Lesson Plan: Math

Kindergarten
Schools: Samuel Powel Elementary School & Penn Alexander School
Teachers: Betty Liu & Sherlly Pierre
Number of Students: 5/group
Date: November 30, 2015
Time: Afternoon
Goals:
Students will be able to count with manipulatives and develop strategies to count one set of
objects up to teen numbers accurately.
Students will be able to recognize the ten sticks as foundation knowledge to build larger
numbers (e.g. 2 of the ten sticks is 20, 5 of the ten sticks is 50, etc)
Essential Questions:
How do I determine the best numerical representation (pictorial, symbolic, objects) for a given
situation?
How do we use what we know about the number 10 to build a bigger number?
Standards (and Assessment Anchor):
CC.2.1.K.A.2 Apply one-to-one correspondence to count the number of objects.
CC.2.1.K.B.1 Use place value to compose and decompose numbers within 19.
Materials & Preparation:
The Cheerios Counting Book, Barbara B. McGrath
Quick images (2)
Cubes (2 Colors, one to represent 10 and the other to represent the teens)
Classroom Arrangement & Management Issues:
Library
Fewer distractions from other students with the added bonus of
acculturating students to library norms
A quiet environment for students to focus and think deep about the
numbers
Plan:

The hook

Quick image (number 10 and a teen number)

Students share out their counting strategies (very

quick)
Start with a read aloud of the The Cheerios Counting Book that
goes all the way up to number 10 (with the picture showing a combination of
5&5)
What is special about the number 10?
What does the 1 stand for in teen numbers?

The body

Work on the How many anchor chart with students together [a

teen number] is [insert number] groups of tens and [insert number] ones
Differentiate based on skills: a debrief of composing and
decomposing the numbers into ten frames and ones (in case some students
need additional assistance in understanding the concept)
Closure
Have students work independently on the How many worksheet
teachers will check in on each persons progress
accommodations for students who may have
difficulty finishing the worksheet as well as students who finish early
After everybody is finished, wrap up with a music video on teen
numbers: https://www.youtube.com/watch?v=uedvwH6Ay18

Assessment of the Goals/Objectives:

Assess in the moment for cardinality
Quick Images: Assess where students currently are in their understanding of
number without teachers explicitly teaching it
OGAP: Teachers will have observation sheets set up in the vein of the Additive
Reasoning Framework to track where students are in their strategies.
How many worksheet: https://dl.dropboxusercontent.com/u/26192974/how
%20to%20make%20teens%20decomposing.pdf
Anticipating Students Responses and Your Possible Responses:
Management issues:
Remind students of our space, the library, and the
norms/expectations that come with that space
Silent signals and redirections
Response to content of the lesson
What strategies do you use to figure out [insert a teen number]?
What kind of relation do you see between the number 10 and
[insert a teen number]?
What other objects can you use to make a teen number?
Accommodations:
Differentiate/scaffold to help students who may find the material challenging with
their worksheet
Refer to the anchor chart that teacher did earlier together with the students
Early finishers: give them a bigger number (e.g. 24, 31) to work with the cubes
(emphasize on the concept of seeing ten sticks as a unit)