Counting with Curiosity
Maths • 45 • 18 students • Created with AI following Aligned with Common Core State Standards
Teaching Instructions
The goals of this project are for you to have an opportunity to apply everything from class to design an inquiry based mathematics lesson. Through the previous activities you have developed (or modified) tasks/activities that are exploratory and inquiry based, which focus on a conceptual understanding. You will also use your knowledge of DOK levels, coming up with a mix of higher-level and lower level assessing and advancing questions to promote a deeper understanding for the students.
The lesson plan must be inquiry based and focus on conceptual understanding. You must have guiding questions throughout the lesson (for each section). You should use the lesson plan template provided.
The 5E Inquiry Lesson Plan format fits in well into the Beginning (Engaged), Middle (Explore, Explain), and End (Elaborate, Evaluate). This lesson plan should not follow the gradual release (I do, We do, You do) lesson planning format that is often used in other content areas. This should be an inquiry based lesson plan structure which follows the 5-E format described above and can be thought of as You do, We do, I do. You do (students engage and explore), We do (students and teacher explain and elaborate), I do (teacher led debrief/summary).
Kansas Math Content Standard(s) Kansas Standard(s) for Mathematical Practice Standard for Mathematical Practice
Lesson Objectives Learning and Performance Students will understand…
Students will be able to… Assessment & Criteria Use RED font within your Instructional Sequence
Components of Reading/Structured Literacy Integration: Comprehension Use PURPLE font within your Instructional Sequence Name of Text:
Brief Description of Comprehension Strategies: Components of Reading/Structured Literacy Integration: Content Vocabulary Use BLUE font within your Instructional Sequence List and define 3-5 terms:
Brief Description of Vocabulary Integration Strategies: Preparation for Lesson Lesson Source:
Materials:
Technology:
Student Groupings (whole class, small group, individual):
Real-world and Cross-Curricular Applications:
Universal Design Representation:
Engagement:
Action & Expression: Prior Math Content Knowledge Concepts or Standards that students need to understand or be able to do before beginning this lesson: (Could be from previous grade levels or within the grade level. Must be MATH content.)
Differentiation Strategies Anticipated (based on student needs):
Contextual information & Learning Environment Factors Demographics of your students: (age, grade, diversity, number of students, ELL, IEP, interpersonal interactions/behaviors)
Pre-Teaching Reflection 1. What are 2 specific areas within this lesson that you would like to receive feedback on?
- What is one goal you have for yourself during this lesson?
INSTRUCTIONAL SEQUENCE Write out detailed lesson procedures and activities. Be sure to include questions you will ask during the lesson and the expected student responses. Your plan should be detailed enough for another teacher or substitute to teach it without having to ask you any questions. Numbering and bullets are permissible and encouraged. Engage est. time:
Explore & Explain est. time: Elaborate & Evaluate est. time: Future Math Content Knowledge
Counting with Curiosity
Kansas Math Content Standards
- Content Domain: Counting and Cardinality
- Standards: Know the number names and the count sequence. Count to tell the number of objects.
Kansas Standards for Mathematical Practice
- Make sense of problems and persevere in solving them.
- Use appropriate tools strategically.
- Attend to precision.
Lesson Objectives
Students will understand:
- Numbers represent quantities and can be used to count objects.
Students will be able to:
- Identify numbers 1 through 10.
- Count objects accurately up to 10.
Assessment & Criteria
- Observation of participation during activities.
- Ability to correctly count objects and recognize numbers during group activities.
Components of Reading/Structured Literacy Integration
Comprehension
Name of Text: "Ten Little Ladybugs" by Melanie Gerth
- Comprehension Strategies: Explore the concept of number sequencing and counting within a narrative context.
Content Vocabulary
- Count: Determine the total number of items in a set.
- Number Line: A visual representation of numbers in a line.
- Quantity: How many items are in a set.
Vocabulary Integration Strategies
- Use physical objects for counting to represent vocabulary terms.
- Incorporate children's books that highlight counting for comprehension.
Preparation for Lesson
Lesson Source:
- Teacher-designed, standards-based inquiry lesson adapted for preschoolers.
Materials:
- "Ten Little Ladybugs" by Melanie Gerth
- Counting blocks
- Number line floor mat
- Ladybug counting cards
Technology:
- Interactive number games on a tablet (optional)
Student Groupings:
- Whole class, small groups, and individual exploration
Real-world and Cross-Curricular Applications:
- Counting objects found in nature (e.g., leaves, pebbles)
Universal Design
Representation:
- Use a story and interactive physical activities to cater to different learning styles.
Engagement:
- Encourage questions and predictions about what comes next in the counting sequence.
Action & Expression:
- Provide hands-on activities with physical objects to demonstrate understanding.
Prior Math Content Knowledge
- Understanding of basic number concepts and sequence up to 5.
- Familiarity with simple counting activities.
Differentiation Strategies
- Use visual aids for learners needing support with number recognition.
- Offer additional challenges (extended counting or sequencing activities) for advanced learners.
Contextual Information & Learning Environment Factors
- Demographics: 18 preschool students, aged 4-5, diverse backgrounds with some ELL students.
- Learning Environment: Inclusive classroom, encouraging participation and collaboration.
Pre-Teaching Reflection
- How effectively do the activities promote inquiry and engagement for all students?
- Aim to create an inclusive and supportive environment where every student feels comfortable to explore and ask questions.
INSTRUCTIONAL SEQUENCE
Engage (est. time: 5 minutes)
- Begin with Reading:
- Read "Ten Little Ladybugs" aloud.
- Guiding Question: What do you think happens when we add one more ladybug to our count?
Explore & Explain (est. time: 25 minutes)
- Activity Station 1: Counting Blocks
- Present students with a pile of blocks and encourage them to count together.
- Guiding Question: If there are four blocks here and we add two more, how many do we have now?
- Activity Station 2: Number Line Jump
- Use a floor mat numbered 1 to 10 for a jumping game.
- Guiding Question: What number comes after ...?
- Activity Station 3: Ladybug Cards
- Distribute ladybug cards; students arrange them in counting order.
- Guiding Question: Can you find the card with three ladybugs and put it next to the card with two ladybugs?
Elaborate & Evaluate (est. time: 15 minutes)
- Whole-Class Discussion:
- Recap activities and share experiences.
- Guiding Question: What did you notice when counting objects together? How do you know you counted correctly?
- Interactive Counting Game:
- Use tablets to play counting games (if available).
- Evaluate students through observation as they interact with games.
Future Math Content Knowledge
- Build on counting skills, introducing simple addition and subtraction.
- Explore patterns and sequences through more complex activities.
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