Kira

Disse Dinosaur Sort Introduction

Lesson topic: Number Sense Length of lesson: 30 minutes SOL K.2-The student, given a set containing 15 or fewer concrete objects will a) tell how many are in a set by counting the number of objects orally b) write the numeral to tell how many are in the set

Cognitive Objectives Students will: Sort dinosaur cut-outs by color Count the number of dinosaurs of a particular color Record the number of dinosaurs in that color Identify which color has the most dinosaurs and which has the least

Materials and Advanced Preparation Stickland, Paul . (2000). Ten Terrible Dinosaurs. USA: Penguin Group. A bin of cotton balls for each pair (of 2 students) 30 little foam dinosaurs; btw 10-20 green and btw 10-20 brown (Create a set for each pair of students.) Staple together paper to make a paleontologist notebook for each student for the day. On the dinosaur dig page, draw a line down the middle of the page and on the left side draw a brown horizontal line at the top, and on the right side a green horizontal line. Pencils

Teaching and Learning Sequence Introduction/Anticipatory Set Talk to the class about dinosaurs. Ask what they were like and how we know they existed. Explain that we are going to be paleontologists today and learn about dinosaurs. Explain that the book we will read is a counting book, and that we will need everyones help to count backwards from ten. After reading the book for fun, commend the class for their excellent counting Have the class help you count from 1 to 30. Lesson Development

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Explain that we are going to (with a partner) search for dinosaur bones. We are going to use our paleontologist notebooks to document what we find. Show the class a bin of cotton balls/dinosaurs and model the counting, as well as tallying the number of dinosaurs, as you count. Show them where to write the total. Clarify that each child will be in charge of one particular color (either green or brown). Whichever color they get, they are in charge of digging for that color dinosaur only. As they find dinosaurs, they need to make tally marks in their notebook under the correct line (green or brown). Have students circle which number is greater, the green total or brown total. Break students into pairs. Once everyone is ready, they may start to sort. While they are working, observe who is sorting the dinosaurs more quickly, and who is taking a longer time. Observe which students keep loosing track of their number of dinosaurs and who is making tally marks. Also observe how students write their final numbers Help when needed. Closure

Once groups start to finish up their work, call them back to the carpet (to sit next to partner) While waiting for other students to finish, they may work on writing green and brown on top of the colored lines in the notebook. Model this for students. Once all together, commend students for their hard work. Go around the circle and ask each pair how many dinosaurs where green and how many were brown. Ask which was bigger. As a class, make a chart on the dry erase board of green dinosaurs and brown. For each group that says they had more green, place a tally mark under green, and likewise for brown. Count the tally marks as a class to discover which color had the most.

Assessment Formative The teacher will observe students during the group counting to see who is quick or slow to count. While modeling the activity, he/she will pay attention to any information that may need to be re-taught or explained. During the pair work, the teacher will look to see how quickly the child finds the correct color and tallies it. The teacher will also look to see if the child is counting correctly or writing numbers correctly. Lastly, the teacher will watch the pairs as they discuss which number is greater out of the two. Summative

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Based on which part of the activity the child is struggling with, the teacher will place the student in the math workstation on that particular topic (during station time). If the whole class is struggling with a certain part, the teacher will re-teach the topic.

References Stickland, Paul . (2000). Ten Terrible Dinosaurs. USA: Penguin Group.

Commonwealth of Virginia Department of Education. (2009). Mathematics Standards of Learning for Virginia Public Schools. Richmond, VA: Virginia Department of Education. Appended Materials Curriculum Framework K.2 A&B Instructional Content

Curriculum Framework: K.2 SOL K.2 The student, given a set containing 15 or fewer concrete objects, will a) tell how many are in the set by counting the number of objects orally; b) write the numeral to tell how many are in the set. Counting involves two separate skills: verbalizing the list of standard number words in order (one, two, three,) and connecting this sequence with the items in the set being counted, using one-to-one correspondence. Association of number words with collections of objects is achieved by moving, touching, or pointing to objects as the number words are spoken. Objects may be presented in random order or arranged for easy counting. Kinesthetic involvement (e.g., tracing the numbers, using tactile materials, such as sand, sandpaper, carpeting, or finger paint) facilitates the writing of numerals. Articulating the characteristics of each numeral when writing numbers has been found to reduce the amount of time it takes to learn to write numerals. Instructional Modifications to ASSIST Students Provide a 100s chart for them to set dinosaurs on while counting Provide chart of numbers 1-20 to help them write numbers. Give the child less dinosaurs to count Write the words green and brown for them to trace

Kira Disse Major Instructional Strategies Read book Oral counting Model sorting and tallying Instructional Modifications to CHALLENGE Students Have them sort individually Give them more then two colors Give them more dinosaurs Have student count silently