HOW MANY TREATS?

LESSON PLAN

How Many Treats Lesson Plan

Kelsey Goodson
EDUC 252
October 31st, 2014
Doctor Cullen

HOW MANY TREATS? LESSON PLAN

Title: How Many Treats?

Subject Areas: Math and Art
Grade Level: Kindergarten
Summary of the lesson: The students will first draw themselves in their chosen costume in
order to get in the spirit of Halloween. Afterwards, they will count manipulatives in lieu of actual
Halloween candy to depict an amount under ten that they wish to receive on said holiday. In
consequence, the students will be able to put together and take away numbers up to ten.
Standards:
CC.2.1.K.A.2: Apply one-to-one correspondence to count the number of objects.
CC.2.2.K.A.1: Extend concepts of putting together and taking apart to add and subtract within
10.
9.1C.2 CONSTRUCTION: Create expressive images using a variety of media and techniques

Essential Questions:
How do we know that there are a given number of candies in the pumpkin?
When do you count in your daily life?
Can we visually see how a number decreases based on parts of it being taken away?

Objectives:

1st level: The students will identify that the abstract one has a physical representation
through their counting.
2nd level: The students will construct their answer of how many there are in numeral
fashion based off of one to one correspondence.
3rd level: The students will compare numbers to see how putting together increases a
number, and taking away decreases it.
4th level: The students will connect putting together numbers to their real world trick or
treating.

Vocabulary: Take away, put together, one, equals

Estimated time: 30 minutes in total, 15 minutes for Doctor Cullens class.

HOW MANY TREATS? LESSON PLAN

Materials Required: Manipulatives, candy corn cut outs, pumpkin container, 3 worksheets, one
for the child who is performing normally, one for the child who is performing below par, and one
for the child who is gifted.

Procedure:

Anticipatory Set: The students will be asked to first draw themselves in their Halloween
costumes. (In a real life scenario, they would be given about fifteen minutes to
performance this task. In this instance, about two or three.) As the students are drawing, I
will go around the room and remark upon their progress. After they are finished I will ask
the students what they drew and have them say one nice thing to a neighbor about their
drawing in order to engage them and prepare them for the relevant Halloween themed
math activity. The students will then watch an addition and subtraction video.
(ENGAGEMENT AND E-LEARNING.)
Activating Prior Knowledge: I will tape to the board one piece of candy, and have the
students count one with me, and then two, and so on until we reach ten. To check for
comprehension I will ask the students How do we know that there are ten pieces of
candy? The students will thus count with me one more time. (EXPLORATION.)
Preparing the learner by building prior knowledge: I will then take one piece of candy
corn away or add one piece of candy corn to the representation and ask the students,
Now how many pieces are left? and How many new pieces did I put on the board
respectively. I would then direct the students attention to the manipulatives that are at
their table. (EXPLANATION.)
Statement of learning: Today we will learn how to put together and take away
numbers under ten.

During:

Questioning: Each table will decide as a group how many pieces of candy they want
for Halloween from each house they go to. The student will place that number of
manipulatives (under ten) into the pumpkin. (ELABORATION)
Modeling: As I move to the next table, I will remove those manipulatives so the pumpkin
is empty and have the students count with me how many are being taken away.
Checking for Understanding: I will then ask a student to come to the board and write
that number on the board. (EVALUATION)

After:
Closure: Now, when you go out Trick or Treating, I want you to count with your mom or dad,
how many candies are being added to your pumpkin after you visit each house.
Extension/Evaluation: At the end of the lesson, I will give the students a worksheet to take
home that deals with putting together and taking away candy corn pieces. (EVALUATION)

HOW MANY TREATS? LESSON PLAN

Reflection: Ask the students to tell a neighbor how we can put together numbers to know
how much candy we have at the end of our trick or treating night.

Formative Assessment: I will assess students based on their ability to accurately convert our
counting the number of candies being deposited into the pumpkin into a numeral. Students will
also be assessed through consistent questioning How do we know how many there are How
many were there compared to now and How many pieces are left? Students will be required
to demonstrate their knowledge of abstract numbers being translated into tangible objects
through their desired candy deposits in the pumpkin. Lastly, I have three worksheets, one
directed towards the average student, another towards the struggling, and another for the gifted
child to complete at home. It deals with putting together and taking away numbers in a base
ten system.
Student Resources: The attached differentiated worksheets and vocabulary worksheet.

Accommodations: The three worksheets are differentiated based on student achievement levels.
The class will count as a group so students are not isolated. Likewise, students will decide how
many pieces they wish for as a group so cooperative learning takes place.
Assessment: The students will be assessed based on their ability to count together as a group
within the base 10 system, to represent manipulatives as numerals by writing one on the board
that applies to a given abstract number, to apply one to one correspondence as we count, and to
understand the value of numbers based off of their desired candy amount. The students will also
be assessed through questioning throughout the lesson in which I consistently check for
understanding by asking How a student knows something. The physical representation of their
knowledge base will be demonstrated through their ability to complete the assigned worksheet.