Starting with the Number One

Elyse Carroll
Kindergarten/Mathematics

Common Core Standards:

Counting and Cardinality:
K.CC.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).
K.CC.5
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 10 things in a scattered configuration; given a number from 120, count
out that many objects.
Operations and Algebraic Thinking:
K.OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.
K.OA.5
Fluently add and subtract within 5.
Lesson Summary:
I will first start off by giving pre-assessment to see how much of number recognition my students understand.
The first few sessions we will be looking about how many objects that are grouped together. The objects will
be moved around and re-assessed by the students. The last class sessions, students will be learning about
adding two groups of objects together. We will end this lesson with a graded post assessment that consists of a
graded timed addition test.
Estimated Duration:
In this lesson, we will spend a total of 9 class days consisting of 25-30 minute sessions with these standards (a
total of 235 minutes).

Commentary:
I will introduce this portion of mathematics by having the students join me in singing a couple songs that deal
with numbers. The first one, One, two buckle my shoe and Five Little Monkeys Jumping on the Bed. I
will teach them the importance of numbers and how they appear often in our daily lives.
To get my students hooked into this lesson, I will place numbers 0-20 on white index cards and place them
hidden on the walls around the room. I will ask students to look for number 7 and they will (from their seats)
look on the walls and point to the correct number. Another hooked activity I will be doing, I will hold up the
cards and the students will raise their hand and tell me what number it is. The third hooked activity I will do, I
will say a number and the students will use their iPads and write the number and hold it up.
The challenge I see with this lesson is students will be on different levels of the knowledge they have with
number recognition and addition.

Instructional Procedures:

Day 1:
First 15 minutes: Introductory activity- Students will join me in singing two songs. One, Two Buckle My
Shoe and Five Little Monkeys Jumping on the Bed. We will talk about what numbers we sang about and
how often we do talk about numbers every day and we dont even realize it. For example, we have two shoes.
We need one for each foot. We have five fingers on each hand but we have 10 total.
Last 15 minutes: I placed numbers 0-20 on note cards around the room. Raise your hand and while you are
seated look for the number 7.52.9 etc.
Day 2: Pre-assessment.
First 15 minutes: This is where I can get more of an understanding of where the students are collectively with
their knowledge of math and number recognition. I will have the students get the iPads out. Select the Paint
App. I will have them hold up with answer after I have asked them to write it. Please write the number five
and hold up your iPads. I will do this with numbers 0-20.
Last 15 minutes: This last portion of the lesson I will have the students draw the number of the amount of
objects that is placed on the Smart Board. For example, I have a slide that has two balls. The students will
write the number 2 and hold up their iPads. We will repeat this exercise with the time allowed.
Day 3:
First 5 minutes: Students will get into their assigned groups of four. Objects in pre-assembled plastic bags will
be passed out to each group.
15 minutes: Students will be in their groups of four. They will each have a set of ten different objects (a
marble, a paper clip, a pencil, a crayon, an eraser, a block, a penny, a small piece of scrap paper, a magnet, and
a cloths pin). Two students will line up the objects in whatever order they like and the other two students will

work together by counting. Then the two will switch and the other two students will count.
Last 5 minutes: Students will gather objects and put them in plastic bag and turn them into teacher.
Day 4:
First 5 minutes: Students will get into their assigned groups of four. Objects in pre-assembled bags will be
passed out to each group.
15 minutes: Students will be in their groups of four. They will each have a set of ten different objects (a
marble, a paper clip, a pencil, a crayon, an eraser, a block, a penny, a small piece of scrap paper, a magnet, and
a cloths pin). Two students will line up the objects in whatever order they like and the other two students will
work together by counting. Then the two will switch and the other two students will count.
Last 5 minutes: Students will gather objects and put them in plastic bag and turn them into teacher.
Day 5:
First 5 minutes: Students will get into their assigned groups of four. Objects will be passed out to each group.
15 minutes: Students will be in their groups of four. They will each have a set of ten different objects (a
marble, a paper clip, a pencil, a crayon, an eraser, a block, a penny, a small piece of scrap paper, a magnet, and
a cloths pin). Two students will create two separate groupings with the objects. One grouping can have three
objects and the other will have seven. The next turn, one grouping could have two objects and the other
grouping will have one. The students do not have to use all ten objects, but they will have two separate
groupings to count then add together. This will teach the students addition using everyday items.
Last 5 minutes: Students will gather the objects and put them in plastic bag and turn them into teacher.
Day 6:
First 5 minutes: Students will get into their assigned groups of four. Objects will be passed out to each group.
15 minutes: Students will be in their groups of four. They will each have a set of ten different objects (a
marble, a paper clip, a pencil, a crayon, an eraser, a block, a penny, a small piece of scrap paper, a magnet, and
a cloths pin). Two students will create two separate groupings with the objects. One grouping can have three
objects and the other will have seven. The next turn, one grouping could have two objects and the other
grouping will have one. The students do not have to use all ten objects, but they will have two separate
groupings to count then add together. This will teach the students addition using everyday items.
Last 5 minutes: Students will gather the objects and put them in plastic bag and turn them into teacher.
Homework will go home with students this evening.
Day 7:
First 5 minutes: Students will get onto Desktop computers and log into ClassTools.net for an online game

labeled Addition Practice.

20 minutes: Students will spend time working on Addition Practice. They will work with numeric addition
problems.
Last 5 minute: Log off computers.
Day 8:
First 5 minutes: Students will get onto Desktop computers and log into ClassTools.net for an online game
labeled Addition.
20 minutes: Students will spend time working on Addition Practice. They will work with numeric addition
problems.
Last 5 minute: Log off computers.
Day 9: Post Assessment.
First 10 minutes: Review math problems with teacher. I will say, What is three and one more? Student will
raise hand and answer.
5 minutes: Teacher will pass out timed math test face down. Students will write name on paper. I will say,
One, two, three turn papers over and go. Students get one minute to complete 20 addition mathematic
problems +0 and +1 math facts. Students will then move on to +2 and +3 math facts as they pass each timed
test.

Pre-Assessment:
In the pre-assessment, the students will be using iPads to complete this. They will open up the Paint App. I will
ask the students, Please show me the number eight. The students will then write the number 8 on the iPad
and hold it in the air so I can get an idea of where the students are collectively. I will continue this going
through 1-10 but also repeating some. This will also give me idea of how well the students are at writing each
number as well as putting the actual number with the word.

Scoring Guidelines:
Scoring will be determined by teacher assessment. I will assess if its the correct number, the clarity of

the number written and how quickly it is written/answered. Then I will proceed with lesson with
adjustments, if needed.
I will continue to assess the students as they perform the task, game and homework that is assigned.
Post-Assessment:
Day 9 the students will be taking a timed addition test with math facts of +0 and +1. They will get one minute
to complete 20 questions. These timed test will be introduced with no stress and in a carefree so students are
not stressed.
Scoring Guidelines:
Students will have to pass the test with an 80% or better. Then at that point, they will move on to +2
and +3 math facts.

Differentiated Instructional Support

Students that have shown they are ready to move at a quicker pace will be given more objects to work with and
harder math facts. This is with hopes that it will challenge the student more. These students may even be ready
to move on to subtraction math facts sooner.
Students that are moving at a slower pace will work with on an online tutor, Kids Math TV, during our group
time. It is a great tutor that starts with the very basics of just writing out each number.
I will also be working with them one on one as needed.

Extension
http://www.smarttutor.com/free-resources/free-math-lessons/kindergarten-math/
This is a great website will help students with counting up 10 (or higher for accelerated students) and also very
fun addition games.
http://www.donnayoung.org/fi14a/math-f/drill/ez12345.pdf
This is a printable math facts sheet that parents can do with their students to prepare for the timed test.
http://www.kidsmathtv.com/kindergarten-videos/
This website is very informative and is great because no matter what pace the student is at, all students can
benefit from this.

Homework Options and Home Connections

Students will complete a math counting object sheet that they will take home on day six. It will be due the
following day. Parents will be a support to the student if the student needs help.

Interdisciplinary Connections
ART
Students are generating art by using three dimensional objects to create a whole out of two groupings with
memory and experience.

SOCIAL SCIENCE

Students are using social skills to compute answers with each other and, also, using listening skills to work
with one another as they do so.

Materials and Resources:

For teachers

Smart Board, notecards with numbers 1-10 written, words to One Two Buckle My
Shoe and Five Little Monkeys Jumping on the Bed, sheets prepared for timed-test,
bag of objects (a marble, a paper clip, a pencil, a crayon, an eraser, a block, a penny, a
small piece of scrap paper, a magnet, and a cloths pin)

For students

iPad and Desktop computer

Key Vocabulary
Addition, and one more

Additional Notes