Day+5+6B

=** __ Day 5 __ ** =

** Sequencing 0 to 50 **
__** Judges Prior Learning: **__ ** Preassessment **: The students took a preassessment at the beginning of the unit. The preassessment showed that the students in the class needed to learn and practice sequencing numbers from 0 to 50.

** Purpose **: It is important for students to learn how to count from 0 to 50. First they need to start with 0 to 10, then 0 to 30, and build up from there.

** Objectives **: - The students will complete "Larger or Smaller" in order to review numbers 0 to 20. - The students will use the hundreds chart on their desks to practice the vocabulary one more, one less, increase, and decrease. - The students will learn the numbers 0, 10, 20, 30, 40, and 50 in sign language to help reinforce their understanding of numbers 0 to 50. - The students will complete "50's Puzzle Box" to practice sequencing numbers 0 to 50 - The students will complete "Write the Missing Number" and "Home in Australia" in order to demonstrate their understanding of numbers 0 to 50.

** Assessment **: The students will complete " [|Write the Missing Number] ” and “ [|Home in Australia] ”

__** Plan for Teaching: **__ ** Materials **: - “ [|Larger or Smaller] " - Hundreds Chart  - Number Cards  - " [|50's Puzzle Box] "  - " [|Write the Missing Number] ” - “ [|Home in Australia] " - "Count to 50 "

** Preparation **: - Copy worksheets - Set up technology

** Technology **: Document Camera Projector Computer Internet

** Procedures **:

Quiet Warm-Up 1. The students will complete “Larger or Smaller" as they come into the classroom and get ready for math.

Introduction : (motivation) 1. The students will practice using the vocabulary: - a. Increase - b. Decrease - c. One More - d. One Less - e. In Between 2. The students will use the hundreds chart on their desk to answer the questions 3. I will ask questions out loud.

Instruction **:** 1.The students will practice counting 0 to 50. - a. The students will watch a video. - b. The song goes to 100, but the students will only go to 50. 2. The students will learn numbers 0, 10, 20, 30, 40, and 50 using sign language. - a. I will demonstrate each number and the students will repeat each number. - b. We will put all of the numbers in order (10, 20, 30, 40, 50). 3. The students will watch the video again. - a. When the video gets to a number the students know in sign language, they will raise that number in the air. 4. I will ask for student volunteers to come to the front of the class. 5. Each student will be given a card with a number on it. 6. The students will be asked to order the numbers from least to greatest. - a. 0, 10, 20, 30, 40, 50 - b. 25, 30, 35, 40, 45, 50 - c. 42, 43, 44, 45, 46. 47 - d. 34, 35, 36, 37, 38. 39 7. The students will make their own 50’s chart by completing “50's Puzzle Box” 8. The teachers will walk around the room and monitor the progress to make sure the students are comfortable with numbers 0 to 50 9. The students will complete “ Write the Missing Number” and “Home in Australia” - a. I will walk around the room and monitor the progress to make sure each student understands the directions as well as the concepts they just learned.

** Differentiation and a **** daptations for students with special needs: ** - 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.

** Extensions for early finishers: ** -- - Students can take the subitizing cards and practice with a group of students -- - Students can use the dry erase boards to practice drawing ten frames with a partner. -- -- o One partner tells the other what number to draw. -- -- o Then they switch -- - Students may read a book from the reading corner. -- - Students may illustrate their papers or illustrate a picture on the back of their papers.

__** Teach the Lesson: **__

__**Assess**__: The students will complete “Write the Missing Number ” and “Home in Australia”

__** Analysis **:__ - “Larger or Smaller” -- o 8 stars on the first try -- o 3 stars on the second try -- o 3 check pluses -- o 1 check - “50's Puzzle Box” -- o 2 star minuses minuses -- o 18 stars - “Write the Missing Number” and “Home in Australia” -- o Every student got a star except for one star minus

__** Reflection :**__ - “Larger and Smaller” was supposed to be a quick start to the day, but it took the students almost 15 minutes to finish it. I was extremely surprised. Most students did well with it, but it was the first paper that I did that the students did not excel at. - The students did a really good job sequencing the numbers on “50 Puzzle Box,” but some of the students did not realize they could just cut out the pieces instead of each individual row. Some students even tried to cut out every single number. I was able to stop most of the students and outline the puzzle pieces in red in order to show where they were supposed to cut. - The students did an awesome job filling in the 50’s Chart on “Write the Missing Number.” There were some number reversals, but the numbers were all in order.