Curriculum Tie:


Summary: This scaffolded lesson can span the entire school year and asks kindergarteners to work with whole numbers 1 through 10.
Main Curriculum Tie: Mathematics Kindergarten Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. Materials: Beginning of the School Year
 40 oneinch
colored tiles
 White mat
October
November
December
 Numbered Tile Mats
 Colored oneinch tiles
 Crayons (red, blue, green, yellow)
January
 Numbered Tile Mats
 Numbered Tile Recording Sheet
 Colored oneinch tiles
 Pencils
 Markers
 Crayons (red, blue, green, yellow)
February
 Numbered Tile Mats
 Numbered Tile Recording Sheet with plus (+) and equal (=3D) signs
 Colored oneinch tiles
 Pencils
 Markers
 Crayons (red, blue, green, yellow)
March
Additional Resources
Books
 Mooving into Math Journals, by Margaret Allen, Ph.D.; ISBN 097228320X
 Every Day Counts Partner Games, by Patsy F. Kanter and Janet G. Gillespie; 0669443735
Media
 Math Circus, by Leap Frog (www.leapfrog.com); ISBN 0790799480
 Winnie the Pooh 123’s, by Disney Learning Adventures; ISBN 078849980
Attachments
Web Sites
Background For Teachers: Scaffolding instruction is an important teaching strategy that
can be used in all curriculum areas. One of the major benefits of
scaffolding instruction is that learners are constantly engaged.
Scaffolding instruction allows students to move from dependent
learners to independent thinkers. Scaffolded instruction is
individualized so it can benefit each learner. This becomes
important when our classrooms are filled with students ranging from
gifted to special needs students. The activity that is presented in the
preceding plan is a scaffolded lesson plan. It is an activity that can be
used at the beginning of the year and progresses in intensity to meet
the needs of the students at the end of the kindergarten year. The
idea of a scaffolded lesson is that students spend less time figuring
out what they are supposed to do and more time learning and
discovering. This actually results in an increase in student learning,
and students are able to internalize their learning more effectively.
Intended Learning Outcomes: 1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills. Instructional Procedures: Invitation to Learn
In the middle of the table there is a container with oneinch
colored tiles. The tiles are red, blue, green, and yellow. Make a
design using these tiles that you would like to share with the class.
Make your design on the white mat on your table. You need to make
your own unique design.
Beginning of the School Year
 Students are given oneinch colored tiles
 Tiles are placed in the middle of the table.
 Students are allowed to create, organize, and discover different
ways to arrange the tiles.
 Designs should be made on the white mat provided for the
students.
 These designs are shared with the class.
October
 Students are given an Exploration Tile Mat.
 Students are given 40 oneinch colored tiles.
 Students are allowed time to place tiles, of their choosing,
within the grid on the Exploration Tile Mat.
 Some students will finish quickly. Have these students clear
their mats and try alternate ways to place the colored tiles in the
grid.
 This activity will be placed in a center for further exploration.
November
 Students are given Numbered Tile Mats starting with the
Number 2 Mat continuing through the Number 10 Mat.
 Students are given two different colors of oneinch tiles.
 Numbered Tile Mats have a grid for students to follow.
 Students are asked to use the oneinch tiles to make
representations of the specified number on the mat.
 Each grid must be a different representation of the specified
number. Students cannot duplicate patterns.
 Students color in the Numbered Tile Mat with a matching crayon
to the oneinch tile.
 Students are informed that the same color of tile must be
grouped together (e.g. a yellow tile cannot be between two blue
tiles).
 This activity is then placed in a center for further exploration.
December
 Students are given Numbered Tile Mats starting with the
Number 2 Mat continuing through the Number 10Mat.
 Students are given two different colors of oneinch colored
tiles.
 Numbered Tile Mats have a grid for students to follow.
 Students are asked to use the oneinch tiles to make
representations of the specified number on the mat.
 Each grid must be a different representation of the specified
number. Students cannot duplicate patterns.
 Students color in the Numbered Tile Mat with a crayon that is
the same color as the tile.
 Students are informed that the same color of tiles must be
grouped together.
 Each grid is followed by two lines for the students to write
down the numbers of each grouping of colored tiles.
 This activity is then placed in a center for further exploration.
January
 Students are given Numbered Tile Mats starting with the Number
2 Tile Mat continuing through the Number 10 Tile Mat.
 Students are given two different colors of oneinch colored tiles.
 Numbered Tile Mats have a grid for students to follow.
 Students are asked to use the colored tiles to make
representations of the specified number on the mat.
 Each grid must be a different representation of the specified
number. (Students cannot duplicate patterns.)
 Students are informed that the same color of tiles must be
grouped together.
 Students transfer the information off the Numbered Tile Mat to
the Numbered Tile Recording Sheet.
 Pencil/marker is used to record the number of colored tiles and
a crayon is used to indicate the color of the tiles.
 This activity is placed in a center for further practice.
February
 Students are given Numbered Tile Mats starting with the
Number 2 Tile Mat continuing through the Number 10 Tile
Mat.
 Students are given two different colors of oneinch colored
tiles.
 Numbered Tile Mats have a grid for students to follow.
 Students are asked to use the oneinch tiles to make
representations of the specified number on the mat.
 Each grid must be a different representation of the specified.
Students cannot duplicate patterns.
 Students are informed that the same color of tiles must be
grouped together.
 Students transfer the information off the Numbered Tile Mat to
the Numbered Tile Recording Sheet.
 Pencil/marker is used to record the number of colored tiles
and a crayon is used to indicate the color of the tiles.
 This recording sheet now includes the symbols for plus (+)
and equal (=). Talk about these symbols and why they are
important.
 This activity is placed in a center until the end of the school
year.
March
Students will make a Number Representation Book. Throughout the
school year, students have written the numbers from 010, stamped
the numbers, made tally marks, colored pictures of specific
numbers, and used tiles to represent each number. Now, it is time
to make a number representation book that will help the students
see on one page all the ways that they know how to represent a
specific number.
 Students are given a specific Number Representation Sheet.
 Students will need to trace the specific written numeral.
 Students will need to write the specific numeral on their own.
 Students will use tally marks to represent each number.
 Students will stamp the specific number of objects.
 Students will color objects to represent the specific number.
 Students will color in the specified number of tiles at the
bottom of the Number Representation Sheet.
 Number Representation Sheets represent numbers from 010.
A page a day can be completed and eventually they will complete
a Number Representation Book.
Extensions:
 Students are allowed to move through the Numbered Tile Mats
at their own pace thus individualizing education for both the
gifted and special needs students.
 Students are allowed to manipulate objects to help them
internalize the mathematical process.
 Scaffolding the math activities allows for teacher instruction
progressing to independence of students. The scaffolding
strategy can be used in all subject areas.
 Number Mats are available on the Core Academy website at under Materials 2007.
Family Connections
 Students are encouraged to take home Numbered Tile Mats for
homework. Paper oneinch colored squares in two colors are
sent home with the Numbered Tile Mat. Homework should be
returned to school upon completion.
 Math Night Parents are invited to participate in the Numbered
Tile Mat activities at a family math night.
Assessment Plan:
 Student watching is the observation and recording of student’s
interactions during regular instructional activities. This can be
recorded on small sticky notes or an Observation Sheetpdf.
 A Math Checklistpdf is kept to keep track of student progress as
they move through the Number 2 Tile Mat to the Number 10 Tile Mat.
 Number Tile Mats and Number Tile Recording Sheets could be
collected as part of a student’s math portfolio. This collection
of a student’s work would represent the growth or progress of a
student during the course of a school year.
 Ask probing questions to focus children’s thinking when doing
these activities.
Attachments
Bibliography: Research Basis
Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (169201).
Needham Heights, MA: Allyn & Bacon, A Pearson Education Company.
Scaffolding instruction as a teaching strategy originates from
Lev Vygotsky’s sociocultural theory and his concept of the zone of
proximal development (ZPD). The zone of proximal development
is the distance between what children can do by themselves and
the next level of learning that they can be helped to achieve with
competent assistance. Vygotsky defined scaffolding instruction as the
role of teachers and others in supporting the learner’s development
and providing support structure to get to that next stage or level.
According to Vygotsky, the external scaffolds provided by the educator can be removed because the learner has developed a more sophisticated cognitive system.
Chang,K., Chen,I., & Sung,Y. (2002). The effect of concept mapping to enhance text
comprehension and summarization. The Journal of Experimental Education 71(1), 523.
The scaffolding teaching strategy provides individualized support
based on the learner’s zone of proximal development. An important
aspect of scaffolding is that the scaffolds are temporary. As the
learner’s abilities increase, the scaffolding provided by the more
knowledgeable other is progressively withdrawn. The learner is then
able to complete the task or master the concepts independently.
Author: Rebecca Moffat Utah LessonPlans
Created Date : Jun 21 2007 11:41 AM
