Micro-Teaching Lesson

Name: David Weinman Date: 11/29/06

Lesson Title: Number Writing and Identifying Numbers

Grade Level/Subject: Kindergarten

Context: This math lesson is part of a year-long unit on numbers. Students will be able to use their previous knowledge of numbers 1-10 from previous number reading, writing, and counting lessons. This lesson will take place during the beginning of the school year, in the classroom. The lesson will last approximately 20 minutes.

Benchmark(s): Oregon Standards 2006-07

• MA.00.CE.01: Read, write, order number, and identify whole numbers less than 10.
• MA.00.CE.03: Recognize whole numbers less than 10 in any random order.
• MA.00.CE.04: Use objects or pictures to decompose whole numbers.

Objectives(s):

• By the end of this lesson, students will be able to demonstrate their understanding whole numbers less than 10 in any by counting objects they observe during a classroom exploration activity.
• By the end of this lesson, students will be able to demonstrate their understanding of rational counting by reciting numbers using one to one correspondence with 10 cubed blocks.

Lesson Assessment:

• Students will be assessed on their participation during the number set questions.
• Students will be assessed on their classroom exploratory counting activity participation, and their documentation of recordings.

Materials:

• Cube blocks (10) for every student
• Notebook paper
• Pencils
• What I Learned to Do Worksheet

Length of Lesson: Approximately 20 minutes

	Procedures/Activities (Teacher & Student)	Teacher Actions/Notes
1 Min 13 Min 3 min 3 min	Introduction and sharing objectives: Teacher: “We are now going to work on our numbers today. We are going to practice our numbers 1-10, and use objects to identify the numbers. With these plastic cubes, you will be able to demonstrate that you can identify any number 1-10. I will then have you go around the classroom and use your counting skills to count groups of objects around the classroom. Learning Activities: Lets begin with our fingers and the cubes. As we are counting lay your fingers on your table and use the same number of cubes as your fingers. Lets count to 10, repeat and after me. I want you to use your cubes and count to the number I call out with your cubes. Can you count to 1? Can you count to 2? Can you count to 3? Can you count to 4? Can you count to 5? Can you count to 6? Can you count to 7? Can you count to 8? Can you count to 9? Can you count to 10? Can you show me you can count to 10 starting with two cubes and two fingers? Can you show me you can count to 10 starting with three cubes and three fingers? Can you show me you can count to 10 starting with five cubes and five fingers? Can you show me you can count to 10 starting with seven cubes and seven fingers? Can you show me you can count to 10 starting with four cubes and four fingers? I am now going to show you groups of numbers with cubes 1-10, I want you to follow along with your own cubes. You are now going to walk around the classroom and do a counting activity. You will need a piece of paper, and pencil. Your goal is to observe different things that you see, and count them. I want you to write down a picture that will help you identify what you counted. I will come around to each of you and ask you questions about your observations. Closure: Have students return to their desks. Ask questions to the entire group about their counting experience: What did you do to count what you saw? Did you identify the total number first, and then count Did you guess and check? Did any of you use your fingers to count the objects? What was something you learned during this lesson?	Have students sit at desks. Have plastic cubes ready for students. Show plastic counting cubes. Start by counting 1-10. Show with your fingers as your walk around the room checking on the number the student’s fingers and cubes display. Call on individual students for this exercise. Have students explain their understanding of the number they show. Ask students what the total number is in their demonstration of a group of numbers. Provide positive reinforcement Call on each student, with a number to count from. Make sure each student is able to grasp their counting before moving on. Review for students the number of cubes with the numbers 1-10. Let students move around the classroom. Questions to ask each student while they are observing and counting (pick a few of these questions, not necessarily all of them). Can you show me a set of four, five, three, eight, ten, nine, of something you see? Count them out for me. How do you know there is that number? Hand out what I learned to do worksheet. While they are filling it out, ask them questions about the lesson. Ask the students questions to summarize the lesson.