Megan Konen Number Sense Unit Lesson Plan Descriptions

Day 1: Objectives: o CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Materials: o Pre-assessment o Privacy folders Procedure: o Tell students we will be taking a pre-test (a test that shows how much you know) about numbers and counting. o Distribute assessments and privacy folders. o When students are finished, collect assessments and grade. o Plan unit according to how well students did on the pre-assessment.

Day 2: Objectives: o CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Materials: o Race to Trace packets. o Timer o Roll and Write activity sheet o Dice Procedure: o Discuss with students the importance of writing numbers correctly. o Tell the students of the purpose of the race to trace activity. o Pass out packet to each student. o Have students first trace the numbers, and then write the numbers independently (no tracing). o After students finish first page, tell them they are going to be timed. They have 3 minutes to write the numbers using their best handwriting and making sure there are no backwards or reversed numbers. o After doing this twice, collect packets. o Pass out the roll and write activity along with dice. o After discussing the directions and giving an example, have students work with a partner to complete this activity. Make sure students are correctly writing their numbers.

Day 3: Objectives: o CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Materials: o Race to Trace packets o Bubble Buddies activity sheet Procedure: o Pass out Race to trace packets. o Complete 3 pages of timed writing (make sure to emphasize the importance of writing numbers correctly and neatly). o Collect packets. o Pace out bubble buddies activity sheet. o Have students complete sheet independently. o After completing this, tell students we are going to do a counting activity using our worksheet we just filled out. I am going to say a number and we are going use our bubble buddies worksheet to help us count forward or backward from that number.

Day 4: Objectives: o CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Materials: o I can count to 20 cut and paste activity. o Scissors o Glue o Caterpillar counting activity o Race to track packets Procedure: o Distribute glue and scissors along with activity sheet o Have students cut out the number squares. o Complete the first few numbers with the students. o Have students independently finish paper. o Check together as a class. o Collect activity sheets. o On the board write the number 2 followed by blanks and end with the number 7. (2, , , , , , , 7). o Have students come up and fill in missing numbers. o Do a few different examples. o Pass out Caterpillar Counting paper. o Complete the first 2 problems together. o Have students complete the paper independently. o Collect to check for understanding. *At station time, call students who need more practice writing numbers to work on their race to trace packets.

Day 5: Objectives: o CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Materials: o A Big Bubble activity sheet o White Boards o Markers o Erasers o Caterpillar Counting sheets** o Race to trace packets* Procedure: o Pass out a big bubble activity sheet. o Complete together as a class (have students come up and fill in answers while others are following along on their sheets). o Collect handout. o Distribute white boards, markers, and erasers. o Tell students you are going to say a number and they need to write the numbers that follow. (Example: write the numbers 5 and end at 11). o Have students show answers after every question. o Do many different examples. o Collect materials. *At station time, call students who need more practice writing numbers so they can work on their Race to trace packets. ** When students arrive back from lunch, have the caterpillar counting page passed out at their tables. Tell students to independently work on page.

Day 6: Objectives: o CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). o CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). o CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Materials: o Race to trace packets o Timer o Lady bug and watermelon decomposing sheets (1 per table). o Plastic writing sleeves. o Dry erase markers o Erasers o Caterpillar counting page* Procedure: o Pass out race to trace packets. o Have students finish 3 pages of packet (Set timer for 3 minutes for each page). o Collect packets o Show lady bug sheet on the Elmo. Give three examples of how to use. (Ex: If I say the number 5, how many different ways can we show 5? Show by drawing dots on each side of the lady bug wing. 3 dots on one side and 2 on the other. How else can we show 5?) o Do this with the watermelon page as well.

o Distribute one watermelon page or lady bug page to each table. Tell students they are going to take turns writing, but all students need to participate and help their tablemates. o Practice both odd and even numbers. Have students present different ways of decomposing each number. o Collect materials. *When students arrive back from lunch, have the caterpillar counting page passed out at their tables. Tell students to independently work on page.

Day 7: Objectives: o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). o CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). o CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Materials: o Race to trace packets o Making numbers packet o Counting bears Procedure: o Pass out race to trace packets o Set timer for three minutes o Have students complete 2 pages o Collect packets o Explain our next activity and the rules for counting bears o Pass out making numbers packet and counting bears o Do together as a class. o Have students follow along using counting bears o To check for understanding, have students fill out the last page independently

Day 8: Objectives: o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). o CCSS.Math.Content.K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). o CCSS.Math.Content.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. Materials: o Race to trace packet o Decomposing Numbers placemat o Counting chips Procedure: o Pass out race to trace number packet o Time students; have them complete 2 pages. o Collect packets o Pass out decomposing numbers placemats and counting chips o Complete activity together. o Give students a number and have them show different ways of making that number o Before completing activity, have students put their chips away and take out a crayon. o Tell students we are going to be doing the same thing, except they will be drawing a picture instead of using chips. o Collect placemats and check for understanding.

Day 9: Objectives: o CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). o CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Materials: o Post Assessment o Privacy folders Procedure: o Do a short review on the white board. o Pass out assessment. o Have students independently work on assessment. o Check papers for understanding of concepts.