ALEX Lesson Plan

     

Heart Graphing

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  This lesson provided by:  
Author:Brandi Burrows
System: Lanett City
School: W. O. Lance Elementary
  General Lesson Information  
Lesson Plan ID: 32739

Title:

Heart Graphing

Overview/Annotation:

During this lesson students will complete hands-on activities.Technology will be incorporated with this lesson. Students will sort conversation heart candy by colors. Students will then use their data to complete picture graphs.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: K
3. Write numerals from 0 to 20.

a. Represent 0 to 20 using concrete objects when given a written numeral from 0 to 20 (with 0 representing a count of no objects). 
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Write numerals correctly from 0 to 20.
  • Represent numbers using concrete objects when given a written numeral from 0 to 20.
Teacher Vocabulary:
  • Numeral
  • Number
Knowledge:
Students know:
  • how to match numeral name with sets of objects.
Skills:
Students are able to:
  • write numerals from 0 to 20.
  • Represent numbers from 0 to 20.
Understanding:
Students understand that:
  • a written numeral represents a number of objects.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.3.1: Write numbers 0 to 10.
M.K.3.2: Match numerals to quantity 11 to 20.
M.K.3.3: Match numerals to quantity 0 to 10.
M.K.3.4: Recognize written numerals 0 to 20.
M.K.3.5: Demonstrate one to one correspondence for a group of objects 6 to 20.
M.K.3.6: Demonstrate one to one correspondence for a group of objects 0 to 5.
M.K.3.7: Trace numerals 0 to 20.
M.K.3.8: Make purposeful marks such as lines and circles.

Prior Knowledge Skills:
  • Count to 20 and above.
  • Mimic counting by ones.
  • Recognize numbers from one to ten.
  • Become interested in how many objects she/he has.
  • Continue to have an interest in counting.
  • Understand the concept of size and amount.
  • Notice same/different and some/all.
  • Understand that words can label sameness and differences.
  • Understand that some have more, and some have less.
  • Become more interested in the concept of some and all.
  • Make purposeful marks.
  • Given a set number of objects one through ten, answer the question "How many?"
  • Pair the number of objects counted with "how many."
  • Understand that the last number name tells the number of objects counted.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
  • Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
  • Count objects one-by-one using only one number per object (up to ten objects).
  • Recognize that numbers and numerals have meaning.
  • Recognize numerals 0 (zero) through 10.
  • Identify the difference between written numbers and other written things.
  • Identify the difference between written numbers and objects.
  • Rote count to ten.
  • Communicate some number words.
  • Recognize after.
  • Recognize before.
  • Enjoy playing with all kinds of objects.
  • Point to matching or similar objects.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.1 Using vocalization, sign language, augmentative communication, or assistive technology, count to 15 by ones starting with one.


Mathematics
MA2019 (2019)
Grade: K
6. Orally identify whether the number of objects in one group is greater/more than, less/fewer than, or equal/the same as the number of objects in another group, in groups containing up to 10 objects, by using matching, counting, or other strategies.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Explain and justify answers to questions such as "which group has more?" or "which group has less?".
  • Answer questions such as which group has more or less by matching, recognizing without counting (subitizing), or counting up to 10 objects.
Teacher Vocabulary:
  • Compare
  • Greater than
  • More than
  • Less than
  • Fewer than
  • Equal
Knowledge:
Students know:
  • how to identify which number is larger and which number is smaller.
  • number word sequence.
Skills:
Students are able to:
  • Count sequentially.
Understanding:
Students understand that:
  • a set of objects is either greater than, less than, or equal to another set of objects.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.6.1: Define greater than, less than, and equal to.
M.K.6.2: Count to 20 by ones.
M.K.6.3: Count objects up to ten.

Prior Knowledge Skills:
  • Understand amount words, such as more, less, and another.
  • Begin to understand that parts of an object can make a whole.
  • Become more interested in the concept of some and all.
  • Be interested in who has more or less.
  • Understand the concept of "less than".
  • Mimic counting by ones.
  • Recognize numbers from one to ten.
  • Become interested in how many objects she/he has.
  • Understand the concept of size and amount.
  • Given a set number of objects one through ten, answer the question "how many?"
  • Pair the number of objects counted with "how many."
  • Understand that the last number name tells the number of objects counted.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
  • Pair a group of objects with a number representing the total number of objects in the group.
  • Count objects one-by-one using only one number per object.
  • Recognize that numbers and numerals have meaning.
  • Recognize numerals 0 through 10.
  • Rote count to ten.
  • Communicate number words.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.6 Identify whether the number of objects in one group is more or less than (e.g., when the quantities are clearly different) or equal to the number of objects in another group.


Local/National Standards:

 

Primary Learning Objective(s):

  • Students will complete an online color sorting game.
  • Students will sort conversation heart candy by colors.
  • Students will count the hearts to gather information.
  • Students will then use their data to complete a picture graph.

Additional Learning Objective(s):

  • Students will demonstrate proper use and care of the computer and mouse.
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

  • Conversation heart candy
  • ziplock bags
  • Big Book Graph It! by Jennifer Osborne
  • Valentine sorting page
  • Graphing page
  • Crayons
  • Pencils
  • White board
  • dry erase markers

Technology Resources Needed:

  • Computer with Internet access
  • Microsoft Word
  • LCD projector
  • Wireless Mouse (available for students to interact with online activity)

Background/Preparation:

Students should be able to use a computer mouse. Students should have knowledge of counting, sorting, graphing, colors, and numbers 0-20.

Teacher should prepare all needed work pages ahead of time. These pages should be available to be projected with the LCD projector. Teacher will also need to prepare conversation heart candy into individual ziplock bags, these need to have the same number of each color hearts, one bag per student will be available.

  Procedures/Activities: 

Introductory Activity: The teacher will begin the lesson with students on the rug by reading the big book Graph It! by Jennifer Osborne. We will discuss the different types of graphs and charts presented in the book. We will discuss examples of charts we have created throughout the year in our classroom.

Developmental Activity: We will review the colors, color words, and sorting by color. Students will interact with an online website that will be projected onto the whiteboard with the LCD projector. Students will discuss the name of the wireless computer mouse and the proper ways to use it. Students will complete color sorting game as students are chosen to interact with the game.

http://www.scholastic.com/clifford/play/sortitout/sortitout.htm

Culminating Activity: Students will work with their table partner to complete this activity. Sorting and graphing pages will be projected onto whiteboard with the LCD projector for students to see. Students will use the conversation hearts and printed sorting page to sort the candies by colors. Students will then work together with the teacher to complete a graph by color with the data we collected. Students will use crayons to color their own printed graph page. Students will then write the number below each color to identify the total number of candies in each color group.

Students will then discuss and identify groups/colors and the total number of candies in each. Students will then identify the groups that are greater than, less than, or equal to in the groups. This data will be recorded as a group on the whiteboard.



Attachments:
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  Assessment  

Assessment Strategies

The assessment for this lesson will be informal.

  • Students will sort Valentine conversation heart candies by coloring on the provided sorting page.
  • Students will complete a color graph on the provided graphing page.
  • Open-ended questions will be used during group discussions to informally evaluate the students' understanding of the activity. 

Acceleration:

Students use the data collected to create different types of charts and graphs.

Intervention:

Students will review colors and color words, numbers 0-20, and practice counting during remediation before the activity. These students will be paired with a table partner who has a greater understanding of the objectives to be covered in this lesson.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.