Six Tiles in All (Unit 6, Session 1.

1 of TERC Investigations) Lisa Ebel March 18th, 2013 BACKGROUND Brief Description of Group to be Taught: 18 kindergarten students, 3 with IEPs, 11 who speak a language other than English at home. Overall Purpose of This Lesson: Mathematics For students to analyze quick images for quantities of six, use numbers to explain the arrangements of tiles, and think of how one number can be decomposed into smaller units. The teachers purpose is to make the lesson objectives clear for students and use questioning to help students think about how they have arranged their tiles and why it makes sense. Relationship of this lesson to curriculum/theme: This lesson is the beginning of Unit 6 of the TERC Investigations curriculum. The unit focuses on addition, subtraction, and the number system. LESSON Massachusetts Curriculum Frameworks Strand and Learning Standard(s): Mathematics: Operations and Algebraic Thinking, K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (pg. 28, 2011). Mathematics:Counting and Cardinality, K.CC.3 Write number from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects) (pg. 28, 2011).

English Language Proficiency, Benchmarks and Outcomes WIDA Standard 3: The Language of Mathematics Behavioral Objectives/Learning Outcomes: Content: Students will be able to (SWBA) decompose the number six into smaller numbers. SWBA use number words and written numerals to describe an arrangement of tiles. Language: Domain: Speaking and Writing o Students will supply numerals and number words to match the amount of objects in front of them. Materials: Plastic tiles, 8 for each student Student work books Colored pencils Materials for math stations (geo blocks, building blocks, pattern blocks)

Procedures- Instructional Practice: The lesson begins with the routine of attendance and counting the days of school. The leader of the day counts to see how many students are present and adjusts a cube stick to represent both present and absent students. The leader then adds one cube to the days of school stick and the whole class counts the stick together. Next, the lesson of Six Tiles in All will be introduced for 15 minutes. Students are familiar with observing quick images of ten dots however, for this lesson they will be introduced to arrangements of six tiles. The teacher will begin by flashing a tile image and students will recreate it on the rug in front of them. Students will be asked how they

remembered the image with a focus on the discussion of how many tiles there are in all and how they are arranged to represent the number six (e.g. 2+4, 3+3, etc.). This introduction will include 2-3 rounds of practice. Students will be given directions on how they can make their own arrangements of six tiles. Their shapes must fit the rule that each tile touches on one side. A few examples of the correct and incorrect way will be shown in front of the class. The class will discuss what makes each example correct or incorrect. Students will be instructed to use numbers to represent their arrangements. The teacher will model how to use numbers to represent each example. For the next 15 minutes students will work in their student work books in small groups or rotate through the math stations. The lead teacher and the assistant teacher will each work with a group of 3-4 students to observe and guide them in making their own arrangements of six. Each student should make 1-2 arrangements with tiles, copy and color the arrangement in their work book, and use numbers to represent their arrangement. In the final 5 minutes each student will have the chance to share one of their arrangements with the whole class. Motivational techniques: Students will be able to interact with the math manipulatives and form their own unique arrangements. Assessment: Since this is the beginning of a unit assessment will be for formative purposes. It will be noted which students are still having trouble writing and/or naming their numerals. These students will be given extra time during literacy work to practice their numbers and number words.

Adaptations/Modifications: Adaptations in the way students numerically represent their arrangements are welcome. Depending on learning level students may represent in numbers such as 3+3 or 1+1+1+3. The focus might need to shift more towards students being able to name each number represented and less on the particular way they are represented in writing. Pitfalls and Solutions: Pitfalls may come in the form of students not understanding how to decompose the number six. This is where the small group work will be helpful as teachers can work one on one to help students understand the objective.