Marissa Sheffield

October 30, 2013

EDC 383

Cognitive Lesson Plan

1. Grade/Age Level:
a. Kindergarten
2. Activity Name:
a. Counting and Matching
3. Standards:
a. K.CC Counting and Cardinality
i. Know number names and the count sequence
1. 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).
ii. Count to tell the number of objects
1. Understand the relationship between numbers and quantities:
connect counting to cardinality
1. When counting objects, 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
2. Understand that the last number name said tells the number
of objects counted. The number of objects is the same
regardless of their arrangement or the order in which they
were counted.
3. Understand that each successive number name refers to a
quantity that is one larger.
4. Goal:
a. The goal of this lesson is for children to understand that numbers are used to
represent an amount. Children must know that objects can be given numbers and
when counting out objects in sequential order the last number stated refers to the
whole amount of objects in a given set. Also, they must know that numbers are
represented in written form through symbols and be able to identify the symbol to
the number stated.
5. Objective

a. After a review on counting and a demonstration on matching numbers to their

written form, children will successfully be able count the total amount of objects
in two different sets. Also for each set, they will choose the correct number card
out of the four provided that represents the total amount in each set.
6. Content
a. The content in this lesson is number order, numeral symbols, and amount.
7. Materials
a. Rug
b. Teacher chair
c. Whiteboard
d. Dry erase markers
e. Tape
f. 4 number lines
i. One on wall
ii. Three taped down on kidney shaped table
g. 15 erasers
h. 12 bouncy balls
i. 20 bingo chips
j. 8 match box cars
k. 5 markers
l. 5 clear containers
m. Set of counting cards
n. 5 student chairs
o. 1 kidney shaped table
p. 1 stopwatch
q. 1 bell
8. Instructional Procedure:
a. After cleaning up from lunch, students will be dismissed one by one to the rug
area. They will be asked to walk on over to their spots quietly and to remain quiet
while sitting down in their assigned spots. They are to sit on their bottoms and
keep their hands to themselves.
b. A clapping game will catch their attention and it will signify that it is time for
them to listen. I will clap out patterns that they must repeat. After I have
everyones eyes on me I will begin talking.
c. I will begin my lecture by refreshing their memory on numbers. I will ask them
to count aloud with me from zero to twenty and to stop counting once they reach
twenty.
d. Before we count again, I will remind the children that we use written symbols to
represent numbers, and I will remind them that thats what the number line is used
for. We will then count up to twenty again. This time as we count I will point to

e.

f.

g.

h.

i.

j.

k.

each number symbol on the number line thats on the wall right in front of them at
their eye level.
After counting, I will draw five numbers on the white board for all of them to see.
I then will ask the students to tell me what number the numeral represents. They
will state this altogether.
Next, I will write erase the numbers on the board and write five new ones. I then
will pull out a clear plastic container filled with crayons. I will ask the students to
count each object aloud as I pull each crayon out of the container one at a time.
When done counting, Ill ask the children how many objects were in the
container. I will then ask them to raise their hands if they know which written
symbol on the whiteboard represents the number we just stated. I will pick one
student to come up to the white board and point out the right one. If a child picks
the wrong one I will say good try and ask him/her to try until they pick the right
one.
When this is done I will tell the students that it is time for stations/centers. I will
split them up into groups of five and tell them where they are going. I will tell
them that each will get a turn to meet in a group with me to work on counting
skills like we just did altogether. I will remind them that I expect them to walk to
their stations quietly. I will dismiss the students by their hair color.
The station I will be working at is already set up. There are five containers with
objects and four cards placed on the table in front of each students chair. There
is three large number lines taped to different spots of the table. Each group will
get fifteen minutes to work with me. Once the five children are seated, I will tell
them to begin counting the objects in the container placed right in front of them
and to choose the correct number card out of the four placed in front of them that
represents the total amount of items in that set. I will tell them that they have to
hold this card in their hand until I ask him/her to turn his/her card around.
When a child gets done counting and picking out the correct card, I will ask
him/her to tell me how much they counted and to show me their card. If they
counted incorrectly I will make him/her count the objects one by one again with
my help. Then they can choose the right card. If they chose the wrong number
card I will ask them to look at the number line taped to the table for help and to
try picking again. I will continue this process with each of the five students. I
will talk to whoever finishes first.
After each child is done, I will switch their containers around and ask them to do
the same process one more time. After the second time around the fifteen minutes
will be up. I will look at my stopwatch to make sure the time is correct. If
students are done before the fifteen minute mark, I will switch their containers
again and ask them to do the same process for a third time. I will ring the bell to
verify its time to switch stations. I will ask the students to make sure all of the

objects are back in their containers, to push in their chairs, and walk quietly to the
next station.
9. Accommodations:
a. For children who have a physical disability, they can have cards with large
pictures on them and count aloud the number of pictures each card has on it.
b. For children who have a vision problem, they can continue to pull objects out of
the containers and count them one by one with adult guidance. Then they can
have one card with different numbers on it written in Braille and point to the one
that represents the total amount in the set.
10. Simplifications:
a. I can simplify this lesson by having fewer items in each container. Students who
have difficulty counting wont have to count as high.
b. I can simplify this lesson by showing a fewer amount of counting cards for the
children to choose from.
11. Extensions:
a. I can extend this lesson by having the class create a chart of the objects in each
set. They then will have to compare the numbers and determine which set
contains the most objects and which set has the least amount of objects.
b. I can extend this lesson by continuously having a station in a room that contains
different containers that hold different amounts of objects. Children can practice
their counting and matching on their own.
12. Assessment:
a. I will asses each student by asking him/her to correctly count the number of
objects in his/her container and to choose and show me the correct number card
that represents the total amount in that set. Children will get two times to do this
correctly. I will observe and listen to each one during this process and quickly
write down if the child was able to accomplish this task. I will add more to my
notes later on.
13. Reflection:
a. I will reflect on my teaching skills after this lesson to determine whether or not
the lesson was developmentally appropriate for my students through selfassessment. My assessment will be based on how well the children did during the
activity.