for them to comprehend addition, subtraction, and the use of a number line. The lesson was a success because after teaching this, they were practicing and answered all of my questions correctly (even some of the more difficult numbers such as 10). It seemed that the lesson was a breeze for the students. The students were engaged in the lesson because I used a strategy that involved the children to help each other if they were having trouble. They helped each other and my modeling and prompting led them to the answer. Nine times out of ten, they would answer the question correctly. It seemed as though the lesson was properly prepared and ran smoothly. The students were able to add and subtract objects by grouping and the usage of a number line. They understood the concept of adding and subtracting on a number line. Their next lesson would be to practice these skills and continue to use modeling and a hands on experience.

Closure: I will call students who seem to be grasping the information to show students how they added and subtracted. This allows for students to see different ways and allows for a good closure for the

Lesson: Science Overview and Purpose: The students will be able to look for insects outside and then record their observations. They will also be able to sort each insect and distinguish what categories each bug would be put into. For example, a fire ant would be in the ant family. Objective: The student will be able to explore different types of insects and be able to distinguish and sort each one. Standards: CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Materials: -Teacher created worksheet -Chart paper -Markers Procedure: -Start off large group by asking students to name as many different kinds of insects as they can think of and list them on the chart paper that will be used for the entire class. -Talk about ways the insects are similar, ways they are different and where some of the insects might live. -Take the students to the playground and pass out the worksheets. -Explain that they are going to hunt for insects and ask them to name some places they might be able to find them. -Let them take some time looking for the insects and completing the worksheet. -After about 15-20 minutes, come back to class and compare what was found outside with the insects listed on the chart paper. Circle any that were found and add any that are missing.

-Have the students write on their worksheet about the lesson the next morning. -The worksheet will include: 1. Draw a picture of the insect. 2. What kind of insect did you find?
4. Where on the playground did you find it? 5. Write about the process in which you found this insect.

Students with special needs: -ELL students -Autistic students The unit will meet the needs of these students because of the hands-on experience it provides, the writing assessment in which will tell the teachers how much they have learned thus far, and it provides a fun and interesting lesson that will keep their attention focused on the task at hand. Some adaptations that were planned to meet the needs of these children are prompting and support in writing their journeys of finding insects. Since this is for such a low grade level, they are learning foundational skills to further expand their knowledge to graduate to kindergarten or 1st grade. For the children with Autism, it will provide a learning activity in which they can discover and learn about nature and the environment. It also gives the children an opportunity to work with each other to find these insects. For the children who are English Language Learners, this unit will aid them in learning words and matching it to their experiences of finding these insects. Long Term: Learning about their surroundings and what we are around during our daily lives. This lesson gives the opportunity for children to learn about the outdoors rather than letters and numbers which is a huge role in these grades. It helps introduce science to young children. Short Term: This lesson will be attained in short-term memory to review what they have learned in writing and drawing pictures. The foundations of english, sounds of letters, and the usage of motor skills to draw a picture will reinforce what they have been learning all year. Assessment: The students were able to learn and reflect on the types of insects that they already know about and the new insects that they were exposed to. They were able to distinguish and categorize each insect in their own families. They had a hands- on experience in which children with disabilities can better understand what is being learned from using their senses to build long term memory from connecting to the activity. They were first assessed on their prior knowledge of what insects they were already exposed to. After going outside and performing the activity, the students were assessed on their writing skills and current knowledge of what they just

learned. For example, after drawing the insect that they found, they were asked to write about that insect, the process of finding their insect and where they found it. We modeled the lesson by doing our own to show the child what was expected of them. For example, I found an ant. I looked in the tire swing, the wood chips, and under the tree. I found the ant under the tree next to the playground. This was three basic sentences in which they were prompted in completing. Closure: Students are able to share with other students their findings. All of the students did an outstanding job locating each insect and recalling the insects that they have found. They didnt have much prior knowledge of this topic, so each teacher prompted the children with pictures of typical insects to search for. Once being prompted, the students were ready to go outside and start their journey. When writing about their findings, they needed support and to use our model. The children understood the concept and what was being asked however, seemed to have a hard time spelling the words correctly. Since this lesson was performed on such a young audience, we appreciated that they were able to understand the activity and apply it into making a journal article.

Lesson: Social Studies Overview and Purpose: The students will be able to distinguish each president that has been in office for the United States and learn interesting facts and when each president was in office. Objective: The student will be able to complete and time line of when each president was in office. They will also be exposed to facts about each president that they are assigned to and learn more about what duties are included in being a president. Standards: CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Materials: Pictures of each Presidents face glued on a popsicle stick. A time line on the entire length of the chalk board. Notecards of the name of each president to assign to each person. Procedure: -Start off the lesson by introducing the presidents and asking the class what they think the presidents do for our country. -Make a list for the whole class to participate in writing ideas of the duties of a president. -After going over previous knowledge of presidential duties, provide each person with a card that has a presidents name on it. -Ask the class to research and find information using credible sources to find out 3 interesting facts about their person and what years that they were in office. -Once the students are done finding their data, have each student share to the class the 3 facts that they have found. -After this, the class will try to figure out, by communicating with each other, where each president should be placed on the time line.

Students with special needs: -ELL students -Autistic students The unit will meet the needs of these students because it introduces them to research findings and past occurrences. The visuals of each president and of the time line will provide the appropriate learning experience for these group of students. For the Autistic students in the class, the social interactions will help build social skills. Some adaptations that were planned to meet the needs of these children are prompting and support in researching their president. Since this is for older grades, the children will have a better idea of what is being asked of them. For the children with Autism, it will provide a learning activity in which the students can interact with one another to build a time line of the presidents. For the ELL children, these students will be able to exercise their knowledge of recording information and learning to make their information credible. If they have trouble in doing so, after my modeling, myself and the other teachers will assist them in finding their information and setting them up for the assessment. The students will have to work together as a class to figure out where each president goes on the time line. Long Term: Learning about research and how to make all of their information credible will be a long term effect of this lesson. Short Term: This lesson will be attained in short-term memory to learn about the previous presidents and to introduce social studies to the class. Assessment: The students were able to learn and reflect on each president and their duties in office. I began assessing students as a large group instruction of their previous knowledge of what they believe presidents do for our country and who was president. We made a chart indicating what they already know about this topic (we can make a KWL chart). After assessing how much knowledge they had on this material, I came to the conclusion that the students had a general idea of the presidential jobs and people who were in office. To further broaden their understanding of this topic, we passed out notecards with each of the presidents names on them. The students were then asked to use their researching skills to find interesting facts about their previous presidents. Once this was completed, the students were to share their findings to the class and add their facts to our chart that we started in the beginning of class. They were then asked to find out when the president was in office and will be given a picture of their persons face (attached to a popsicle stick) and use their resources and friends to figure out when each person was in office to create a time line. Once this is one, we went over the time line and discussed what we had learned to add to our chart. We assessed the children on the knowledge that they preciously knew and the knowledge that they just learned.

Closure: Each student was to hand in the three interesting facts that they researched about their specific president.