# Lesson Plan Title: Ten Little Fish Concept/Topic to Teach

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 Date conversion 09.05.2017 Size 9.1 Kb.
Lesson Plan Title: Ten Little Fish

Standards Addressed: ALCOS: #2 - Demonstrate conceptual understanding of addition and subtraction by telling number stories; joining, separating, and comparing sets of objects; and applying signs (+ and -) to the actions of the joining and separating sets.

## Specific Objectives: Students will solve simple word problems using a variety of strategies and distinguishing between relevant information. Example: Students will be able to use strategies for counting all, counting on, and counting back.

Required Materials: Materials used would be book Ten Little Fish by Audrey Wood and Bruce Wood. Little fish, number card with problems, paper, crayons, and a fish cut out, items to decorate fish, and an overhead projector, computer.
Anticipatory Set (Lead-In): Discuss cover of the book. Have a picture of a fish with label parts of the fish, share stories, discuss prior knowledge about fish, count to ten, and then count backwards. Discuss where fish live, and where fish can not live.
Step-By-Step Procedures for Teaching the Lesson:

Step: 1 The teacher will ask open end questions about fish to see how much the children know about fish. Can fish live on the beach, in their bathtub, or can fish live in the river, ocean, etc. How do fish breathe; compared to how humans breath. Students will count to ten; discuss order (first, second, third, etc).

Step: 3 The class will sing a song one, little, two little fish (sung to the tune one, little, two little, Indians). The teacher will read the story Ten Little Fish. Be sure to pay attention to the number of fish being taken away one by one.

Step: 4 After story the students will return to their seat and use fish crackers to retell the story using their number sheet (going no higher than ten).

Step: 5 The students will go to the computer paired into two’s and create a story in a word document using clip art to tell a using addition, or subtraction. Children can eat the extra fish crackers for snack.

Guided Practice/Monitoring: When children are working in pairs the teacher will monitor and give assistant to make sure children understand the assignment.
Closure (Reflect Anticipatory Set): The teacher will review each child’s addition and subtraction problems. The completed assignments will be printed out and children will share in large group. If there are problems that need correcting we will correct as a group using the overhead projector and fish crackers to help make corrections. The students work will be hung around the room for display. The teacher will ask students what did they learn from the story and did the fish crackers help them understand adding and subtracting

## Assessment Based on Objectives:- Students will solve simple word problems using a variety of strategies and distinguishing between relevant information. Example: Students will be able to use strategies for counting all, counting on, and counting back with 80% of accuracy.

Adaptations (For Students with Special Needs): A child with special needs will work closely with the resource person. The teacher will follow individual plan when assisting the child. Making sure materials are plentiful and appropriate for the special need children.

Extensions (For Advanced Students): The advance children will be paired with struggling students to help with assignments.

Possible Connections to Other Subjects: Concepts from other areas this activity can lead into are reading, art, language, and science.
Reflection: The teacher will look back on the activity to see if the objectives were learned, which students need further assistance, how to improve the lesson if needed, and use children’s input to help adapt the lesson for future use.

*** In every lesson, there must be opportunities for critical/creative thinking, and fun and interesting student involvement activities. Give enough details in your plan that any educator can take your written plans and replicate all components of the lesson. Write it as though another person is going to use it! ***

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