UW-Platteville SoE Lesson Planning Template

Name: Faye Demes

Lesson Title: Find Number 1-10: Neighborhood Scene Activity 2: Revisit Annos Counting Book
and Activity 3: Introduce Quick Practice Routines
Grade level(s)/Course: Kindergarten
Date taught: Oct. 8th, 2015
GENERAL CONTEXT
Textbook or Instructional Program referenced to guide your instruction (if any)
Title: Math Expressions Common Core
Publisher: Houghton Mifflin Harcourt Publishing Company
Date of Publication: 2013
District, school or cooperating teacher requirement or expectations that might influence your
planning or delivery of instruction.
The Kindergarten Team has what lessons and activities in the lessons they wish to have implemented into
the weeks lesson plans. I must use these lessons and use the same language used in the lessons.
Amount of time devoted each day or week in your classroom to the content or topic of your
instruction.
One hour a day is devoted to mathematical instructions in the classroom.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this
content.
Our students have been tested with a pre-assessment on counting and cardinality. Knowing where each
child is and what they need in order for success is of high importance.
List any other special features of your school or classroom that will affect the teaching of this
lesson.
N/A
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students: 20
Students with Special
Needs: Category
Students with IEPs
English Language
Learners
Gifted
504
Students with autism
or other special needs
Students with
Behavioral Disorders

Males: 7
Number of
Students
4

Females: 13
Accommodations and/or pertinent IEP Objectives
Close monitoring and outside help/assistance when needed.

N/A

0
0
0

N/A
N/A
N/A

N/A

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UW-Platteville SoE Lesson Planning Template

INFORMATION ABOUT THE LESSON

Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model
Early Learning Standards
CC.K.CC.2 Counting and Cardinality (Know number names and the count sequence.): Count
forward beginning from a given number within the known sequence (instead of having to begin at 1).
CC.K.CC.4a Counting and Cardinality (Count to tell the number of objects): Understand the
relationship between numbers and quantities; connect counting to cardinality. When counting object,
say the number names in the standard order, pairing each object with one and only one number name
and each number name with one and only one object.
CC.K.CC.4c Counting and Cardinality (Count to tell the number of objects): Understand the
relationship between numbers and quantities; connect counting to cardinality. Understand that each
successive number name refer to a quantity that is one larger.
CC.K.CC.5 Counting and Cardinality (Count to tell the number of objects): Count to answer how
many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as
many as 1- things in a scattered configuration; given a number from 1-20, count out that many objects.
Enduring Understanding and/or Essential Question
How do numbers relate and compare to one another?
Objective(s):
DOK
Students will be able to begin a rote forward counting sequence from a number other than 1. 2
Students will be able to use number names and the count sequence.
1
Students will be able to count objects, saying the names in the standard order, pairing each
object with one and only one number name and each number with one and only one object.
(one-to-one correspondence)

Students will be able to count 1-20 to tell the number of objects in a variety of
arrangements.

Academic Language related to the lesson

Counting on, object, strategy, how many, greater than, less than, or equal to, compare, groups,
matching, numeral, 5-Groups, parts
Prior Learning/Prior Thinking
Automatic Finger 1-5: Number or dot side of Giant Number Cards 1 through 5 are shown. Children
show that many fingers and say the number.

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UW-Platteville SoE Lesson Planning Template

Groups of 5 in Number 6-10: Using the Number Parade, numbers 6 through 10 are pointed to. For
each number, children say 5-groups and extra ones while showing them with fingers (6 = 5 on one
hand and 1 on the other 5 and 1 are partners of 6).
Say Numbers 11 Through 20 in Order: Counting beyond 10 is dont with the Number Pattern Poster.
Each number is pointed to and said out loud.

LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior Knowledge
Math Journal Prompt: I can count group of objects and write the numeral.
Focus/Purpose Statement
Find groups of 6-10 in a number book.
Act out groups of 5 in numbers 6-10 with marching band sounds.
Procedures
1. Anticipatory Set (Review/Preview)
Math Journal Prompt: I can count group of objects and write the numeral will be complete
and discussed. This is a preview/pre-assessment of what the students already know, going into
todays lesson.
2. Purpose Statement
Today we will find groups of 6-10 in a number book. We will act out groups of 5 in numbers
6-10 with marching band sounds (instruments).
3. Whole Group Activity 2: Revisit Annos Counting Book
Children will focus on numbers 6 through 10. Children will discuss scenes on pages 6-10 of
Annos Counting Book. Throughout discussion, children will be asked other groups of 6
through 10. Can you think of anything else that comes in groups of 6, 7, 8, 9, 10? Possible
answers: 6-pack of juice, 10 fingers, 10 toes
4. Whole Group Activity 3: Introduce Quick Practice Routines
Automatic Fingers 1-5: Show numeral sides of Giant Number Cards 1-5 in random order, and
have children show that many fingers and say the number.
Make Sense of Problems Act It out Groups of 5 in Number 6-10: Point to 6 through 10 on
the Number Parade. For each number, children say 5-groups and extras while showing them
with fingers. 6 is 5 (show hand) and 1 (show 1 finger on other hand) Do same with 7-10.
Movement and Sounds Using Group of 5: Children will pretend to play instruments in a
marching band, practicing the number 6-10 as 5-groups and extras.
5. Closure
Our Lesson will end with the number 10 with the Marching Band sounds. I will ask random
students (all students if time allows) for 10 __________ (drums, tambourines, sticks, etc.)
Differentiation
Content Different manipulatives will be used and available during the lesson (Math Journals, Annos
Counting Book, Number Parade 1-10, Giant Number Cards 1-5). The introduction of musical sounds
will also be present with the content presented in todays lesson.
Process With the use of different manipulatives, the students will be given chances to work with the
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UW-Platteville SoE Lesson Planning Template

teacher, other peers in a whole group setting, and independently when called upon (especially during
the Marching Band Activity).
Product In our closing activity with the Marching Band Activity, students will be asked to give me
the number of sounds when a number is presented to them (6 drum sounds for the number 6). If a
student does not remember the sounds, does not like the sound, or does not wish to produce the sounds,
the student may use his/her finger to show me the number, may count out loud until they reach that
number, or show me a group of that number on the board.
Materials and Resources
Annos Counting Book
Giant Number Cards 1-5
Tools Digital Resource Counters
SMARTboard

Classroom Management/Democratic Practices

Students will respond with proper Whole Brain responses to the teacher as well follow the Whole
Brain 5 Rules. Clear expectations will be conveyed. Students who need to take time will use the
cool-down chair to refocus and rejoin our class after 3 minutes. Students who need to be challenged
will be challenged and students who need to be helped/guided will be helped/guided.
ASSESSMENT
Before the lesson
Formative: Math Journal Prompt: I can count group of objects and write the numeral.
Pre-assessment data.
During the lesson
Formative: Students will be asked a variety of questions to determine if they understand 5-groups and
what a 5-group and extras can produce (5-group and 1 extra makes 6). Students will be asked to explain
or show their thinking. Questions such as how do you know youre right will be asked. Notes will be
taken about students during the lesson (strengths/weaknesses).
At the end of the lesson
Formative:

Summative:

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