Wayne State University-College of Education

Lesson Plan Format

Teacher: Ms. Bails Date: 10/21/2014 Setting: Classroom School: Eagle Elementary School
Grade Level: Kindergarten Lesson Title: Counting by 2's
Core Subject: Math

Content

Goal:

Counting by 2's

Objective:

I.

Display knowledge of counting by 2s verbally or through an activity at 90% accuracy.

Benchmarks

Dance GLCEs
ART.D.I.K.3 Explore low, middle, and high levels.
ART.D.I.K.2 Introduce and explore non-locomotor/axial movements in
personal space by bending, stretching, reaching, and twisting.
ART.D.I.K.8 Follow the movement lead of the teacher.

GLCEs from Math

N.ME.00.05 Count orally to 100 by ones. Count to 30 by 2s, 5s and10s using grouped
objects as needed.

II.

Learning Resources and Materials

Teacher materials:

Objects for counting: dinosaur counters and colorful circle counters

"Moving to Learn" Dance CD Track 1

Counting by 2's worksheet (30)

Student materials:

pencil

III. Development of Lesson

Pre-Teaching activities-Classroom modification:

I will need to move objects, such as my easel, that are near the carpet that we will be forming
our dance circle on.

Introduction Anticipatory Set

Remember yesterday when we counted objects in the classroom by 2's? If we are

counting by 2's, who can remember what number we start with?

Today we are going to continue counting with 2's and learn a dance to help us practice
our counting!

First we will refresh our mind by counting out loud as a class on the carpet before we
learn our dance.

Now I will call you by tables to go sit quietly on the carpet for our refresher.

Methods/Procedures -

I will have students sit on their assigned letter on the ABC carpet, so that there is no
confusion or arguments over where they are sitting. It will be whole class instruction,
because the students will do the dance by following my movements.

My dance will incorporate counting by 2's while first using different levels. So, we will start
in the standing position and during the numbers 2, 4, 6, and 8, we will get lower to the
ground. Then, during the number 10, 12, 14 and 16, we will get higher (back up to
standing position). We will continue until we get to 32 and then start over again. We will
do this dance 2 or 3 times and then start our other dance. The next dance will incorporate
stretching, such as touching our toes or stretching from side to side. I will model the
dance before we start and then we will perform the dance 2 or 3 times. Each time we do
the dance, each student will be counting along with me by 2's.

I will monitor learning by observing the students when we are doing our dance to make
sure that each student is saying the numbers.

Student Work Period- Independent Practice

When we are done with dance, I will send the students back to their tables by calling
their table name.

Then, I will explain the worksheet I will pass out to them about counting by 2's.

The worksheet has balls and dinosaurs on it, so I will have the students use round
circle counters and dinosaur counters to help them count by 2's to fill out their
worksheet.

During this period I will be walking around and helping students who seem to be
struggling or be available for questions that any student may have.

During this time I will be reminding students that we are counting by 2's.

Accommodations/Adaptations

Before we start our dance, I will write the numbers 2-32 on the board, counting by 2's.
This will be helpful for students who may be falling a little behind to be able to see the
numbers visually when we are counting to be able to get them back on track.

For those who are struggling, I may have to do more intense instruction with them, or
differentiate the way in which I am teaching.

Assessment/Evaluation

The student will learn to count to 32 by 2's as evidenced by their participation in the dance
and their completion of their counting by 2's worksheet, assisted by using counters to
count.

The dance will be an informal assessment in which I will observe each of the students
throughout our dance and note the students that seem to be falling behind. I will watch
those students thoroughly during our counting by 2's worksheet and after the worksheet is
turned in I will look it over.

Then, the counting by 2's worksheet will be a formal assessment that the students turn in.
It is helpful for me as a teacher to see where my students are at and which numbers may
be hard for them to remember.

IV.

Closure

Talk about counting by 2's

Ask students to raise their hands to talk about how it was different than counting by ones.

Have students share their experiences.

Clean Up:

When I am done talking, each table will clean up their counters and place them back in the
bucket that they came in on your table. Then, I will call you by table to take your worksheet,
put it in my inbox, and then go to the carpet for a brain break.

V.

Reflection
When I have finished teaching my lesson, I will ask myself these set of questions to reflect on my
lesson:

VI.

Do I need to re-teach?

How did the dance go?

Were the students following the dance?

Was the dance too hard?

Was the dance too easy?

Appendix

Counting by 2's Worksheet