One to One Correspondance: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 1: Initial Acquisition of Skill

Teach Skill with Authentic Context

Description: Links are made to the concrete experiences and the contexts used at the concrete level. Pictures of the stuffed animals used at the concrete level are used initially to provide an explicit link from the activities presented at the concrete level to the skills taught at this level.

Build Meaningful Student Connections

Purpose: to assist students to make meaningful connections between what they know about identifying and making groups that show one to one correspondence using concrete objects to using pictures, stamps, and drawings to represent the concept.

* The following description is an example of how you might implement this instructional strategy for Learning Objective 1. A similar process can be used for the other learning objectives in this plan.

Learning Objective 1: Identify groups that show one to one correspondence using groups of concrete items and groups of representations of these items.

Materials:

Teacher -

• Concrete materials (e.g. stuffed animals, counting blocks)
• Animal pictures

Description:

1) L ink to students’ prior knowledge of what they know about making groups that are matched one-to-one using stuffed animals and other concrete materials used in previous lesson(s).

For Example:

Boys and girls please take your special stuffed animal and put it in front of you as we go to sit on the rug. Our animal friends are going to help us do our math lesson again today. We know that when we hug our stuffed animal, we are matched – one animal to one person. Remember how we used our stuffed animals to make matches. We made matches with stuffed animals and children (demonstrate), matches with stuffed animals and other stuffed animals (demonstrate), and matches with stuffed animals and blocks (demonstrate).

2) I dentify the skills students will learn: Use pictures, stamps and drawings to identify and make groups that are matched one to one.

For Example:

I have something special to help us practice our lesson today. Can anyone guess what I’m holding? …Right, pictures of our special stuffed animals! Look this is a picture of Maria’s stuffed animal, and this is a picture of Cameron’s stuffed animal…. Today we are going to learn to make matches using these pictures. We will use these pictures as well as other items and see if we can make groups that are matched one to one. Remember when we match one-to-one, each group has the same number and every thing is matched, one-to-one.

3) P rovide rationale/meaning for using pictures to make and identify groups that are matched one to one.

For Example:

Matching can help us see if groups have the same or different number of items in them. It helps us count.

Purpose: to provide students a clear teacher model of how to use and draw pictures that represent objects to identify and make groups that show one to one correspondence.

Learning Objective 1: Identify groups that show one to one correspondence using groups of concrete items and groups of representations of these items.

Materials:

Teacher -

• Appropriate concrete materials,
• Pictures, stamps, crayons,
• White board or other visual display area.

Description:

A. Break down the skill of identifying groups that show one to one correspondence using groups of concrete items and groups of representations of these items.

1) Count items in both groups using tally marks.

2) Match items in first group to items in second group.

3) Count and compare tally marks.

Learning Objective 2: Identify groups that show one to one correspondence using representations of objects.

Materials:

Teacher -

• Groups of pictures, stamps, drawings
• Marker
• White board or other visual display area.

Description:

A. Break down the skill of identifying groups that show one to one correspondence using representations of objects.

1) Count items in both groups using tally marks.

2) Match items in first group to items in second group.

3) Count and compare tally marks.

Learning Objective 3: Identify groups that do not show one to one correspondence using representations of objects.

Materials:

Teacher -

• Pictures, stamps,
• Crayons, markers
• White board or other visual display area.

Description:

A. Break down the skill of identifying groups that do not show one to one correspondence using representations of objects.

1) Count items in both groups using tally marks.

2) Match items in first group to items in second group.

3)Count and compare tally marks.

Learning Objective 4: Make two groups that show one-to-one correspondence using representations of objects.

Materials:

• Pictures, drawings, stamps
• White board or other visual display
• Markers

Description:

A. Break down the skill of making two groups that show one to one correspondence using representations of objects.

1) Make/count first group.

2) Make a second group with same number of items.

3) Check if groups are matched one to one.

4) Count items in each group.

Scaffold Instruction

Purpose: to provide students an opportunity to build their initial understanding of how to identify and make groups that show one-to-one correspondence using representations of objects and to provide you the opportunity to evaluate your students’ level of understanding after you have initially modeled this skill.

* Scaffolding at the representational/drawing level of instruction should occur using the same process as scaffolding instruction at the concrete level of instruction (See the description of Scaffolding Instruction for “ identifying and making groups that show one to one correspondence” in the Concrete Level Instructional Plan). The steps used during Explicit Teacher Modeling should be used as structure for scaffolding your instruction.

Materials:

* Dependent on the skill. (See the materials listed for the specific skill under Explicit Teacher Modeling).

Description:

1. Scaffold instruction using a high level of teacher direction/support (*Dependent on the needs of your students, you may want to continue to associate concrete materials with drawings at this level as described under Explicit Teacher Modeling.) *Move to the next phase of scaffolding only when students demonstrate understanding and ability to respond accurately to your prompts.

2. Scaffold instruction using a medium level of teacher direction/support (*If you associated concrete materials with drawings while scaffolding using a high level of teacher direction/support, then do not include concrete materials during this phase of scaffolding). *Move to the next phase of scaffolding only when students demonstrate understanding and ability to respond accurately to your prompts.

3. Scaffold instruction using a low level of teacher direction/support (*Students should actually draw as you prompt during this phase of Scaffolding Instruction.). *Move students to independent practice of the skill only after they demonstrate the ability to perform the skill with limited prompting from you.

Videos

Learning Objective 1: view  Clip 1, Clip 2
Identify groups that show one to one correspondence using groups of concrete items and groups of representations of these items

Learning Objective 2: view  Clip 1, Clip 2
Identify groups that show one to one correspondence using representations of objects.