Lesson Plan

Thursday, March 13, 2014

Subject: Numeracy
Currently we our nearing the end of Unit 2 in Math Makes Sense (Exploring Numbers).
The Curriculum Goals addressed in todays lesson will be:

Curriculum Goals:
Strand: Number General Outcome
Develop number sense.

Specific Outcomes
o Say the number sequence 1 to 10 by 1s, starting anywhere from 1 to 10 and from 10 to 1.
[C, CN, V]
o Subitize (recognize at a glance) and name familiar arrangements of 1 to 5 objects or dots.
[C, CN, ME, V]
o Relate a numeral, 1 to 10, to its respective quantity. [CN, R, V]
o Represent and describe numbers 2 to 10, concretely and pictorially. [C, CN, ME, R, V]
o Compare quantities 1 to 10, using one-to-one correspondence. [C, CN, V]


Length of Lesson: 2hrs/ 2 Periods (This lesson was started on Tuesday, March 11
th
, 2014).


Materials:
3 Jars
30 toy mice
3 toy snakes
2 skipping ropes
Pages for class book.
Rhyme Hungry Snake Chant


Routines: Students will come in after recess, get their shoes on, and work on their white boards until all
of the students are in and ready.
Math Wall: One student is the calendar helper for the day. We start by putting up the date. We then put
our word hats on the appropriate days of the week, and sing There are Seven days in a Week song. We
do the weather chart, and read the Question of the Day to see what our warm up activity will be.

Background: In Tuesdays Lesson we explored the story Mouse Count by Ellen Stohl Walsh, a counting
book about a snake who collected 10 mice in a jar and then all 10 escaped. After listening to the story,
students were divided into 3 groups and each table was given a snake, jar, and 10 mice. They made
predictions on how many mice were in the center of their table and discussed rules for how they would
work as a team and share their materials throughout the activities. They predicted there were 10 mice as
that was how many were in the story. They decided that each person would get one turn putting one
mouse in the jar, that they would not be allowed to grab, and if someone was taking a long time at their
turn they would use manners and kindness asking them to pass the materials. We read the story and
reenacted it at each table, stopping throughout to check that the right number of mice were in the jar.
When there were not, we problem solved what happened and how to fix it (too many mice because
everyone was eager to have a turn, taking our time, and counting aloud). The story had them say the
number sequence 1-10 starting at different points in the sequence, and counting down as well.
I then asked students to be the snakes and put the correct number of mice in the jar. The first
number was given orally. We then discussed how to check if our jars had the correct number (different
strategies offered: one to one counting, how many were left over, counting who had taken a turn). The
next number of mice was written as a numeral on the board but not spoken aloud. The third number was
a dot sequence.
The students had to focus on team work, taking turns, problem solving, communicating their ideas,
compromising with the group, recognizing numerals, and representing them as quantities, representing
an oral number with concrete materials, comparing quantities between groups, and checking their work
with one to one correspondence. (Inter/Intra, linguistic, and logical)

Todays Lesson
INTRO: We will start by retelling the story from yesterday. Students will orally recount and then order
pictures to see if they remembered all the parts. (auditory and visual)
Lesson Activity: We will then learn a new poem based on the story. I will start by reading the poem to
them, then having them join in. We will then act out the poem using a skipping rope made into a circle to
indicate the jar. One student will be chosen to be the snake and 10 will be the mice. Remaining students
will narrate with me (actors will count but not narrate). We will then act out the poem a second time
switching the narrators and actors. (kinetic)

Conclusion: Students will return to the same groups as yesterday. (The seating plan is developed with
mixed abilities and positive social interactions in mind). We will repeat yesterdays exercise, putting the
appropriate number of mice in the jar according to a numeral, auditory or dot sequence prompt. We will
subitize the dot pattern today. I will then challenge the groups with a word problem The snake caught
5 mice, but 1 got out! How many are in your jar? How did you know? Students will be invited to say a
new word problem for the groups to solve.

Assessment: We will make a class book called Mrs. Hs Hungry Little Snakes. I will show them the first
page that says, Mrs..H. has 20 hungry little snakes that love to catch furry mice in the fields. Each
student will receive a page. They can choose a page with a partially written sentence or choose to write
their sentence on their own. The sentence will be [Student Name] is hungry for ______ mice. I will have
mice for them to color and cut or they can choose to draw their own mice. We may run out of time with
this activity and have to continue it next day. When pages are complete the book will be available for
reading time in the classroom and I will scan a copy to send home for parents.

Extensions: Record the students narrating the book to post on our blog site, YouTube, and/or as a tweet.