Question: You will be continue the lesson 21 Concept Development lesson plan for a 20-30 minute lesson focusing on the Ohio Academic Standards for the grade

You will be continue the lesson 21 Concept Development lesson plan for a 20-30 minute lesson focusing on the Ohio Academic Standards for the grade level 1. Continue the lesson based on the lesson below

T: Count out 5 cubes of one color and 2 of another. How many are left in your bag?

S:3

T: Put your cubes on your 5-group mat to show that 7 is the same as 5 and 2. (Check to ensure proper placement.) Find the number card that tells how many cubes you have. Hold it up, and say the number.

S:7. (Hold up number card.)

T: Take out 1 more cube of the second color, and put it on your 5-group mat. How many cubes are on your top five?

S: 5.

T: How many on your bottom five?

S: 3.

T: Let's count to see how many cubes!

1, 2, 3, 4, 5, 6, 7, ..., 8. count on hands

T: You have 8 cubes! Eight is 1 more than 7. We write the number 8 like this. (Demonstrate in writing frame.) Find the number card that shows 8. Hold it up, and say the number.

S: (Hold up the card.) 8.

T: Put your cubes together in a tower, like this. (Demonstrate so that the parts of 5 and 3 are different colors.) Can you see the 5 and the 3 hiding in our 8? (Circulate to ensure understanding.)

T: Now, take your tower apart, and put the cubes into rows on your work mat. Make your rows so that each one has the same number of cubes. (Rows should have 4 and 4. Guide students to use the top and bottom of their square to help them.)

T: Look at your partner's work mat. Do his cubes look the same as yours? Let's count our cubes. Then, show me the number.

S:1, 2, 3, 4, 5, 6, 7, 8. (Hold up digit card.)

T:I wonder what would happen if we put our cubes into columns like towers. Move your cubes many are on each side?

S:4 and 4

T: Let's count our cubes. Show me the number that tells how many you see.

1, 2, 3, 4, 5, 6, 7, 8. (Hold up card.)

T:Now, put one cube on the top edge of your work mat, one on the left, one on the bottom, and one on the right. Do you have some cubes left? Let's see if we can do it again. (Repeat.) Do you have any more cubes left?

S:No

T:How many cubes are on each edge?

S: 2.

T: How many cubes are on your work mat?

S: 8.

T: Look at your partner's work mat. Does it look the same as yours? (Responses will vary.)

T: Put away your cubes. We are going to do some more counting on the Problem Set.

Central State University

College of Education

Key Assessment - Lesson Plan Template

Aligned with CAEP 1: INTASC 1,2,4,5,6,7,8; OSTP 2,3,4

LessonPlan Title: ______Compare counts of 8 _________________________________________________________

Date: ____________________Number of Days Covered:_1__

Subject: _Math________________ Grade Level:__K_______

Standards Addressed:(Ohio Content Standards/ your state/ National Content or District Curriculum Standards)

Counting with the Number Glove K.CC.5

Finger flashes to 8 K.CC.5

Happy Counting 8 K.CC.2

Specific Observable/Measurable Learning Objectives: (Use Bloom's Taxonomy to ensure higher levels of thinking are required. Students will complete or master at what level of proficiency?)

Connections:Identify instructional connections between past, present and future instruction.

Discuss the topics students have learned in the past and how this lesson will build on the previous learning.

Evaluation of Student Learning:What evaluation strategies will you use?

How does evaluation align with objectives?What sort of measurable data can be collected from your assessment?

Required Materials Needed for Lesson:Linking cubes, cardboard writing frame on the board, classroom mats, bag of 10 loose linking cubes (5blue and 5 red), work mat, two 5- group mats, 5 group cards

Student's Background/Prior Knowledge/Experience:(Pre-Assessment)

Main Ideas:I can statement or summary of the main points of the lesson.

Key Vocabulary:List new words and how you will introduce them, especially academic vocabulary.

Motivational Strategy/Anticipatory Set for Lesson:How will you "hook" student interest? Will you discuss a current event or show a picture or a video from NCTM or Khan Academy to solve problems.

Content:Step-by-Step Procedures;Time allocation for each activity.

Instructional Strategies to Be Used - Be SpecificWhat learning activities will be used - Be Specific.

Questions to Extend Student Thinking and sample responses.

Differentiated Instructional Support:What modifications/accommodations are required to meet needs of various students? Not just students on IEPs. Include gifted, distractible, etc.

Thinks about using a variety of methods to meet students' needs.

Integration of Technology:If not used,why it is impossible or unnecessary.

Integration of Technology by P-12 Students:Include activities/assignments using available technology by P-12 students. Explain how students will monitor their progress using technology

Homework or Home Connections:If there is no homework, will information about the unit of study or work be sent home?

Closure:How will you end the lesson and transition to the next activity?

Student Learning Based on Data:What does your data tell you about student learning? In terms of what they have learned, what will you do next for the whole group or individual students?

Reflections/Self Evaluation: