Foundation for a SDAIE Portfolio

Subject: Math

Topic: Numbers, Number Systems and Number Relationships

PA. Standard: 2.1.3

Unit Objectives

Upon completion of this unit, students will be able to:

  1. Represent equivalent forms of the same number through the use of concrete objects, drawings, word names and symbols
  1. Use concrete objects to count, order and group
Class make-up

It is a 1st grade classroom with 8 students, 4 boys and 4 girls. Language proficiency levels (CALP) range from beginner (early production) to advanced (fluent).

Teaching Content Objectives

Represent equivalent forms of the same number through the use of concrete objects, drawings, word games and symbols

Use concrete objects to count, order and group

  1. Use unifix cubes, each student has a paper with a circle drawn on it, each student puts two cubes in the circle, then they write the #2 on their wipe board, and write the word two on the board. The students continue to use manipulative and numbers as the lesson is repeated for each number from 1 to 10.
  1. Each child will draw 2 (or any number) circles on their wipe board, echo count and individual count (students take turns writing the numbers and echo counting), the students will repeat this procedure for every number from 1-10 inclusive.
  1. Have each student count 2 M & M’s and put them in the circle, then the 2 M & M’s are taken out of the circle and another number of M & M’s is used until the lesson is repeated for numbers 1-10.
  1. Have students put all red M & M’s in a row and count them orally, and repeat procedure for every color of M & M’s that the students have on their desk.
  1. Put M & M’s in groups of three (mix colors) count candy in each group, have 3 M & M’s in each group, then count how many groups of three each student has created. Process can be repeated with other numbers such as 4 M & M’s in each group.
Vocabulary

BICSCALP

onecompare

numbersequal

number wordssame

number words (one, two, etc.)equal

circlepattern

red (other color words)sequence

drawcompare

sequence

order

group

separate

Vocabulary Lesson

Presentation:

  • Write words on the board and give examples, with low level explanations
  • Numbers are 1,2,3, etc.
  • Number words are: one, two, etc. (up to 20)
  • Equal/Same
  • Numbers are what we use to count – We can count objects – I would demonstrate by counting unifix cubes, people and other objects.
  • Equal/same – I would count 3 students on one side of the room and 3 students on the other side of the room – same number of students on each side of the room – also use to pieces of string of equal length
  • Pattern – create a pattern with unifix cubes, colored disks, boy/girl, etc.

Practice

Bean bag game-

Approximate amount of time needed for this activity – at least 15-20 minutes

Materials needed: laminated white paper with key words written on them, one paper for each word, students and beanbags (blackboard or wipe board to use to write down points)

Key words-number, number words, equal, same, pattern, sequence, count, group, order, fraction, whole, part, half

  1. Write words on white paper (laminate if possible)
  2. Put papers on floor – spaces between words
  3. 2 teams of students (partners should be close academically)
  4. Teacher calls out word
  5. Students toss beanbags to correct word
  6. Keep score – one point for correct toss and verbalization of the word by the student

Matching Game

Approximate amount of time needed for this activity – 15 – 20 minutes

Materials needed: vocabulary words and definitions written on opposite sides of 3 x 5 cards.

  1. Vocabulary words on one set of 3 x 5 card and a brief, simple definition on the set of 3 x 5 cards.
  2. Turn cards upside down on a table. Children are to take turns; they choose 2 cards and turn them over to see if they match. If they match they receive a point, if the cards do not match, then the student returns the cards to their original place on the table. (Words facing down onto the table)
Use

Use vocabulary in Math lessons (Bean bag game and Matching game)

Vocabulary BICS Words

Number, number words, circle, red, blue, (and other color words), draw

CALP Words

Equal, same, pattern, compare, sequence, order, group, and separate

Upon completion of this activity, students will be able to:

  1. Understand what each vocabulary word means
  2. Know how to pronounce each vocabulary word
  3. Know how to use vocabulary word in lesson
  4. Recognize each vocabulary word out of context

Teaching Reading

If you are using a text of some kind (book, magazine article, textbook, menus, word problem, student-generated writing, etc.) list it here.

I am using a book – “Ten Black Dots”

Describe a reading activity/lesson for teaching the Reading that you listed above.

Approximate amount of time needed for this activity: 30 minutes

Materials needed for this activity:

Book (“Ten Black Dots”), a paper with a big circle or rectangle drawn on it for each student, ten bingo chips for each student, 3 x 5 index cards with words from the book written on them. (one word per card)

Is this a pre-reading, during reading, post reading, or on-going activity (or a combination of two or more)?

This is a during reading and a post reading.

What are the language reading objectives of this activity?

Upon completion of this activity, students will be able to: know one to one correspondence, recognize the number words, and locate vocabulary words in the book.

(dot, numbers, etc.) and read the numbers and number words throughout the book.

Describe the Activity:

The teacher will conduct a picture walk through the book and ask students to predict what the book is about. Then the teacher will read the book through one time without stopping. The second time the teacher reads the book each student will have ten bingo chips and the paper with a large circle or rectangle on it. As the teacher reads each page and points out the number and number of black dots on the page, each student will put a bingo chip into their rectangle or circle and leave it there. When the book is completely read each student should have ten bingo chips in his or her circle. Each student will have a turn counting their chips in the circle or rectangle and then the whole class will count them chorally. The whole class will also reread the book chorally.

Teaching Oral Language

Describe a listening and/or speaking activity/lesson.

Approximate amount of time needed for this activity: 20 minutes

Materials needed for this activity: chalk, blackboard, and dominoes

Does this activity focus on fluency, accuracy, or both? Explain. Fluency – student will verbally count from 1 – 10 and count out objects and put them in order

If you have included any questioning techniques (either by the teacher or by other students), are the questions opened or closed? Are they short answer or extended? Explain.

Questions would be closed because the questions may be “what is the number on the domino” or “what is the next number”. The only correct answer would be the name of the number. And the answers would be short because all that would be needed would be the name of the number.

What are the language (speaking/listening? Objectives of this activity:

Upon completion of this activity, students will be able to use concrete objects while counting from 0 to 10, verbalize the number order of 0-10, understand the number sequence of 0-10 by listening to others verbalize.

Describe the Activity:

Each student will pick a domino from the dominoes on the table. Each student will count the dots on the domino and write the number on the board. Each time the student picks a domino and counts the dots the domino will be put in its proper spot in a number line. (Horizontally on the desk) The student will count the numbers out loud every time the student adds another domino: such as 1, 2, 3, etc.

When all the dominoes have been counted the dominos should be in 1-10 order. Student will verbally count (number on) the dominoes from 0-10.

Teaching Writing and/or Grammar

Is your activity for teaching writing, grammar or both? Writing

Describe a writing/ grammar activity.

Approximate amount of time needed for this activity: 30 minutes

Materials needed for this activity: blackboard, chalk, paper, pencil, and stapler

If you are teaching grammar, are you teaching form, meaning, use or a combination? Write which you are teaching here:

Use – how to use the words and numbers to create a book

What are the language (writing/grammar) objectives of this activity (Upon completion of this activity, students will be able to:)?

Understand the numbers 1-10 and the word that represent the numbers. They will understand how to compose a book and put it all together.

Describe the Activity:

Students will brainstorm (words written on blackboard by the teacher) what subjects they can use in our number book: such as animals, house, balloons, etc. The students will then decide (led by the teacher) what subject will be used for each number 1-10. Then each child will be given 10 sheets of paper. The teacher will write the saying for each number on the board; such as “One balloon floating in the sky.” The students will copy each of the ten sayings and the corresponding number onto their composition papers. They can also draw a picture to go with the saying, such as drawing one balloon in the sky. When each student has completed all ten numbers and papers then the paper will be put in correct 1-10 order and stapled into a book.

Numbers, Number Systems and Number Relationships

Vocabulary

Numbers -----number words, difference

Equal------same

Pattern------even, odd, compare, sequence

Count------ones, two’s, five’s, tens

Order------group

Fraction------whole, part, half, quarter, fourths, eighths

Circle------red, blue (etc.), draw, separate

Objectives (Lessons)

Apply number patterns, even and odd, and compare values of numbers on a number board.

  1. -use number board, first lightly color in even numbers
  1. -Explain the pattern 2, 4, 6, 8, 10, etc.
  1. -Have students repeat (chant) after me the number sequence, students who do not know the words for numbers will be able to hear them spoken-buddy system of student who can count in Spanish and English with Spanish only student.
  1. -Count by two’s using bingo chips or other manipulative
  1. -Have 10-20 chips in a line have each student count all the chips in the line. Then count them again and every other chip moves out of line 1,2 move 2 out of line. Have student repeat count and take turns moving manipulative- use terms odd and even only if students start to grasp 2,4,6,8,10 sequence
  1. -use buddy system, Use two groups of 4 children each
  1. -Review previous lesson, use pointer to point to number written on board, whole class echo 2,4, 6, 8, 10, etc. up to 20.

Represent equivalent forms of the same number through the use of concrete objects, drawings, word games and symbols.

  1. -use unifix cubes, each student as a paper with a circle drawn on it, each student puts two cubes in their circle, then write the #2 on their wipe board, write the word two on the board , use other manipulative and numbers as the lesson is repeated
  1. -each child will draw 2 (or any number) circles on their wipe board, echo count and individual count (students take turns)
  1. –have students count 2 M & M’s and put them in the circle, repeat with other amounts of M & M’s
  1. –have students put all red M & M’s in a row and count
  1. –put M & M’s in groups of three (mix colors) , count candy in each group

Use drawings, diagrams or models to show concept of fraction as part of a whole

  1. –draw a circle on the board, then draw a line for half, then draw a line to create 4ths

Explain fraction as part of a whole

2. –Bring in a pie, cut it in half, fourths and eighths