Day+1

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= __ Day 1 __  =

Pretest and Introduction
__** Judges Prior Learning: **__ Every student took the First Grade Howard County Mathematics Preassessment at the beginning of the year. The preassessment determined the academic level each first grade child was prepared for. Then, the entire first grade was divided up into six different math classrooms based on their test results. My classroom included the students with the third lowest test scores. This test told me that my students needed to be reintroduced to or taught basic number sense.
 * Preassessment **:

The students will take a preassessment to determine which skills need to be taught, reintroduced, or the students already know. Then, the students will learn about the foundation of number sense. This will teach the students how important it is to learn the basics in order to master other skills down the road.
 * Purpose **:

- The students will take a preassessment test in order to gauge their understanding of numbers from 0 to 100. - The students will learn about the foundations and importance of number by comparing learning numbers to building a house.
 * Objectives **:

The students will complete a preassessment in order to determine their understanding of number sense with numbers from 0 to 100.
 * Assessment **:

__** Plan for Teaching: **__ @Number Relationships and Computation
 * Materials **:

- Make 21 copies of preassessment. - Go through preassessment to check for my personal understanding
 * Preparation **:

- Document Camera
 * Technology **:


 * Procedures **:

Introduction : - **1.** Introduce that we are taking a preassessment - - - Remind the students that preassessments are before we have learned each concept. - - - It is okay to not know the answers. --- --- - If you don't know an answer, just put a smiley face. Instruction **:** - **2.** Separate student desks -- - I will help the students in the front row in order to get the correct spacing. -- - The students in the other rows will move their desks independently. - **3.** Display the test on the document camera - - - Make sure every student can see the test. - **4.** Ask the students to put their finger on the first question. - **5**. Read the first question out loud. - - - "Use the number line to answer the questions below." - - - * I will instruct the students to put their fingers on the number line - - - "What number is 1 more than 14?" - **6**. I will instruct the students to cover their answers with their hand after they answer the question. - **7.** I will repeat steps 4 to 6 until the end of the test. - **8.** After the test, I will have the students pass up their tests to the front of the classroom. - **9.** The students will move their desks back to their originally locations in the room. Closure : - **10.** I will instruct the students to come to the carpet and sit in two lines. - **11.** I will write the word "numbers" on the board. -- - **12.** I will ask the students what they know about numbers. - - - What is the difference between 12 and 21? - - - Are numbers important? - - - * Use numbers for games (hopscotch, dice, board games, cards) - - - * Use numbers to program computers and video games - - - * Use numbers to tell us things like temperatures, amounts for cooking, what time it is, and etc. - - - * What are some other things we use numbers for? - - - Learning numbers is like building a house. - - - * Do you start with the roof? Walls? (No, with the floors or the foundation.) - - - * Can you learn how to 100 if you don't know how to count to 10? (No) - **13.** We will count to 10 as a class. - - - Make sure the students feel the rhythm. - **14.** Now that we know how to count to 10, we are ready to learn new numbers! --- --d

- Make sure all of the students are familiar with the test format - Make sure J, A, J, and W are on task and keeping up with the test questions - Keep A separated from the boys on the carpet in order to avoid distracting behaviors
 * Adaptations for students with special needs: **

N/A – This is a guided lesson.
 * Extensions for early finishers: **

__** Teach the Lesson: **__

__**Assess**__: The students will complete a preassessment in order to determine their number sense of numbers from 0 to 100.

__** Analysis **:__

- 6 students scored between 90% to100% - 6 students scored between 65% to 75% - 6 students scored between 10% to 55%

__** Reflection :**__

- There are three emergent groups within my class: students with a firm grasp on number sense, students that understand some concepts, but need to learn others, and students who will need help learning every concept. - Although there are some students that scored a 100%, some of those students have room to improve. - - - o For example, one student colored in the ten frame instead of drawing dots. - Two students were not present for the pre-test. They enrolled in the school after the unit began.