The lesson plan is for a kindergarten math class to teach pairing numbers 1-6 with themselves using dice. The 20 students of varying abilities will work in groups to identify and count the number of dots on dice and pair each die with its match. The teacher will model and check for understanding before students independently practice the pairing skill with worksheets and dice. Student mastery will be assessed through demonstrations of correctly pairing all numbers 1-6.
The lesson plan is for a kindergarten math class to teach pairing numbers 1-6 with themselves using dice. The 20 students of varying abilities will work in groups to identify and count the number of dots on dice and pair each die with its match. The teacher will model and check for understanding before students independently practice the pairing skill with worksheets and dice. Student mastery will be assessed through demonstrations of correctly pairing all numbers 1-6.
The lesson plan is for a kindergarten math class to teach pairing numbers 1-6 with themselves using dice. The 20 students of varying abilities will work in groups to identify and count the number of dots on dice and pair each die with its match. The teacher will model and check for understanding before students independently practice the pairing skill with worksheets and dice. Student mastery will be assessed through demonstrations of correctly pairing all numbers 1-6.
The lesson plan is for a kindergarten math class to teach pairing numbers 1-6 with themselves using dice. The 20 students of varying abilities will work in groups to identify and count the number of dots on dice and pair each die with its match. The teacher will model and check for understanding before students independently practice the pairing skill with worksheets and dice. Student mastery will be assessed through demonstrations of correctly pairing all numbers 1-6.
To have students arrange, identify, and pair numbers 1-6. Students will demonstrate mastery of pairing when ALL numbers 1-6 are paired correctly by providing the correct pairs of dice and by reciting the correct number of dots on the dice.
IV. Procedures:
1. State the objectives and orient student to the lesson:
We will be learning how to count objects (dots on dice) numbers 1-6 and how to pair the dice with its match. To warm up, teacher will roll a dice down the room and ask students if they would like a chance to roll.
2. Review Prerequisites: In order to be successful in this lesson, students will need to have mastered counting up to six objects. These skills were practiced in prior lesson “Counting to Ten”. The teacher will review and refresh the student’s counting skills of 1-6 on the projector and will then explain the definition of a pair (a pair is two items that are the same as each other) and explain that the purpose of this lesson is to teach the students how to identify items that are similar.
3. Modeling: Teacher will demonstrate pairing by rolling one dice and then matching it with its pair. The teacher will also give examples of pairs by using the projector to draw dots and connect the to the right pair. Teacher will use teddy bear counters to explain pairs by placing bears in 2 groups of 1-6 and comparing the similarities.
4. Conducting Learning Probes/Guided Practice:
Once teacher is done with modeling, the teacher shall pull a name from the name jar to randomly call on students and check for student understanding of pairs until names are gone from jar. Ask students: o How many dots are on this dice? o Can you count the dots out loud please? o Can you draw the same number of dots on the white board to match the number of dots on my dice? o Do you have any questions? o What is a pair?
5. Independent Student Practice:
Students will return to seats and work on pairing skills worksheet page 22 while the teacher monitors the class and checks for student comprehension of pairs by completing individual student assessment sheets.
skills worksheet page 22, 6 colored markers, bell, and name jar.
Student:
10 large rolling dice, pairing skills worksheet page 22, pencil, 1 clipboard, 2 numerical translation reference worksheets.
VI. Grouping Structures
Students will be divided into 5 groups of 4. Each group will be given two of the dice. Each student will be given a worksheet and pencil. Each group will be placed in different areas of the classroom that allows spacing.
VII. Modifications
Gifted students shall pair with disabled student and another student. Disabled student has loss of left arm usage and may not be able to pick up the dice. Give disabled student clipboard to hold paper secure for when writing.
Both second language learners need to be placed in a group together with two other students, preferably Michael and Michelle who are bilingual and helpful with translation. Second language learners need to each be given a numerical translation reference worksheet. This worksheet has the numbers 1-6 and instructions written in Spanish and English and will allow students to compare. VIII. Assessment
6. Assessing student progress/culminating or closing activity:
When done with the project, students should be able to pair numbers 1-6 correctly using dice. Student mastery will be determined upon completion of two objectives and by gathered data. Data will be collected on a student assessment sheet that will grade the two objectives. The first objective will be to have each student master pairing the dice correctly for each number 1-6. The second objective will be to have the students master identifying the number of dots 1-6 on the dice correctly. Teacher will gather this data by going around to each group and having each student demonstrate their mastery.
7. Distributed Practice and Review:
Students will complete Pairing Practice pages 23 and 24 from student
workbook over the weekend and student work will be reviewed on the following Monday morning during the morning review. Students will be given an additional demonstration of pairs (using counters rather than dice) to increase the chances of remembering the material. This practice will allow the student to move forward to the next assignment “Counting Pairs”.
