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Counting: Representational Level
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Teaching Plans on this topic: Concrete
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Phase
1
Initial
Acquisition of Skill
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Phase
2
Practice
Strategies
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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.
Build Meaningful Student Connections
Purpose: To help students make meaningful connections between what they know about skip counting using objects and using a number line to skip count.
* The following description is an example of how you might implement this instructional strategy for learning Objective 1: Skip count by tens using a number line.
Materials:
Teacher -
Description:
1) L ink to students’ prior knowledge of skip counting by tens using objects.
For Example:
Boys and girls, we have been working on skip counting by tens. We have been using these ten frames and counting cubes to help us skip count.
2) I dentify the skill students will learn: skip count using a number line.
Today we are going to learn how to skip count using a number line.
3) P rovide rationale/meaning for skip counting using a number line.
For Example:
When we skip count, we can count large numbers. When we learn to use a number line, we can count big numbers faster.
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Provide Explicit Teacher Modeling
Purpose: to provide students a clear teacher model of how to skip count by ten using a number line.
Learning Objective 1: Skip count by tens using a number line.
Materials:
- 100 counting chips; fifty that are one color (e.g. red) and fifty that are a contrasting color (e.g. blue, green).
- A number line from “0” to “100” where each multiple of ten is color coded.
For Example:
- Markers/pens for writing.
- Language card with “number line” written. *A drawing of a number line can accompany the phrase for additional cueing.
A Break down the skill of skip counting by tens using a number line.
1) Introduce number line.
2) Represent the number line using objects.
3) Count each group of ten objects.
4) Relate the cumulative total of each group to the number on the number line.
5) Write the cumulative total for each group.
6) Skip count by pointing to each group of objects.
7) Encourage students to come to the number line and skip count by tens pointing to the numbers on the number line that represent each ten.
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Scaffold Instruction
Purpose: to provide students an opportunity to build their initial understanding of how to skip counting by using a number line 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 “Learning Objective 1:Skip counting using concrete objects.” 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 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.
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Videos
Learning Objective 1: view Clip 1, Clip 2, Clip 3, Clip 4, Clip 5, Clip 6
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