Lesson 1: Class Birthdays

Candidate: Melissa Oliver

Date: September 23, 2015
Lesson Part
Do
Title
Standard

Materials
Central
Focus
Learning
Objective

Academic
Language
Instruction

Grade: Kindergarten

Activity Description/Teacher Does

Field Supervisor: Nancy

Eckerson
Mentor: Cassie Wilson
Students

Lesson 1: Class Birthdays

K 1.1
Understand the relationship between quantities and whole numbers
up to 31.
K.1.2
Use objects and pictures to represent situations involving combining
and separating.
SMARTBoard
Birthday graph and chart slide
To help students gain familiarity with various ways in which numbers
and quantities are represented in the real world
Content: Students will create a graph to model a real-world situation,
and use that
model to compare numbers and answer questions.
Language: Students will explain the relationship of amounts of student
birthdays
between any given pair of months.
Becoming familiar with fewer, fewest, month, month names, more,
most, zero, equal
Getting Ready
Using a list of students
Students will be sitting in a halfbirthdays (especially for those
circle to allow for easier moving
who dont know their birthdays)
around later in the lesson.
we will talk about which months
everyones birthdays are in and
begin collecting that data.
Class: Yay!
Teacher: Class, today we are
going to be collecting data,
which is a big word for
information. And we will be
collecting data on something I
think you all will be excited
(Choral reciting) January,
about: your birthdays!
February, March, April, May, June,
July, August, September, October,
Lets get started by saying the
November, December.
months of the year together.
Students will take turns to each
say their birthday month. If they
dont know, I will tell them and
Wonderful! It sounds like you all have them repeat the month

know the months really well.

Now lets go around and say our
birthday month. If you dont
know, thats okay! I have a list
and will help you remember.
Practice
Activity
Support

Task
I will call students up individually
and have them mark their
birthdays with a candle on a
cake in a SMARTBoard activity.
Then we will transfer that
information to a pictograph.
Okay, now that you have it fresh
in your minds, Im going to go in
order by the months we are in
school, so the summer birthdays
will be last. I will call each of you
up and you get to move a
candle on the SMARTBoard onto
the cake that has your birthday
month on it.

Informal
Assessmen
t

name so they remember.

Now, would you agree that this

isnt very simple to look at?
Yes, its not very neat and it is
difficult to compare the totals.
Heres a graph that we can fill
out with the information we just
collected. After we are done
filling it out, we will look at ways
to read the graph and compare
the numbers and totals.
Discourse
I will ask students questions that
will help them to discover
different ways to look at graphs
and interpret the data.
Are there any months that have
zero birthdays? Which ones?
Which month has the most
birthdays? The fewest? How do
you know?
Does ______ or ______ have more
birthdays? How do you know?
Can you figure out how many
more?

Students come up to the

SMARTBoard as their name is
called and move a candle onto
their cake. If they do not know
how to read the month names, I
will assist them.

Yes. Its messy!

Students will respond to the

questions and bounce thoughts
and methods off one another. If
the students get stuck, other
students will have an opportunity
to help offer ideas or I will guide
them to the correct answer.

Which month has fewer

birthdays ______ or ______? How
do you know?
Are there any months that have
an equal, or same, amount of
birthdays?

Closure
Assessmen
t of
Student
Voice
Evaluation

Lets review quick: What is this A graph!

chart called?
You got it! And what do we know That it has fewer.
about the 6-year old group?
Correct! And what do we know
That is has more.
about the 5-year old group?
A formal assessment of this lesson will be held at the end of the unit.

Lesson 2: Class Age

Candidate: Melissa Oliver
Date: September 24, 2015
Lesson Part
Do
Title
Standard
Materials

Central
Focus
Learning
Objective

Academic
Language
Instruction

Field Supervisor: Nancy

Eckerson
Mentor: Cassie Wilson

Grade: Kindergarten

Activity Description/Teacher Does

Students

Lesson 2: Class Age

K 1.1
Understand the relationship between quantities and whole numbers
up to 31.
Index cards
Crayons
Chart paper
Tape
To help students gain familiarity with various ways in which numbers
and quantities are represented in the real world
Content: Students will create a graph to model a real-world situation,
and use that
model to compare numbers, answer questions, and observe how graphs
can change.
Language: Students will identify a graph and be able to explain it in
terms of more and fewer.
Becoming familiar with fewer, more, graph
Getting Ready
Referring back to the graph from
the previous lesson on
birthdays, I will discuss how

Students will reflect on the

birthday graph and determine
what information it contains and

graphs dont always give us all

the information we need so we
have to make different ones.

describes.

Teacher: What information does

our graph with the birthday
cakes tell us?

Student A: Which month is

everyones birthday is in.
Student B: How many birthdays
are in each month.

Yes! These are all things it does

tell us. Can we tell how old each
classmate is if we know what
month his or her birthday is in?
Why or why not?

No, it just says when it is, not

how old they will be.

We could ask them how old they

are.

Youre right. So we need to find

a way to track how old everyone
is. How can we do that?

Practice
Activity
Support

Yes, we could do that. However,

we might forget if we ask
everyone. Thatd be hard to
keep track in our head. Lets see
how we can show our ages so
we can see the information with
our eyes.
Task
I will line the students up in two
lines based on their age. One is
for 5-year olds and the other is
for 6-year olds.

Students will communicate their

ages and stand up in the
corresponding line.

So this is one way that we can

see how old each of you are.
Which line is longer?

The 5-year old line!

This way works but its a lot of

work to always get into lines to
find out how many students are
in each group. Today we are
going to make another graph
that we can easily change each
time one of you has a birthday.
You will all draw a picture of
yourself and put your name on
the bottom and we will use that
for our graph. When you are
done, we will all put our pictures

Students will draw a self-portrait

and tape it in the appropriate
column based on their age.

Informal
Assessmen
t

Closure
Assessmen
t of
Student
Voice
Evaluation

in the appropriate area on the

graph.
Discourse
I will ask students questions that
will help them to discover
different ways to look at graphs
and interpret the data.

Students will respond to the

questions and bounce thoughts
and methods off one another. If
the students get stuck, other
students will have an opportunity
to help offer ideas or I will guide
them to the correct answer.

How do you know which age

group has more? Fewer?
How many more 5-year olds are
there than 6-year olds?
Will these groups be the same
all year?
What will happen to our graph
when someone has a birthday?
If 3 more students have
birthdays, how many 5 and 6year olds will there be then?
Lets review quick: What is this A graph!
chart called?
You got it! And what do we know That it has fewer.
about the 6-year old group?
Correct! And what do we know
That is has more.
about the 5-year old group?
A formal assessment of this lesson will be held at the end of the unit.

Lesson 3: Number Stations

Candidate: Melissa Oliver
Date: September 29, 2015
Lesson Part
Do
Title
Standard

Materials

Grade: Kindergarten

Activity Description/Teacher Does

Field Supervisor: Nancy

Eckerson
Mentor: Cassie Wilson
Students

Lesson 3: Number Stations

K 1.1
Understand the relationship between quantities and whole numbers
up to 31.
K.1.2
Use objects and pictures to represent situations involving combining
and separating.
Construction Paper
Pencils
Markers or Crayons


Central
Focus
Learning
Objective

Academic
Language
Instruction

SMARTBoard

To help students gain familiarity with various ways in which numbers

and quantities are represented in the real world
Content: Students will use pictures, symbols, and other mathematical
interpretations
to represent numbers between 1 and 13.
Language: Student will be able to verbally identify the number that the
quantity is representing.
Becoming familiar with tallies, number words, dice, ten frames, digits,
sets
Getting Ready
I will explain how there are
Students will be quietly at the
different ways to show the same carpet. Students recall prior
number. Then, I will model how
knowledge, if any, related to ways
to write the number seven in
of representing numbers.
multiple ways (digit, number
word, ten frame, tallies, dice,
and pictures).
Teacher: Kindergarteners,
today we are going to learn
about different ways to show
numbers. We have been
practicing writing the numbers
in the number books, but there
are other ways to show them.
Im going to use the number
seven to show you what you will
be doing today. First, I want you
to think about different ways
you have seen the number
seven. Raise your hand if you
can think of a way different from
the numbers you normally see.
Very good observations! Yes,
these are different ways to write
seven. Im going to show you a
few more ways.
Tallies are marks that are
grouped by fives. You make four
lines and then you cross them
with another line to make a
group of five. Leave a space
between the groups so you
know which marks are a part of

Student A: I have seen it in

letters.
Student B: I have seen it with the
dots we count.

They will practice making tallies,

dice, and number words using
their fingers in the carpet as I
model them.

the group of five.

I will write a few groups of tallies
to show them.
Dice are another way that you
can show a number. By counting
the number of dots on the top
you can see if it matches the
number you are representing.
Who can tell me with a quiet
hand, what number a die goes
to?

Students count with me to

practice recognizing tally set
quantities.

Number six!

You could use more than one

die.

Thats right! So what happens

if the number you are showing is
bigger than six?
Yes. You can add the numbers
from both dice together. To draw
this on your paper, make a
square, or two if your number is
greater or bigger than six, and
draw your dots in it like this.

Practice
Activity
Support

I will do the same type of

modeling for pictures and
number words.
Task
I will put the students in groups
and assign them a number.
Now you will be doing the same
thing in a small group with your
own numbers. I am going to call
out groups and I want to you
come take your paper and find a
place to quietly work together.
When we are all done, we will
come back to the carpet and
share our work together.

Students continue to practice by

drawing in the carpet with their
fingers.

Students can recall and

demonstrate the methods of
number representation and will
work together in their small
groups to show their groups
assigned number using those
methods.

Informal
Assessmen
t

Closure
Assessmen
t of
Student
Voice

Evaluation

Discourse
I will call the students back to
the carpet and ask them to
come up in their groups, one at
a time, and share their work with
the class.

Students will sit in their groups at

the carpet and listen to other
groups present. Students who are
presenting are sharing which
methods they chose to represent
the numbers.

We are going to take turns

having each small group come
Students will be given the chance
up and share how they did their
to share their ideas and
number stations. While a group
suggestions and comments.
is sharing, please make sure you
are showing them respect by
sitting quietly, looking at them,
and quietly raising your hand if
you have a question or
comment. Make sure you are
not blurting. Alright, lets have
the first group come up.
(Using 8, 6, 4, and 9,
respectively, as examples):
If I write these tallies, how
Students are able to correctly
many are there? How many dots identify the numbers associated
are in this ten frame? What
with the quantities I display.
number word did I write? What
amount is showing on these
dice?
A formal assessment of this lesson will be held at the end of the unit.