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Wonder Walk Math Lesson #1
- 1. Wonder Walk Lesson #1<br />How can I plan my lessons using the Backwards Approach?<br />Identify the outcomes to be learned<br />Number <br />NK.1 Say the whole number sequence by 1s starting anywhere from 0 to 10 and from 10 to 0. <br />a) State the whole number that comes after a given number, zero to nine. <br />b) State the whole number that comes before a given number, one to ten. <br />c) Recite the whole number names from a given number to a stated number (forward – zero to ten, backward – ten to zero) using visual aids. <br />NK.3 Relate a numeral, 0 to 10, to its respective quantity. <br />a) Construct or draw a set of objects corresponding to a given numeral. <br />b) Identify the number of objects in a set. <br />c) Hold up the appropriate number of fingers for a given numeral. <br />d) Match numerals with pictorial representations. <br />Now that I have listed my outcome:Determine how the learning will be observed<br />What will the children do to know that the learning has occurred?<br />What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?<br />What assessment tools will be the most suitable to provide evidence of student understanding?<br />How can I document the children’s learning?<br />NameDateNK.1NK.3Stated the whole number that comes after a given numberStated the whole number that comes before a given numberMatches numeral with pictorial representation<br />Plan the learning environment and instruction<br />What learning opportunities and experiences should I provide to promote the learning outcomes?<br />What will the learning environment look like?<br />What strategies do children use to access prior knowledge and continually communicate and represent understanding?<br />What teaching strategies and resources will I use?<br />How can I differentiate the lesson to challenge all students at their learning ability? How will I integrate technology, communication, mental math, reasoning, visualization, etc into this lesson? (7 Processes) Look at your outcomes to see which of the processes you should be including.<br />Plan your lesson here: What lesson format will you use?<br /> BEFORE-DURING-AFTER? Math PODS? ETC.<br />This math lesson comes after the students have experienced their Wonder Walk<br />http://prekkindergarten.wikispaces.com/Wonder+Walk<br /> As a class we have chosen 2 animals for a problem. We have chosen the rabbit and the chicken.<br />Discuss how many legs one rabbit has and how many one rabbit has.<br />Read the class a portion of “One is a Snail and Ten is a Crab”. Up to page’10 is a crab’
- 2. Have students recall the number of legs each animal has. Put them into sequential order using the large pictures.“I am going to pass out the number cards from the story. I want you to work together and put yourselves in order from 0-10 (or whatever you are working with).” “The rest of us will be an audience and watch and listen. We will check their work when they are done.”<br />Pass out number cards. <br />Watch and listen as students work on ordering themselves. Once they are done, or think that they are done, have the audience give thumbs up or down if they think it is in the correct order.<br />If it is not, have the audience use math language, to tell their friends where to stand in order to be in the correct sequence.<br />This is important to model and have students use language such as before, after (NK.1) and in-between.<br />Today you will be using manipulatives to represent animals.
- 4. There are rabbits and chickens on the farm. You see some of each. Build and then draw your rabbits and chickens. How many legs does each set have? How many legs altogether? A rabbit has 4 legs. A chicken has 2 legs.<br />Think about what picture vocabulary you have on your word wall. Be sure you are setting students up for independence and success.<br />Have tools for them to represent their work in a different way after they have concretely built it and then drew the picture. Use the ten-frame first and then introduce tools like part-part –whole at a later lesson. These tools need to be labeled and put on your math word wall in the future.<br />Some students may even be ready for symbolic number sentences: 4+6=10 addition.<br /> Take documentation of their work through the use of photos, interview and video. Use voice thread and a student photo of their work so students can verbally explain through their thinking.<br />See Student recording sheet below. Photo copy onto large paper for the student.<br />Assess student learning and follow up<br />What conclusions can be made from assessment information?<br />How effective have instructional strategies been?<br />What are the next steps for instruction?<br />How will the gaps in the development of understanding be addressed?<br />How will the children extend their learning?<br /> <br />--------------------------------------------------------<br /> <br />NK.1 Say the whole number sequence by 1s starting anywhere from 0 to 10 and from 10 to 0. <br />a) State the whole number that comes after a given number, zero to nine. <br />b) State the whole number that comes before a given number, one to ten. <br />c) Recite the whole number names from a given number to a stated number (forward – zero to ten, backward – ten to zero) using visual aids.<br />NK.3 Relate a numeral, 0 to 10, to its respective quantity. <br />a) Construct or draw a set of objects corresponding to a given numeral. <br />b) Identify the number of objects in a set. <br />c) Hold up the appropriate number of fingers for a given numeral. <br />d) Match numerals with pictorial representations. <br />Notes:<br />