Lesson Plan #3, Spring 2012

Rainbow Math

Curriculum Outcome- Early Numeracy 1:3  Count to determine the  number in a group 0-10

Materials:  Two number cubes, game sheet as shown on cover page, and crayons

Description of Activity:  Each child is given a game sheet in this small group activity. Each child takes turns rolling two dice. They are to count the dots, add them together, and color in the appropriate number on the rainbow sheet using a variety of colors. The game continues until the children complete their rainbow.

Assessment: As the game is being played, the educator may take anecdotal notes to record the child’s behaviors, questions, strengths, and challenges. The educator may also record any scaffolding that occurred or suggestions for the next time the game is played. Please see suggestion for anecdotal note-taking in the photo below.

Reflection #3- Rainbow Math

          This numeracy activity supported the intended curriculum outcome and some incidental learning outcomes as well. At first, what appeared to be a very “straight-forward” game, actually was more complex than originally thought. The children not only had to count one-to-one correspondence and add the two numbers that they rolled, they also had to identify the number on the rainbow, in its printed form.

          A few children needed assistance with one-to-one counting. At first, I was using a sharpened pencil to point to each of the dots as the child counted (with my support, if needed) After a few rounds of helping one student in particular, I realized it would perhaps be better if I guided her finger to touch the dots on the dice, having her feel the indents of the dots as she counted. One of the children in the third group that visited this work station knew how to “count-on.” I was waiting eagerly to see if any of the students would, as we had introduced counting-on a few weeks ago at another work station. Part-part-whole discussions also arose as we played the game. When one boy rolled a 4 and a 4 and got 8, and on his next turn rolled 5 and 3, the door was opened for this number combination discussion. There are definitely many extensions that can occur with this activity.

          I felt the children understood the directions and expectations of the game. At one point, a student asked me why I was making him tell me what he was thinking, or tell me why he thought something. I answered by explaining that I could not read his mind and I needed him to explain his thinking to me. I had neglected to tell him that by verbalizing his thinking, he is helping himself to think about his own thinking (meta-cognition).  Perhaps that would be a good class discussion to have!

          The children seemed to enjoy playing the game. It did take longer than I originally expected; we had to stop after only filling in half the rainbow. We will revisit this game to complete it in the days to follow.

          I really liked using the index cards for my anecdotal note-taking. The lines helped to keep my notes neater and in order. I will place the completed index cards in the “Show Me What You Know” binder.