3 minute read
Compare objects based on their attributes.
Lesson at a Glance
Observational Assessment Recording Sheet
In this lesson, students consider multiple attributes to compare objects. If all the attributes are the same, the objects are exactly the same. If some attributes are the same but some are different, students use the same but … to describe the similarities and differences. Attention to attributes is foundational to sorting throughout this topic.
Key Question
• What are some ways that things can be the same? Achievement
K.Mod1.AD10 Sort objects into categories. (K.MD.B.3)
Copyright
Great Minds
Agenda Materials
Fluency 10 min
Launch 10 min
Learn 20 min
• Exactly the Same or the Same But …
• Problem Set
Land 10 min
Teacher
• Right-hand number glove
• Computer or device*
• Projection device*
• Teacher edition*
Students
• Two-Hands Mat (in the student book)
• Two-color beans (5)
• Resealable plastic bag
* These materials are only listed in lesson 1. Prepare these materials for every lesson in this module.
Lesson Preparation
• Consider how to incorporate routines and procedures into the lesson. Extra time has been allotted to each component of the lesson to make room for these routines and procedures.
• Prepare bags of 5 two-color beans for each student. Save the bags of beans for use in later lessons.
• Create number gloves. Start with the right-hand glove. Write numbers on the fingertips, beginning with 1 on the pinkie finger and ending with 5 on the thumb. Continue with the left-hand glove, beginning with 6 on the thumb and ending with 10 on the pinkie finger. Save the gloves for use in later lessons.
• Consider tearing out the Two-Hands Mat and placing it in a personal whiteboard. The Two-Hands Mat will be used many times throughout the module.
• Create two-color beans by spraypainting one side of the beans red.
Fluency
Counting with Movement to 10
Students count with body movements to develop fluency with number names and one-to-one correspondence.
Let’s clap 5 times and count our claps. Ready?
Count and clap from 1 to 5 slowly at first, emphasizing that one number is said for each clap. Repeat until most students are clapping, counting, or ideally, clapping and counting.
Repeat the process, this time stomping and counting to 5.
Now let’s clap 10 times and count our claps. Ready?
Count and clap from 1 to 10 along with the students.
Repeat the process, this time stomping and counting to 10.
Counting on the Number Glove Within 3
Materials—T: Right-hand number glove
Students count on the number glove to develop numeral recognition and familiarity with counting the math way.
Watch my number glove and count out loud. Ready?
Begin with a closed fist, and then show the pinkie finger, followed by the ring finger, and then the middle finger. 1, 2, 3
Stay here at 3. Let’s count back down to 1. Ready?
Hold your 3 fingers up, and then put down the middle finger and then the ring finger. 3, 2, 1
UDL: Engagement
Adjust Counting with Movement to 10 to engage as many students as possible. Consider their physical abilities, cultural background, and interests when choosing movements. The following is a small sample of movements that can be easily counted:
• blinks
• head nods
• drumbeats
• frog hops
• basketball dribbles
Offer more practice counting from 1 to 3 and back down to 1. Now you’re ready for something harder! This time we’ll count up and down, like a wave. Watch my number glove and count out loud.
Use the number glove to show the following sequence while students count aloud.
Teacher Note
Take care not to count along with students. Students may learn to mimic the teacher rather than focus on number order.
Control the pace of the count with your hands. Remember to listen to student responses, and be mindful of errors, hesitation, and lack of full-class participation. If needed, adjust the tempo or sequence of numbers.
Beans and Hands Mat
Materials—S: Two-Hands Mat, two-color beans
Students learn routines and procedures to prepare for distribution, care, and collection of materials.
• Distribute materials: Establish an efficient procedure for distributing the beans and mats. Teach and practice the procedure. Anticipate problems before they occur. Stop to correct and troubleshoot immediately.
• Care of materials: Interactively model storage and appropriate handling of beans.
• Freely explore materials: Allow students time to inspect, handle, talk about, and possibly count the materials without instructional goals.
• Collect materials: Reverse the distribution process.
