One to One Correspondance: Concrete Level

More Teaching Plans on this topic: Representational

PHASE 1: Initial Acquisition of Skill

Teach Skill with Authentic Context

Description: Stuffed animals are used initially since most young children have an attachment to at least one special stuffed animal at home.

Build Meaningful Student Connections

Purpose: to help students make meaningful connections between what they have experienced when playing with stuffed animals and the concept of matching objects to show one-to-one correspondence.

* 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: Recognize and create groups that are matched one to one using unlike, concrete objects.

Materials:

Teacher -

• Stuffed animals

Students -

• Ask that each child bring in at least one animal (for math lessons) to be kept at school for several days.

Description:

1) L ink to students’ prior knowledge of how one child can hug one stuffed animal. Each student will have one stuffed animal (brought from home or supplied by teacher). Have students come to the rug with their stuffed animals. Begin by having each student share their stuffed animal. Emphasize the “warm fuzzy” feeling one gets from hugging a stuffed animal one-to-one. Talk with students about their stuffed animals. Relate that each child at the rug has ONE stuffed animal that he/she is holding.

For Example:

Boys and girls please put your special stuffed animal in front of you as we go to sit on the rug. Our animal friends are going to help us do our math lesson. They may also have helped us go to sleep last night because we hugged together with them. I’m going to pretend that I am getting ready to go to bed and each night I pick ONE stuffed animal to take with me. How many stuffed animals am I holding? (Elicit appropriate responses). Right, one - I am holding one stuffed animal. When you hug your animal (prompt students to pick and hug stuffed animal just as teacher does) you are one child to one stuffed animal.

2) I dentify the skill students will learn: Explain that today the class is going to practice matching things one to one. Review with students what they are going to learn during the lesson by asking questions.

For Example:

Today we are going to practice matching children to our stuffed animals one to one. We are going to see how many one to one matches we can make. What are we going to do today?

3) P rovide rationale/meaning for matching objects one to one.

For Example:

Teacher: “ Matching can help us count. Let’s enjoy meeting our stuffed animals one-to-one.”

Provide Explicit Teacher Modeling

Purpose: to provide students a clear teacher model of how to identify and make groups that show one-to-one correspondence using concrete objects.

Learning Objective 1: Recognize and create groups that are matched one to one using unlike objects.

Materials:

Teacher -

• Concrete materials such as stuffed animals, counting bears, counting blocks, toys, etc.

Selected group of students -

• Yarn , pipe cleaners, coffee stirrers to use when making one-to-one matches.

Description:

A. Break down the skill of recognizing and creating groups that are matched one to one using unlike objects.

1) Introduce context/story problem situation.
2) Line up objects in first group.
3) Match second group of objects to first group.
4) Use visual cues to check matches.
5) Count objects in each group.
6) Determine if groups are matched one to one.

Learning Objective 2: Recognize and create groups that are matched one to one using like, concrete objects.

Materials:

Teacher -

• Groups of like concrete materials (e.g. two groups of stuffed animals, blue and red counting bears, green blocks and yellow blocks)
• Yarn, pipe cleaners, coffee stirrers to use when making one-to-one matches
  

Description:

A. Break down the skill of recognizing and creating groups that are matched one to one using like, concrete objects.

1) Introduce context/story problem situation.
2) Line up objects in first group.
3) Match second group of objects to first group.
4) Use visual cues to check matches.
5) Count objects in each group.
6) Determine if groups are matched one to one.

Learning Objective 3: Recognize and create groups that are not matched one to one using concrete objects.

Materials:

Teacher -

• Groups concrete materials
• Yarn , pipe cleaners, coffee stirrers to use when making one-to-one matches

Description:

A. Break down the skill of recognizing and creating groups that are not matched one to one using concrete objects

1) Introduce context/story problem situation.
2) Line up objects in first group.
3) Match second group of objects to first group.
4) Use visual cues to check matches.
5) Count objects in each group.
6) Determine if groups are matched one to one.

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 and to provide you the opportunity to evaluate your students’ level of understanding after you have initially modeled the skill.

* The steps for scaffolding your instruction are the same for each concept that you have explicitly modeled. This teaching plan provides you a detailed example of scaffolding instruction for Learning Objective 2. A similar process can be used for the learning objectives in this plan. You should scaffold your instruction with each skill/concept you model.

Learning Objective 2: Recognize and create groups that are matched one to one using like, concrete objects.

Materials:

Teacher -

• Two different groups of concrete materials –(e.g. stuffed animals or beanie babies)
• Yarn, string, pipe cleaners

Students -

• Two different groups of concrete materials –(e.g. stuffed animals or beanie babies)
• Pieces of yarn, string, or pipe cleaners

Description:

1) Scaffold Using a High Level of Teacher Direction/Support

a. Choose one or two places in the problem solving sequence to invite student response. Have these choices in mind before you begin scaffolding instruction (Examples of choices are shown in red.)

Present the problem and review the steps to solving it.

Let’s review what we have learned. I have two groups of stuffed animals. I want to see if these two groups of stuffed animals can be matched one to one. There are four steps I’m going to do and I want you to watch and help me when I need help. Let me review what I’m going to need to do. First I’m going to line one group up. Next I’m going to match each one of the first group with one animal from the second group. Then I’m going to see if each animal is matched one-to-one with an animal in the second group. Finally I’m going to count my two groups and see if they both have the same number.

Line up and count number of objects in given(first) group.

The first thing I’m going to do is line one group up. Who can help me? Great job! You’ve lined all the animals up in a good row. That will help us later when we do our one-to-one matching.

Match the items in second group to the items in first group.

Now that I’ve lined one group up, what do I need to do?- Right I need to match each animal from the first group with one from the second group. How can I do that? You’re right! – You lined that second group in a row with the first group.

Use visual cues to check to see if each item in first group is matched to one item in the second group.

Next I’m going to check if I have one-to-one matches between each animal in the first group and each animal in my second group. What could I use to check my matches? Good thinking, I’ll use yarn to see if each animal in the first group is matched with one animal in the second group. Is each animal in the first group matched up with an animal from the second group?

Count number of items in each group.

Now I’m going to count my groups. Help me count. (Teacher counts one group, then the other).

Determine if the two groups are matched one to one.

I want to see if my groups are matched one to one. I think I have the same number of animals in each group. I have 10 animals in the first group. I have 10 animals in the second group. Each of these animals is matched with one of these animals in the second group.

b. Maintain a high level of teacher direction/support for another example if students demonstrate misunderstanding/non-understanding; move to a medium level of teacher direction/support if students respond appropriately to the selected questions/prompts.

2.Scaffold Using a Medium Level of Teacher Direction/Support

a. Choose several more places in the problem solving sequence to invite student responses. Have these choices in mind before you begin scaffolding instruction. (Examples of choices are shown in red.)

Present the problem and review the steps to solving it.

“ You’re doing such a great job that now we’re going to match some more groups and I’m going to ask for even more of your help. Let’s review what we have to do. I have two groups of stuffed animals. I want to see if these two groups of stuffed animals can be matched one to one. Remember we’re going to line up one group. Then we’re going to match the second group with the first group. Then we’re going to see that every animal is matched one-to-one with an animal from another group. And lastly we’re going to count the two groups and see if the both have the same number.

Line up and count number of objects in a given (first) group.

If this is my first group, what is the first thing I need to do? Right! - ______ and ________, come and do this first step for me.”
Match the items in the second group to the items in the first group
Now that we’ve lined one group up, what do we need to do? - Right we need to match each animal from the first group with one from the second group. Who can help me do that?

Use visual cues to check to see if each item in first group is matched to one item in the second group.

Next I’m going to check if we have one-to-one matches between each animal in the first group and each animal in the second group. Show me how we cauld check to see if each animal in the first group is matched with one animal in the second group. Right, we could use yarn. Where will we put the yarn? Right! ___ , _____, and _____, come show us where we should put the yarn.

Count number of items in each group.

Now I need to count my groups. Who can help me count. Okay, come on up and we will count with you.

Determine if the two groups are matched one to one.

What’s the last thing we need to do? Correct! We want to see if our groups are matched one to one. I think we have the same number of animals in each group. How many animals do I have in the this group? And how many in this group? Is each of these animals is matched with one of these animals in the second group. Yes, all of my animals matched one to one.

b. Maintain a medium level of teacher support for another example if students demonstrate misunderstanding of the process. Move to a low level of teacher support if students respond appropriately to the selected questions/prompts.

3) Scaffold Using a Low Level of Teacher Direction/Support

a. When students demonstrate increased competence, do not model the process. Ask students questions and encourage them to provide all responses. Direct students to replicate the process as you work together.

Count number of objects in a given (first) group.

Now I’m going to have each of you show me how to match two groups. Each of you has two groups. What are your two groups? Tell me what you want to do with your groups. Right, you want to match them one-to one. Pick out your first group. What is the first thing you are going to do? Great, everybody lined up the first group.

Match the items in the second group to the items in the first group

Show me the second thing you are going to do? Right, you’re going to match each animal of the first group with an animal from the second group.

Use visual cues to check if each item in first group is matched to one item in the second group.

What can you use to check if you have matches? Right, you can use yarn or you can point to check. Show me how you will check if every animal in the first group is matched to an animal in the second group. Great!

Count number of items in each group.

Now you can see if your two groups have the same number. Count the first group. Great! Now count your second group. Wonderful counting.

Determine if the two groups are matched one to one.

Do you have the same number in each group? Are all your animals in group 1 matched with an animal in group 2? You have shown me that you can match groups one to one! Terrific

b. When you are confident that students understand, ask individual students to direct the problem solving process or have the class direct you. Students ask the questions and you and/or other students respond.

Videos

Learning Objective 1:  view  Clip 1, Clip 2
Recognize and create groups that are matched one to one using unlike objects.

Learning Objective 3: view  Clip 1

Recognize and create groups that are not matched one to one using concrete objects.