Marissa Santiago

October 15, 2015

Dr. Conte, ACB
Makefield Elementary School
Mrs. Genzel, Kindergarten
How to write and count Numbers 1-4

1.
Title or Topic of the lesson and Grade Level
Title: How to Write Numbers 1 to 4
Grade: Kindergarten

2.
Lesson Guiding Question(s):
How do I write number 1, 2, 3, or 4?
How many objects are in this picture?
3.
Standards:
CCSS.MATH.CONTENT.K.CC.A.3 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).
CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect
counting to cardinality.
4. A. Learning Goals (Behavioral Objectives) and Assessments:

Learning Objectives

Assessments

Students will be able to write the numbers 1, 2,

3, and 4.

The teacher will call on some students to come

up to the board to write the numbers, students
will also write the numbers in their workbook.

Students will be able to understand one to one

correspondence up to the number four.

Students will tell the teacher how many objects

are in the picture as it corresponds to the
whiteboard, big book, and problems in their
workbook..

5.
Materials:
Whiteboard
Markers
Big Book
Workbook
Counters
Pointers
6. Pre-lesson assignments and/or prior knowledge:
Students will already know how to count objects to four.
Students will have an idea of how to write number 1-4. however the last time numbers were written a
majority of the students would write the number backwards or incorrectly.

7. Lesson Beginning:
To being the lesson, I will have the students sit on the carpet on their rows. I will then bring the pointers to
the front of the class. I am going to start the lesson by stating How many pointers am I holding up right
now? (I would am holding one pointer at this point.) After a student answers 1, I will then write on the
whiteboard how to write one by stating the saying A straight line down makes a one, writing numbers can
be fun! I will then add another pointer and again ask the students How many pointers am I holding up
right now? (I would be holding up two pointers.) After a student answers 2, I will then write a number two
on the board. As I am writing I will be saying, Around the bend and straight to you, thats how you make
the number two. I will then hold up three pointers and ask the students How many pointers am I holding
up? After a student answers three, I will then show the students how to write the number three, as I am
writing the number I will say around a tree, and around a tree, this is the number known as three. Lastly,
I will hold up four pointers, and ask the class How many pointers am I holding? After a student answers
four, I will write four on the whiteboard, as I am writing the number four and I will say Down halfway then
turn right, a tall straight stick and four is in sight. I will have written these numbers high on the
whiteboard. I will then draw a picture of circle. I will ask How many circles did I draw? A student will then
answer 1, I will then call the student to come up and write the number 1 on the smartboard. As the student
is writing the letter on the board, I will have the rest of the class raise two fingers and practice writing the
number in the air. Second, I will draw three trees, I will then ask How many trees are shown? A student
will answer three, and then I will have them come up and write the number three. As the student is writing
three, I will have the students raise two hands in the air and and follow along writing the number three. I
will then draw four triangles. I will ask How many did I draw? A student will then answer four. They will
then come up and and write the number four. As the student is writing the number four, I will have the
class pick up two of their fingers and trace four in the air. Lastly, I will draw two circles and ask How many
circles are shown? A student will answer two. I will then have them come up and write the number two on
the whiteboard. I will then have the students raise two of their fingers and trace the writing of the number
two in the air. I will then dismiss the students by table color to get their math workbooks.
8. Instructional Plan:
After the students have gotten their math notebooks, we will then start the pages in the big book. On the
first page, we have to count the number the number of cubes to answer the question. I am going to model
the first problem on the big book. I will point to the problem that has a picture of the yellow slide. I will then
point to the slide on the picture and tell then count 1. I will tell the class there is only one slide. So i will
then draw one cube, and trace the number one on the line. I will then call a student to come up and help
answer number two. I will then have the student look at the animal and then count how many of that
animal is on the picture. I will ask the student How many squirrels are on the picture? The student will
then say two. They will draw two cubes in the appropriate space and trace the number two. I will then
recount the cubes and the picture to show the class that they match.I will repeat this method for problems
three and four.

o Differentiation:
Early finishers will be able to take out their whiteboards to practice writing their numbers.
For struggling students the teacher will reiterate counting each object one by one.
The teacher will reiterate how to write the numbers properly.

o Questions:
How many pointers am I holding?
How many did I draw?
How many circles are shown?
How many blocks are shown?

How many animals are shows?

How many blocks are needed to represent this animal?
How many counters do we need to represent this one tree?
How do we write this number?
How many counters do we need to represent the kites?
How do we write this number?
How many counters do we need to represent the birds?
How do we write this number?
How many counters do we need to represent the worms?

o Instructional Management:
Teacher will distribute counters.
Students will get their workbook and baskets.

o Transitions:
Students will be dismissed to their table by table color.
When students get their workbook, they are to open their book to page 23 put their pencil in the page and
close their workbook and put their fingers on their nose.
9. Closure:
After the big book, the students will start their workbook. The students will open their workbook to page
23, and will now to be able to get counters. The students will then put a counter on the amount of trees
that is shown. The teacher will model this problem and show the students that there is one three, therefor
we need one counter. The teacher will then ask "How do we write the number one? The teacher will then
have the students answer the number two independently. After a minute, the teacher will bring the class
back and go over the answer by stating there should be two counters, and check to see if the students
wrote the number two correctly. Lastly, the students will be able to draw two objects to complete the five
frame, where they have to represent the number two. Students will again complete this process for the
last five frame representing the number one.