Dimon Elementary, Year One
Johnson/White – Meagan Cascone
Learning Objective/Exit Outcomes:
- Students will be able to recognize numbers 1-9.
- Students will be able to write numbers 1-9.
- Students will be able to draw a representation of numbers 1-9.
- Students will be able to develop their manual dexterity to develop fine motor skills.
MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
MGSEK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
MGSEK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
- Develop manual dexterity to develop fine motor skills.
Math & Visual Art
This activity looked different in each classroom. In one classroom, the students remained at their desks while writing on the snowballs and then threw them onto different parts of the rug. While the other class had students up and moving the whole time.
In one class, the students were given a number by the teacher and they had to write that number down on a piece of paper. They did this a few times. Then they were given a different number and had to draw that many circles on their paper.
For a challenge, the students drew three circles on their paper and balled it up. The teacher and PAIR Specialist went around and moved snowballs from table to table, so everyone received a new snowball. On the new snowball, they were told to make those three circles into five circles. Some students understood that they were just adding two more circles to the sheet of paper, however, some students put their own five circles on the paper. This extra challenge helped the teacher see where each student was in the critical thinking phase of math.
In the other class, the teacher gave each student something different to put on their paper. By the end of the finished tasks, nine pieces of paper had a number 1 through 9 written on them and nine pieces of paper had one through nine circles drawn on them. The students then crumpled their sheets of paper and moved to the carpet. The teacher told the students the could have a “snowball fight” until the teacher said “Freeze!”
At this time, the students would each pick up one snowball and have to find their partner. The person with the number 4 on their paper had to find the person with the paper that had the four circles on it. Once all students have found their partner, the teacher had them get into numerical order, 1 through 9. They did this same process three times so that students were hopefully getting different numbers each time.
Both classes were learning the same things, the activity was simply adapted to what would best suit the class and the teacher.