Now ask each student to choose a construction vehicle. Pose a problem, such as “Two vehicles come to the site.” (Two students drive their vehicles through the cones to the site). “One more vehicle follows these vehicles to the site. How many vehicles are at the site now?” (Another student drives through the cones to the site). Allow students to decide how many cones are at the site. Continue posing problems to the students, such as, “Now two more vehicles drive to the site. Now, how many vehicles are at the site?” (Two more students drive their vehicles through the cones to the site). Note: The number of vehicles that drive to the site should match the number of students in the group. Summary: Students should be able to compose and decompose numbers to five as students on and off the construction site. Formative Assessment: Anecdotal notes Activity 2 UDL Components Multiple of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Nuts and Bolts UDL Components Representation is present in this activity through the use of nuts, bolts, and the five frame. Expression is present in the activity through the use of dramatic play and real-world items to use in addition and subtraction to 5. Engagement is present in the activity through the use of an activity that can be personalized and conceptualized to learners’ lives, culturally relevant SMP 1 is evident in this lesson through explaining how many more they need to make five on a ten SMP 4 is evident in this lesson as students use models to make combinations up to 5 on the ten frame.
Extension Activity: Students work with a partner. Using a calculator, each student takes turns identify digits on the calculator. Formative Assessment: Anecdotal notes Activity 3 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple for Engagement Key Questions Formative Assessment Summary Tool Belt UDL Components Representation is present in this activity through the use of paper tools and sentence strip tool belt. Expression is present in the activity through the use of dramatic play and real-world items to use in addition and subtraction to 5. Engagement is present in the activity through the use of an activity that can be personalized and conceptualized to learners’ lives, culturally relevant and responsive, and appropriate for different racial, cultural, ethnic, and gender groups. Materials: paper Sentence strip for Tool Belt Hole punch and string, or stapler, for Tool Belts Resource Sheet 3: Tools for Tool Belt (enough for each child to have a tool belt) Masking tape Glue or paste Resource Sheet 4: Things at a Construction Site 8 Clothespins (See teacher directions on Resource Sheet 4) Pocket file folder Teacher preparation: SMP 1 is demonstrated as students explain their thought processes in solving a problem and representing it on their tool belt. SMP 6 is demonstrated in the lesson as students attend to precision by holding up their fingers to communicate their reasoning to others, and by gluing or drawing the correct number of tools onto their tool belts.
When asked, each student needs to tell how many hammers and how many saws are on his or her tool belt. Each student should share the total number of tools on their tool belt. Students should be encouraged to share their thought processes about solving their problem. Students may their answers verbally, or by drawing pictures or numbers onto the back of the sentence strip. Finally, allow students to wear their tool belts. Closure Sing to the tune of “If You’re Happy and You Know it…” … bang your hammer __ (Use # 1-5 and change for different tools … saw your saw __times …turn your wrench ___ etc. Supporting Information Interventions/Enrichments Special Education/Struggling Learners ELL Gifted and Talented the quantity to a quantity that the student knows (could be as low as 1) Limit tools in Activity 3 to saws and hammers rather than saws, hammers, and wrenches. Count in both English and other languages. Use number cards and dot cards when reciting or counting numbers with students. Assign a buddy to the students who are need assistance with counting in English. Have students record their own number sentences in Activity 1. Students may extend this to show an understanding of addition greater than 5. Materials One Big Building by Michael Dahl, or My Truck is Stuck by Kevin Lewis. (2002). Chart paper Construction vehicles Cones