Day+6

= __ Day 6 __  =

Introduce Number Lines
__** Judges Prior Learning: **__ The students took a preassessment at the beginning of the unit. The preassessment showed that the students in the class needed to learn how to make a number line and practice filling in numbers on a number lines.
 * Preassessment **:

The students will learn how to sequence numbers 0 to 50 using number lines.
 * Purpose **:

- The students will sequence numbers 0 to 50. - The students will learn how to draw and use a number line.
 * Objectives **:

The students will complete “Fill in the Missing Numbers” and “Number Line.” The students will be expected to sequence numbers correctly from 0 to 50 starting and ending at any given number.
 * Assessment **:

__** Plan for Teaching: **__ - Sentence strips - Number Cards - “Fill in the Missing Numbers” Worksheet - Laminated number lines - “Number Line” Worksheet - Fruit Loops
 * Materials **:

- Prepare sentence strips - Make number cards - Create “Fill in the Missing Numbers” worksheet - Create “Number Lines” worksheet
 * Preparation **:

N/A
 * Technology **:


 * Procedures **:

Introduction : --- Quiet Warm-Up - “Counting Exercises” - Finish work they still need to finish

--- Warm-Up - Review sequencing - -- - o Pull 5 different numbers from 0 to 50 - -- - o Ask 5 different students to come to the front of the room - -- - o Have those 5 students put the numbers in order - -- - o Repeat, except have students from the audience come up and tell one student at a time where to go.

Instruction **:** - 1. Put a sentence strip with boxes divided on it up on the board. - - a. There will be some numbers filled in each box, but there will be numbers missing that will need to be filled in. - - b. I will model my thought process as I fill in a couple of the empty boxes. - - - i. I will discuss how I look at the numbers that come before or after the number given and how I used those as clues. - - c. Ask the students to come fill in a box with the number they believe goes in it. - - d. We will discuss the strategies they used to figure out which number they used. - - - i. Counting forwards - - - ii. Counting backwards - - - iii. Number relationships - - - iv. Vocabulary: Before, After, In-between - - e. Repeat until all of the boxes are filled in. - 2. Repeat with 3 other sentence strips. - - a. Each sentence strip will become increasingly more challenging. - 3. The students will return to their seats and complete “Fill in the Missing Numbers (square box)” - 4. The students will come to the carpet. - 5. I will draw a number line on the chalkboard. - - a. The students will identify what they notice about the number line. - - - i. Straight line - - - ii. Arrows - - - iii. Equal space between each line - - - iv. Numbers underneath the lines - - b. As the students tell me what they notice, I will draw another number line so they can see what we have talked about and what we have not talked about.

Practice : - 6. I will erase the number lines. - - a. The students will have to tell me how to recreate a number line. - - b. I will draw literally what they tell me to do. - - - i. For example, if they tell me to draw a line, I may draw a vertical line instead of a horizontal line to show the difference between the two. - 7. The students will return to their seats - - a. I will pass out a laminated number line to every student (0 to 30). - - b. Each student will get three fruit loops. - - - i. The students will be instructed they are NOT allowed to eat the fruit loops. - - c. I will ask the students to put their fruit loops on specific numbers, numbers one more, one less, before, and after other numbers. - 8. The students will complete their seatwork, “Fill in the Missing Numbers (Number Lines)”

Closure The students will have to answer which number comes next to get in line. For example, if I say “39” then the student would have to answer “40” to get into line.

- Keep a close eye on J’s behaviors. - Make sure A stays focused and gets any extra assistance she may need. - Make sure J stays on task. - Keep Z engaged and on the right track. - Double check to see if A is focused or needs extra assistance. - Clarify and rephrase directions for A, W, A, J, T. - Make sure A and J are not in the same group.
 * Differentiation and a **** daptations for students with special needs: **

The students will be given the opportunity to use the number cards and put them in order. Also, the students will be given the opportunity to read quietly in the reading corning.
 * Extensions for early finishers: **

__** Teach the Lesson: **__

__**Assess**__: The students will complete their seatwork, “Fill in the Missing Numbers (Number Lines).” The students will be required to fill in the missing numbers on 8 different number lines.

__** Analysis **:__ "Fill in the Empty Squares" - 8 [|stars] - 4 star minuses - 7 [|check pluses]

"Number Lines" - 9 [|stars] - 6 [|star minuses]

__** Reflection :**__ - I was so excited by how much the students enjoyed learning 0 to 50 in sign language. The students loved being able to manipulate their hands to make meaning. I will use sign language as much as I can in the future. It was a great connection for the students. - The students really seemed to enjoy sequencing the numbers on the sentence strips. The students love any excuse to come to the front of the room and write on the board. They also loved that they got to choose which square to fill in. If they wanted to pick a "hard" box, they could pick one with no numbers around it. - The students had a little trouble understanding how to sequence numbers with the "Fill in the Empty Squares" activity. However, once we introduced number lines, there was little to no trouble for the students. Every one and a while a student would reverse a number, but other than that, only 6 students made mistakes on their papers.