Lesson plan

What I Learned About Numbers

In this review focused maths lesson, students will get a chance to practise and share their knowledge of patterns and numbers!
Need extra help for EL students? Try theReflecting on NumbersPre-lesson.
EL Adjustments
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Need extra help for EL students? Try theReflecting on NumbersPre-lesson.

Students will be able to review key maths skills.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(10 minutes)
Assessment: Ordering Zero to 20Number Writing AssessmentAll About Patterns
  • Gather the class together for a read aloud.
  • Display the cover of the text One Big Pair of UnderwearBy Laura Gehl.
  • Ask students to notice what they see and turn and talk to share ideas about what the book might be about to a partner.
  • Say, "This is a book about counting! This year you have become such amazing counters."
  • Read aloud the text, encouraging students to count aloud with you.
(5 minutes)
  • Explain that now you will be ReviewingOr going back over what the class has learned about maths this year.
  • Review key concepts briefly (e.g., how to construct and identify AB and ABC patterns, counting objects using 1x1 correspondance, and ordering numbers).
  • As you review, model thinking aloud to ensure student understanding, e.g. "I am going to practise my counting skills. First I will take one item out of the bag and count it, then I will take the next item out and continue counting: 1--2--3, I have three bears."
(10 minutes)
  • Review several distinct skills and invite students to HelpYou by going over the activities in each maths centre. Have the students: complete a pattern using the first pattern shown on the All About Patterns worksheet (project it or draw it on the board), count a bag of objects, and practise ordering numbers using the Assessment: Ordering Zero to 20 worksheet.
  • Explain that now students will get to practise the skills they learned in maths this year using each of the centers or in a small group working with the teacher or teacher's assistant.
  • Tell students that you will call groups of students (using colour of shirt, shoes, or table groups) and which centre to start with (e.g., the purple table will start with patterns).
  • Demonstrate how you will signal when it is time for them to switch centers (using a bell or similar) and where to go next.
  • Have the students repeat the directions for each station back to a partner in their own words to ensure understanding.
(25 minutes)
  • Send student groups to work independently at their maths stations.
  • While students are working at each station, have one group working with a teacher or teacher's assistant to complete the Number Writing Assessment.

Support:

  • Review number names with students using songs, games, and/or echo counting.
  • Focus on one aspect of maths review depending on your students' needs (number recognition, one-to-one correspondence, patterns, etc.).

Enrichment:

  • Invite students to create their own maths Reflection Journals. Make a simple blank book from unlined paper and model how to use each page to draw or write something that they learned in maths this year (e.g., draw an ABC pattern on the first page, a picture of something being measured on the next, etc.).
(5 minutes)
  • As students are working at each station, note if they are able to complete each activity accurately or if there are any areas of confusion.
  • Collect work samples to formerally assess students ability to count, recognise, and order numbers.
(5 minutes)
  • Gather the class back together and applaud them for all of the amazing learning they have done this year in maths.
  • Ask students to think about one thing that they really enjoyed learning during maths and turn and talk to share with a partner.
  • Invite students to share what they enjoyed with the group.

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