Unit+of+Instruction



**Numbers/Counting** **Katie Reed ** **Unit Overview **

The purpose of this unit is to introduce the students to numbers and counting to ten.
 * Overview **

This unit is designed for kindergarten and includes mathematics and reading.
 * Student Audience **

**Time frame** This unit will take two weeks at approximately 30-45 minutes per day.

I am teaching this unit about counting because it is important for children to know how to count to help them with simple things in their everyday life. Counting to ten will benefit the children by setting up the basis of all mathematics. The students need to know how to count to ten in order to learn to count higher, how to skip count (counting by 2's, 5's, etc.) and how to begin solving algebra equations.
 * Rationale **

Following teacher modeled lessons, the students will be able to count the numbers one through ten out loud and show the numbers one through ten using manipulatives with 100% accuracy.
 * Unit Objectives **

This unit seeks to address the standards for Mathematics.
 * Unit Standards **

There are many methods that are effective in the classroom. I would work with the special education teacher and make sure that the appropriate teaching methods for a variety of learning styles are being used to ensure the success of every child in my classroom. When introducing counting it would be beneficial to have physical objects, pictures, videos, and sound clips for the children to learn with. The students will also be taking part in a variety of activities ranging from making a movie and writing a book to graphing a podcasting. All different learning styles would be accommodated in this unit. Making sure my students with special needs succeed also depends in part on the general education classroom environment. A few ways of reducing distraction and setting these children up for success is to assign their desk closer to yours, take away any unnecessary objects from around the child, and recognizing their learning style and changing your way of teaching to fit the child.
 * <span style="font-family: Georgia,serif;">Variations or Adaptions **

<span style="font-family: Georgia,serif;">**Lesson #:** 1

<span style="font-family: Georgia,serif;">**Title of lesson:** Let's Count to 10!

<span style="font-family: Georgia,serif;">We will be learning to count to ten. We will be counting different objects (physical props, on paper, and on a computer) up to ten. We will read a story about counting, sing a song and play a game.
 * <span style="color: #000000; font-family: Georgia,serif;">Description of lesson: **

<span style="font-family: Georgia,serif;">I will first gather all of the students in a circle around me and we will discuss what numbers are and why knowing numbers is important and how counting helps us in our everyday lives.
 * <span style="font-family: Georgia,serif;">Assignment: **

<span style="font-family: Georgia,serif;">Read __The M&M’s Counting Book__ by Barbara Barbieri McGrath (through number 10 only). Discuss the order of numbers. "Would you rather have 2 M&M's or 8 M&M's for a snack?" Ask the students which number comes after 1...2,...3,... <span style="font-family: Georgia,serif;">The children will be at their desks (3-4 students in each group) and I will hand out the small bags of M&Ms for the children to count. I will call out a number to the class and the children will count out the same number at their desks. The children will check each other's work in their groups. Do not let the students eat the M&M's - we will use them later in the lesson.

<span style="font-family: Georgia,serif;">Listen and sing along with "The Ants Go Marching" counting song.

<span style="font-family: Georgia,serif;">Game: Have a bunch of foam/plastic numbers (many of each number) and pile them in the middle of a group of children (4-5). One child picks a number out of the middle pile, holds it up and call out its name, such as "Number five!" and puts it into a personal pile. The other children will then find the same number (make sure there are enough of the same number for each child) and does the same, calling its name out loud and gathering the number to himself. Each child in the group has a turn to choose a number and call it's name out. After all the numbers in the middle pile are gone, the task is to arrange the numbers in order. After arranging the numbers, reverse it so that a child picks any number from their pile, calls out its name, and puts it into the pile in the center, and each child has to find the same number.

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">Using the same M&M's from the earlier activity, have children complete the M&M's counting worksheet. The students will separate the candies into the different colors and place them in the row for that color. They will count the candies and write their a <span style="font-family: Georgia,serif;">nswers in the boxes below the rows. The children can eat the M&M's after this assignment.

<span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">

<span style="font-family: Georgia,serif;">Homework: Ask the children to go home and find ten small objects (pennies, cheerios, etc.). Glue these objects in a row onto a piece of construction paper and write the correct numeral under each object. Bring the paper back to school for display in the classroom.

<span style="font-family: Georgia,serif;">Foam/plastic numbers <span style="font-family: Georgia,serif;">The M&M’s Counting Book by Barbara Barbieri McGrath <span style="font-family: Georgia,serif;">A sandwich bag/snack size bag of M&M candies <span style="font-family: Georgia,serif;">The Ants Go Marching Video <span style="font-family: Georgia,serif;">
 * <span style="font-family: Georgia,serif;">Resources/materials needed: **

media type="custom" key="9094990"

<span style="font-family: Georgia,serif;">**<span style="font-family: Georgia,serif;">Video One: **Practice counting to ten with these cute sheep. <span style="font-family: Georgia,serif;">**Video Two:** This video shows children that many things come in 10's and how to count them. <span style="font-family: Georgia,serif;">**Video Four:** This video using a catchy song and singing dinosaurs to teach how to count to ten. <span style="font-family: Georgia,serif;">**Video Five:** Counting to ten sung to the tune of "10 Little Indians" is easy for the children to learn quickly.
 * <span style="font-family: Georgia,serif;">Video Three: **<span style="font-family: Georgia,serif;">This video counts to ten using many different object and fun new characters.

<span style="font-family: Georgia,serif;">The technology I used in this lesson about counting was able to help the children with a learning aid that I will be able to print off or include in an email to their parents for them to refer to later to help with counting. Having access to the song "Ants Go Marching" on YouTube was helpful, convenient, and will interest the children. The children will like to not only hearing the song and lyrics, but also seeing a video at the same time.
 * <span style="font-family: Georgia,serif;">Technology reflection: **

<span style="font-family: Georgia,serif;">I am concerned about not having access to the equipment I would need to play the YouTube video. Counting is a readiness skill that the children need to have and this lesson should prepare them for counting higher and when we learn skip counting in our later lessons.
 * <span style="font-family: Georgia,serif;">Evaluation: **

<span style="font-family: Georgia,serif;">**Lesson #:** 2

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**Title of lesson:** Our Calendar

<span style="font-family: Georgia,serif;">We will learn the months of the year. We will learn about how many days there are in a week, how many weeks in a month, months in a year, etc. We will discuss birthdays and make a timeline of all the students' birthdays. You child will be able to recite the days of the week, months of the year and what numbers correspond to each.
 * <span style="font-family: Georgia,serif;">Description of lesson: **

<span style="font-family: Georgia,serif;">I will introduce the lesson by telling the students that they are going to learn the days of the <span style="font-family: Georgia,serif;">week. I will have an enlarged weekly calendar to use as a visual aid for the students. <span style="font-family: Georgia,serif;">We will discuss what birthdays are and when our birthdays are.
 * <span style="font-family: Georgia,serif;">Assignment: **

<span style="font-family: Georgia,serif;">Read __The Very Hungry Caterpillar__ by Eric Carle. We will discuss the days of the week and the order they are in. <span style="font-family: Georgia,serif;">The children will practice their handwriting and spelling the days of the week by completing the three Hungry Caterpillar worksheets.

<span style="font-family: Georgia,serif;">As a class, we will create a calendar to keep posted in the room with each student's birthday on it.

<span style="font-family: Georgia,serif;">I will have each child draw a picture using FlockDraw and write or dictate a sentence about himself/herself participating in an activity on a given day of the week. <span style="font-family: Georgia,serif;">For example: "On Tuesday, I have baseball practice."

<span style="font-family: Georgia,serif;">On ___, <span style="font-family: Georgia,serif;">I ___ _. <span style="font-family: Georgia,serif;"> (day of the week) <span style="font-family: Georgia,serif;">(action word)

<span style="font-family: Georgia,serif;">media type="custom" key="8568648"

<span style="font-family: Georgia,serif;">The students will share with the others in the classroom and we will display the writing samples for <span style="font-family: Georgia,serif;">the whole class on a bulletin board.

<span style="font-family: Georgia,serif;">We will listen to and learn the days of the week song.

<span style="font-family: Georgia,serif;">We will learn the order of the months, that there are twelve months in the year, what month was last and what month is next. We will learn how many days are generally in a month (when we get to 30 or 31, the month is over). We will talk about what season this month is in. We will learn that months always begin with a capital letter, that many months end in the letter "y", that there are two months that start with the letter "J" and two that start with the letter "M".

<span style="font-family: Georgia,serif;">We will discuss the order of the months in a year and the number of each month (January -1, February-2,...July-7, etc.). <span style="font-family: Georgia,serif;">Game: All the kids write down the numbers 1-12 on a piece of paper, each representing a month. When I say, "Go!" the children will go round the class asking when everyone's birthday is. When they hear a month, they can cross that number off their list. The students keep going until all 12 months are crossed off.

<span style="font-family: Georgia,serif;">Homework: Ask the children to teach the days of the week song to someone outside of the classroom (parent, sibling, bus-buddy, school nurse, friend in the neighborhood, etc.). I will send the words of the song home for families to practice.

<span style="font-family: Georgia,serif;">[|Days of the Week Song] <span style="font-family: Georgia,serif; line-height: 0px; overflow: hidden;"> <span style="font-family: Georgia,serif;"><span style="font-family: Georgia,serif;">﻿ Enlarged calendar (showing each month and days of the week)
 * <span style="font-family: Georgia,serif;">Resources/materials needed: **

<span style="font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Technology reflection: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">The technology I used in this lesson about the calendar was able to help the children by teaching them a song from a video on YouTube. This song is all about repetition and will help the children to learn the days of the week in order. I also used the Web2.0 tool, FlockDraw, to enable the children to draw a picture using a computer instead of plain pencil and paper.

<span style="font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Evaluation: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">If I do not have access to a computer with internet access I will not be able to play the YouTube video or allow the students to use FlockDraw.

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**Lesson #:** 3

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**Title of lesson:** Counting Coins

<span style="font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Description of lesson: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">We will learn about pennies, nickels, dimes and quarters. We will learn what the coins look like. We will discuss how much each is worth and the different combinations of coins we can get to make the same amount of money.

<span style="font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Assignment: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">We will begin the lesson by having actual coins to look at and also enlarged pictures (or a picture online 0n a Smart board) and I will ask the children as a group who knows what coins are. We will discuss what money is and what kind of things we use money to buy.

<span style="font-family: Georgia,serif;">Read __What's in the Piggy Bank?__ by Janet Craig.

<span style="font-family: Georgia,serif;">I will ask the class the following questions about each coin:
 * <span style="font-family: Georgia,serif;">What shape is this coin?
 * <span style="font-family: Georgia,serif;">What color is this coin?
 * <span style="font-family: Georgia,serif;">Who is on the front of this coin?
 * <span style="font-family: Georgia,serif;">What is on the back of the coin?
 * <span style="font-family: Georgia,serif;">Where is the value of the coin printed? Point to where it is printed.
 * <span style="font-family: Georgia,serif;">Is the edge of the coin smooth or ridged?

<span style="font-family: Georgia,serif;">We will discuss, "Which would be easier to carry around, five pennies or a nickel? Ten pennies or a dime? A quarter or two dimes and one nickel?"

<span style="font-family: Georgia,serif;">Game: Create cards with a money amount on half (25 cents, 10 cents, 15 cents, etc.) and the corresponding pictures of coins that match the amounts (one quarter, one dime, one dime and one nickel, etc.). Have the children break into groups of no more than 3 or 4 and have them play Go Fish, matching the amounts with the coins.

<span style="font-family: Georgia,serif;">Homework: Have children draw a picture of something they would like to purchase with coins. Hang up student work in the classroom for all the students to see.

<span style="font-family: Georgia,serif;">Using the Web2.0 tool, Jigzone, the students will put together jigsaw puzzles on the computer of the faces of all four coins we are discussing. This assignment will help the students be able to more easily recognize the coins by the way they look.

<span style="font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Resources/materials needed: **

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<span style="font-family: Georgia,serif;">media type="custom" key="8568722"

<span style="font-family: Georgia,serif;">media type="custom" key="8568734"

<span style="font-family: Georgia,serif;">Using the Web2.0 tool, Jigzone, the students are able to see the coins. It helps them remember and put together the pieces to the puzzle.
 * <span style="font-family: Georgia,serif;">Technology reflection: **

<span style="font-family: arial,helvetica,sans-serif; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Evaluation: ** <span style="font-family: Georgia,serif; line-height: normal;">My only concern is with the children having access to the internet and the mature material that they could easily stumble upon. I feel like it would be difficult to monitor every student on their computer at all times.

<span style="font-family: Georgia,serif;">**Lesson #:** 4

<span style="font-family: Georgia,serif;">**Title of lesson:** Skip Counting by 2's, 5's, and 10's

<span style="font-family: Georgia,serif;"> We will be learning to count by 2's, 5's, and 10's. This will better prepare the students for addition and multiplication. The students will be able to count larger amounts of items more quickly.
 * <span style="font-family: Georgia,serif;">Description of lesson: **

<span style="font-family: Georgia,serif;">I will start by having a conversation with the children about things that come in 2’s or pairs; like hands, feet, ears, eyes, etc. (I will be writing their brainstorming answers on the board) I want the children to think about and realize the number two is really special and that a lot of things in life occur in 2’s or pairs.
 * <span style="font-family: Georgia,serif;">Assignment: **

<span style="font-family: Georgia,serif;">I will introduce the concept of even numbers by using the analogy of dancing partners. I will explain that in a group of even-numbered people, every person will have a dancing partner. In a group of odd-numbered people will have one person left without a dancing partner.

<span style="font-family: Georgia,serif;">Next, I will use a large number line in the classroom and point to the multiples of two. We will count together as a whole class. I will use a pointer to aid them in knowing exactly what number they should be counting. The goal for this lesson is to go up to the number 20. Once they seem to be getting the hang of counting by 2’s then I will stop pointing to each number to see if they will still be able continue counting without my guidance.

<span style="font-family: Georgia,serif;">I will pass out a small plastic bag of Cookie Crisp cereal to each child. I will use a the numbered cards only out of a deck of cards and pick cards out at random and show the class the card. I'll tell the group that they may only eat a cookie if an even number card is shown.

<span style="font-family: Georgia,serif;">I will again use the large number line and point to multiples of five. We will count together as a whole class. I will use a pointer to aid them in knowing exactly what number they should be counting. The goal for this lesson is to go up to the number 50. Once they seem to be getting the hang of counting by 5's then I will stop pointing to each number to see if they will still be able to continue counting without my guidance.

<span style="font-family: Georgia,serif;">I will put the students into groups of 4-5 at tables. Using beans, the students will make ten groups of five and count to fifty by 5's aloud in their groups.

<span style="font-family: Georgia,serif;">I will again use the large number line and point to multiples of ten. We will count together as a whole class. I will use a pointer to aid them in knowing exactly what number they should be counting. The goal for this lesson is to go up to the number 100. Once they seem to be getting the hang of counting by 10's thll stop pointing to each number to see if they will still be able to continue counting without my guidance.

<span style="font-family: Georgia,serif;">Next, I will ask the children to gather at the front of the room around the board. I will write some simple three number fill-in-the-blank patterns and will ask for volunteers to help fill in the blanks.

<span style="font-family: Georgia,serif;">I will handout a number chart with the numbers 0-100 on it to each student. I will ask the children to count by tens and color in the boxes yellow. I will also ask the children to count by fives and color in those boxes blue, and also to count by twos and color in those boxes red. I will ask the children to notice the pattern each makes on the chart. <span style="font-family: Georgia,serif;">

<span style="font-family: Georgia,serif;">I will break the children into groups of 5 for the next activity. We will be in the computer lab and doing a scavenger hunt on the computer. One child per group will be assigned as the "clicker" and he/she will be the only person using the computer. I will instruct the "clickers" to go to the scavenger hunt page link on our classroom's wiki. The students will listen to instructions and complete the scavenger hunt.

<span style="font-family: Georgia,serif;">small bags of Cookie Crisp cereal <span style="font-family: Georgia,serif;">deck of cards <span style="font-family: Georgia,serif;">beans <span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">
 * <span style="font-family: Georgia,serif;">Resources/materials needed: **

<span style="font-family: Georgia,serif;"> **Technology reflection:** <span style="font-family: Georgia,serif;">The technology I used in this lesson about counting was able to help the children with an interactive scavenger hunt that will reinforce skip counting. The students would require teacher or parent supervision at all time when they are accessing the internet.

<span style="font-family: Georgia,serif;">**Evaluation:** <span style="font-family: Georgia,serif;">I am concerned about the level of difficulty of the scavenger hunt. I am afraid it may be too difficult for the children, even though I have narrated the entire activity. My presence in the computer lab, helping the children during this activity is strongly needed.

<span style="color: #000000; font-family: Georgia,serif;">**Lesson #:** 5

<span style="color: #000000; font-family: Georgia,serif;"> **Title of lesson:** Greater Than/Less Than - Less/More

<span style="font-family: Georgia,serif;">**Description of lesson:** <span style="font-family: Georgia,serif;">The children will be able to u nderstand that certain numbers are greater than, or less than other numbers, compare two images and identify which are greater or less than the other, and understand different terms for greater than and less than

**<span style="font-family: Georgia,serif;">Assignment: ** <span style="color: #000000; font-family: Georgia,serif;">We will discuss greater than and less than as a class. We will talk about less and more and I was explain that they are the same thing. <span style="font-family: Georgia,serif;">I will choose a group of students from the class to come up to the front of the room. I will separate this group into two smaller uneven groups. I will ask, "Which group has more students in it?" We will discuss that one group is greater than the other. <span style="font-family: Georgia,serif;"> I will draw the greater than and less than symbols on the board. I will ask the children to imagine each symbol as being an open mouth. I will write numbers to each side of the symbols (example: 4<6) "If you were hungry, would you choose a plate with a lot of food on it, or a little food on it? The symbol feels the same way. It wants to eat the greater amount. If you had a plate with 4 cupcakes and a plate with 6 cupcakes, the mouth would open to the 6 cupcakes." I will draw this on the board while explaining it. <span style="font-family: Georgia,serif;"> Research project: I will show two videos about greater than and less than. We will discuss the videos after watching. We will go into the computer lab and I will separate the students into pairs. The children will play the third video and write the correct symbol (greater than or less than) on paper for each set of pictures.

**<span style="font-family: Georgia,serif;">Resources/materials needed: ** media type="custom" key="8738898"

<span style="font-family: Georgia,serif;">media type="custom" key="8731814"
 * <span style="font-family: Georgia,serif;">Resource for parents: **

<span style="color: #000000; font-family: Georgia,serif;"> **Technology reflection:** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">The technology I used in this lesson about greater than and less than was able to help the children with multiple videos online that discussed greater than and less than numbers and symbols. Parents and students have access to these videos on our Wiki from home.

**<span style="font-family: Georgia,serif; font-weight: normal; line-height: normal;">My only concern is with the children having access to the internet and the mature material that they could easily stumble upon. I feel like it would be difficult to monitor every student on their computer at all times. **
 * <span style="font-family: Georgia,serif;">Evaluation: **

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;"> **Lesson #**: 6

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Title of lesson:** Patterns

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Description of lesson:** <span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">The children will be able to understand ordering and patterns.

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">media type="custom" key="9323822" <span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">This video will be used to give the students an introduction to patterns and show them that patterns come in all sorts of colors, shapes, objects, etc.

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Assignment:** <span style="font-family: Georgia,serif; line-height: 22px; margin: 0px; padding: 0px;">As a class, we will view the PowerPoint and go over the questions on the slides. <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;"> <span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Resources/materials needed:** <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">

<span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Technology reflection:** <span style="font-family: Georgia,serif; line-height: 22px; margin: 0px; padding: 0px;">The technology used in this lesson is a PowerPoint presentation. This is a great tool, especially embedded in our classroom wiki so children can view the PowerPoint at home and practice what we've discussed and learned in class.

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Evaluation:** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">If I do not have access to a computer, I will not be able to play the PowerPoint presentation. If I have a computer and no internet access, I would be able to play the presentation, but not able to go to the link at the end of the presentation.

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;"> **<span style="font-family: Georgia,serif; line-height: 22px; margin: 0px; padding: 0px;">Lesson #: **<span style="font-family: Georgia,serif; line-height: 22px; margin: 0px; padding: 0px;">7

**<span style="font-family: Georgia,serif;">Title of lesson: **<span style="font-family: Georgia,serif;">Math in our Everyday Lives

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Description of lesson:** <span style="font-family: Georgia,serif; line-height: 21px;">We will discuss why it is important to learn math and what math we use every day**.**

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Assignment:** <span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">The students will make a Vocaroo telling about why math is important to them and at least one way they use math every day.

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">﻿Example: <span style="font-family: Georgia,serif;">media type="custom" key="9000576"

<span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Resources/materials needed:** <span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">media type="file" key="Wiki Page Assignment Podcast.mp3" width="240" height="20"

<span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Technology reflection:** <span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">The technology used was podcasting. Podcasting will help the students with instruction in many different subjects because the students are still learning to read. Having my voice read the directions for an assignment makes it easier to understand than trying to read the instructions.

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">**Evaluation:** <span style="font-family: Georgia,serif; font-weight: normal; line-height: 22px; margin: 0px; padding: 0px;">** I am concerned about not having access to the equipment I would need to record the podcasts and/or Vocaroos. **

<span style="font-family: Georgia,serif;">**Lesson #:** 8

<span style="font-family: Georgia,serif;">**Title of lesson:** One Digit Addition and Subtraction

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">** Description of lesson: ** <span style="font-family: Georgia,serif;"> I will use the  students as ‘counters’. ** I will gather two groups of students in front of room- one group of three, one group of two. I will ask questions like, // “These three friends like to eat apples, and these two friends like to eat oranges. How many students in all like to eat fruit?" // ** We will define terms together at the board: addition, addend, sum, d iscuss key words for addition: in all, altogether, total, sum and key word for subtraction: how many more, difference, and fewer.

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Assignment: ** <span style="font-family: Georgia,serif; font-weight: normal; line-height: 17px; margin: 0px; padding: 0px;">I will give students each an individual bag of colored candies, crackers, or some kind of counters. I will ask how many are orange? Green? Add them together. How many orange plus green altogether? How many are purple? How many are there in all? How many more green are there than purple? I will continue probing questions of students with their counters. The students will practice writing these in number sentence form: 2+4=6; 5+8=13; 9-7=2

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 17px; margin: 0px; padding: 0px;">I will use SketchFu and play the video on the Smart Board. The students will be asked to raise their hand when they have the answer.

<span style="font-family: Georgia,serif; line-height: 17px;">Plastic bags with counters for each child: cubes, colored crackers, colored candies, etc. media type="custom" key="9322884"
 * <span style="font-family: Georgia,serif;">Resources/materials needed: **

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Technology reflection: ** <span style="font-family: Georgia,serif;">The technology used in this lesson is a Web2.0 tool called SketchFu. It allows you to draw a picture, or in this case, write math problems, and play them back to the students in class.

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Evaluation: ** <span style="font-family: Georgia,serif;">I am concerned about not having access to a Smart Board to play the video on SketchFu.

<span style="font-family: Georgia,serif;">**Lesson #:** 9

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**Title of lesson:** Practicing Addition and Subtraction with One and Two Digit Numbers

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">** Description of lesson: ** <span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">We will go over the concepts of addition and subtraction again. We will practice more with addition and subtraction and also add in two digit numbers up to twenty.

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Assignment: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">We will practice addition and subtraction of one and two digit numbers up to twenty using online flash cards from Flashcard db.

**<span style="font-family: Georgia,serif;">Resources/materials needed: ** media type="custom" key="9323018"

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Technology reflection: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">The technology used in this lesson is a Web 2.0 tool called Flashcard db. It allows you to make and post flash cards online. It is a great study aid for all ages.

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Evaluation: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">I am concerned about not having access to a computer or Smart Board to play the flash cards.

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**L<span style="font-family: Georgia,serif;">esson #: ** 10

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**Title of lesson: Introduction to Telling Time**

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">** Description of lesson: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;"><span style="color: #000000; font-family: Georgia,serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">I will begin the lesson by g athering the children around a hula hoop. I will tell the children that we are going to construct a clock on the floor. We will identify the numbers that are on a clock 1-12 only. I will start by asking where does the 12 go? One child will place the card with 12 at the top of the inside of the hula hoop. Then continue with the 1. Place all of the numbers through 11. Show the children that the numbers are still in order on the clock. Also point out that they will always be in this order on any clock. Then get out an arrow that represents the hour hand. I'll explain that it will point to the number that stands for what hour it is. If it is pointing to the 3 then the hour is 3. I will ask children what number the hour hand is pointing to. I will also point out that the hour hand is shorter and it is a shorter word. I will get out the longer hand and tell them that this is the minute hand. I'll explain that this hand tells how many minutes after the hour it is. However, if you are wanting to show 3 o'clock, the minute hand will be straight up on 12 and the hour hand will be where? After the children respond with the correct answer, I will continue with another hour. I'll explain that the minute hand does not change when you are talking about 1:00, 2:00, 3:00, 4:00, 5:00, <span style="font-family: Georgia,serif; font-size: medium; line-height: normal;">6:00, 7:00, 8:00, 9:00, 10:00, 11:00, or 12:00. When the clock is completely constructed, we will compare it to the one on the wall. We will discuss clockwise, counter clockwise, and the minute, and hours hands.

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**Assignment:** <span style="font-family: Georgia,serif; font-size: medium; line-height: normal; margin: 0px; padding: 0px;">I will give the children a clock without numbers and let them write the correct number in the boxes on the clock 1 - 12. I will show the students a video about telling time made with Animoto. I will assess where the children are in learning this material by having each child take a quiz using a Web 2.0 tool called Quiz Revolution.

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Resources/materials needed: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;"> media type="custom" key="9334524" <span style="font-family: Georgia,serif;">This is a video discussing the parts of a clock, how to tell time, how many seconds in a minute, how many minutes in an hour and how many hours in a day. <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">media type="custom" key="9323214"

<span style="font-family: Georgia,serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">The technology used in this lesson is a Web 2.0 tool called QuizRevolution. It allows you to create a quiz online and provides an instant answer and provides the correct answer if wrong.
 * <span style="font-family: Georgia,serif;">Technology reflection: **

<span style="font-family: arial,helvetica,sans-serif; font-weight: normal; line-height: 19px; margin: 0px; padding: 0px;">**<span style="font-family: Georgia,serif;">Evaluation: ** <span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">I am concerned about not having access to a computer in the classroom to administer the quiz to each student.