I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.
Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.
I project the Problem of the Day on the SMARTBoard and say to students, "This is our Problem of the Day for today. Look at the hats. This says 'Count the hats. Create a group with the same number of hats as the first group.'" I say, "This problem has two parts. What is the first thing it asks us to do?" (Count the hats.) I have a student come up with a pointer and count the hats. "Listen to the direction again. 'Count the hats. Create a group with the same number of hats as the first group.' What do we need to do next?" (Create a group with the same number of hats as the first group.) I have a student come up and draw a picture of four hats. I tell students that sometimes in math we need to use our imagination. We can pretend that cubes or counters are different objects. For this lesson, I pretend that the cubes are hats. I ask, "Can you show me a group that has the same number as the group of hats?" I have a student come up and take out four cubes. I tell students that both answers were correct. Drawing is a great strategy for solving problems and so is using manipulatives. If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.
I tell students, "Today we will be learning about two more numbers four and five."
To start this lesson, I draw four dots on the board and ask the students to count the dots with me. I then write the number 4 on the board. I tell students, "This is a number 4." I repeat this with the number 5. I tell students that we will be reading a story today called Five Little Monkeys Jumping on the Bed by Eileen Christelow. While reading the story, we will be focusing on the numbers 4 and 5. During the story, I stop throughout to have the students count how many monkeys are on the bed. I focus on making sure that students understand that the last number we say when we are counting is the total number of monkeys. When the story is finished, I have the students move into a circle. I put a cushion into the middle. I tell students that we will be pretending that the cushion is our bed. I use monkeys from a Barrel of Monkeys to reenact the story. We practice counting the monkeys as a group as we sing the song.
I tell students that we will be practicing the numbers 4 and 5 on a Numbers 4 and 5 Worksheet. I show students the paper and say, "We will be working on this paper together. You need to get out your pencil and put your name on your paper. When your name is on your paper hold your pencil in the air, that will let me know that you are ready to start." I like to have students hold up their pencils or put their hands on their heads when they are finished with a task. It makes it easy for me to see who is ready and also keeps the students from writing all over their papers while they wait for other students to finish.
I hand each student a paper for them to take back to their seats and while the students are writing their names, I turn on the projector and document camera and display the worksheet on the SMARTBoard. When all students have their pencils up, I say, "The directions on this paper say ‘ Count the objects and draw a picture to match each one.' Put your pencil point on the first smiley face. Point to each face as we count them together. How many smiley faces are there?" I call on a student who is raising a quiet hand. I have the student come up and point to each smiley face as they count aloud. I then model how to draw five smiley faces under the ones on the paper. I continue this with the second questions about the stars. I tell the students that it is very important that the students stay with me on this paper because the directions change several times. I say, "The next set of directions says, 'Circle the group with 4 and draw an X on the group with 5.'" I ask, "Which group has four?" I let the student that answers come up and point to the shapes and count to check their answer. I model how to circle this group. I tell students that even though there is only one other group of shapes, we should still count them before we put on the X. I call up a student to count the squares. I then tell the student that they will be finishing the paper on their own. I say, "The directions for the bottom of the paper say, 'Count the objects and circle the correct number.'" When they are finished, they put their papers into the paper tray in the front of the classroom and get their center.
As students get more comfortable with completing worksheets, I start to gradually release the responsibility of completing the worksheet onto them. This helps them take control of their own learning and gives me a better picture of their math skills and not just their ability to copy from the board. It takes a little longer to do this with kindergarten students because they cannot read the directions on their own. It was difficult to have the students work on their own for most of this worksheet because the directions were different on each section.
Since the students finish their papers at different times, I circulate through the room to make sure that student are completing their papers, putting it in the tray and getting their centers. This week's centers are:
Sorting Fruits and Flowers (Education.com)
Sorting by Size and Counting with Bears (Download mat from PreKinders.com. I cut off the smallest bear since the bears I have are only two sizes.)
Thumb Print Counting
Number Tracing (Schoolsparks.com)
SMART Board- Online Game Critter Junction (Macmillan/McGraw-Hill)
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull three groups during centers. The first group is comprised of the students who were having trouble identifying numbers 0-5 and matching the numbers to objects. I pull the students back to my small group table to do a reteach activity using flash cards and manipulatives (for this lesson I used the monkeys that we were using in whole group). I show the flash cards and have students practice identifying the numbers. I then give each student a pile of manipulatives (0-5) and have them pick the number card that matches their group. The next two groups do a follow up activity that reviews identifying numbers, counting objects and writing numbers. I use the flash cards and manipulatives with these groups as well. I start by showing the students flash cards again and having them practice identifying the numbers. I do this much quicker for these groups. I then give each student a pile of manipulatives (0-5) and have them pick the number card that matches their group. Prior to clean up, I check in with each table to see how the centers are going. I turn on Tidy Up by Dr. Jean. Students clean up and return to their seats.
I close this lesson by inviting students back up to the carpet. I turn on the projector and document camera and let one of the students who worked with me at the small group table in one of the review groups share his work on the screen. The students like getting to "Be the teacher" and other students like seeing their classmates' work being projected on the SMART Board. I mention positive things that I noticed during centers.
I also include something that needs to be better next time. I review what we did during our whole group lesson. "Today we learned about the numbers 4 and 5. How many monkeys were jumping on the bed? 5 "Let's count to 5 together." 1, 2, 3, 4, 5 "Tomorrow, we are going to continue practicing numbers 4 and 5.”