Lesson Title: Counting Mat Activities with Five-Groups Name Stephanie Nalepa

Grade: Kindergarten
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I. Standard
CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in
another group, e.g., by using matching and counting strategies.

CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings,
and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
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II. Objectives/Targets and I Can statements
The students will use mathematical mats, tiles, and counters to represent two groups or numbers as equal or not
equal.
I can show if two numbers and/or groups are equal or not equal.

The students will use mathematical mats, tiles, and counters to represent a given number in multiple ways.
I can show a number in different ways.

Formative Assessment
Students will provide a visual example of understanding by using a mathematical mat and its contents (tiles and
counters) to represent numbers and to show two numbers and/or two groups as equal or not equal.

III. Lesson Management: Focus and Organization

A. Lesson Management
The students will be engaged and will actively listen and respond to the review questions throughout the
anticipatory set.
The students will review the equal and not equal signs during a whole group discussion.
The students will move to their tables with a mat to manipulate the mat pieces to represent different
numbers and groups in different ways.
The students will break into two groups to continue to practice, with each group being led by one teacher.
The students will return to the carpet altogether to have a review discussion about the lesson.
If time, the students will begin the days center activities.

B. Student Management
Movement: Students will begin the lesson on the carpet, they will turn and talk to partners, they will show
their fingers to the teacher, they will find a mat and take it to their tables and seats to use, they will physically
move the mat pieces as prompted, they will show a thumb up to teachers, they will give a high five to their
partner, they will break into two groups to work with a teacher, the students will put their mats away, and will
re-group at the carpet for the conclusion of the lesson. If time permits, the students will continue to begin
centers in groups of four, which have been previously assigned by the two teachers and will rotate every
eight minutes.

Active Participation: Students will actively participate in individual and group brainstorming and discussion
during the anticipatory set while sitting on the carpet, during the main part of lesson while using the mats, and
during the conclusion/wrap-up of the lesson back on the carpet, they will show thumbs up/thumbs down when

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 prompted, they will learn with their eyes, they will give their partner a high five, they will respond to
summative and formative assessment questions throughout the course of the lesson, and they will turn and
talk to a partner about their thoughts and about their work, and they will work with a partner. If time permits,
the students will break into groups of four to begin their center rotations, with each group visiting each center
for a total of eight minutes.

Classroom Management:
Students will raise their hand to respond to questioning. If teacher will call on students who have their hands
raised they will call on someone who is following directions or call on someone who might need a subtle
reminder to re-focus. Students should also be using their inside voices. If students are not following directions
and/or are being disruptive in any way the teacher will look at the student and tell them that they are receiving
their first warning. If the disruptive behavior continues they will be given a second warning and might have to
change the spot where they are sitting. If a third warning is necessary, the teacher will tell the student to
move seats for the remainder of the lesson. After the whole group discussion the teacher will then speak with
the student privately about their behavior and potential consequences.
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IV. Introduction: Creating Excitement and Focus for the Lesson Target
The teacher will generate interest by gathering all of the students together on the carpet at the front of the
classroom and by writing a large 10 on the white board.
The teacher will access prior knowledge by having the students think of different ways that ten can be shown
using pictures and/or symbols.
The students will practice creating different ways to representing the number ten and will then compare their
answers to the teachers incorrect representation of ten, which will be drawn on the board.
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V. Input: Setting up the Lesson for Student Success
A. Task Analysis
* Throughout the lesson introduction and the first three sections of the lesson the second teacher will be walking
around and assisting students as needed while also observing their comprehension and ability to apply the
concepts. This teacher should also be interjecting with their own ideas and questions as needed in order to
better benefit and instruct the students.
The teacher will write the number ten on the board and will discuss with students the different ways that
ten can be shown using pictures and/or symbols.
The teacher will write an incorrect representation of ten on the whiteboard and will discuss with students
whether this representation is correct/incorrect and why it is/is not.
The teacher will then introduce the symbol and will explain what it means and what it is used for.
The teacher will tell students that they are going to use these symbols (= and ) to compare different
representations of numbers using their math mats and tiles. The teacher will continue to explain that the
students will be dismissed to get a mat and to head to their seat. Once they are sitting they need to put
their number tiles in order, from 1-10, at the top of the mat.
The teacher will then dismiss students one-by-one to get up, get a mat, and to head to their seat. The
students will show the teachers that they are ready to begin when they put their hand on top of their table
with thumbs up. Once all students are ready to begin the teacher will tell students that it is time to learn
with their eyes and to put their hands on their lap while they are watching.
Seven
The teacher will model how to build a visual representation of 7 with a five-group tile and two counters,
while also using the 5, 3, +, and = tiles respectively. The teacher will model their thinking aloud as this is
done.
The students will give the teacher a thumb up if they believe the representation is correct.
The teacher will model thinking as she models a way to represent 7 without a five-group tile.

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 Check For Understanding: Choose which symbol, = or , should be used to show how these two pictures
(representations) are the same or different.
o Discuss students answers as a class, making sure to review what each symbol means.
The teacher will model thinking as she explains what would happen if a counter was added to one of the
representations (they would no longer equal each other).
Check For Understanding: Turn and talk to predict what tile should be used to show that the two
representations no longer equal each other.
o As this is happening the teacher will place the tile between the two representations.
Students will give their partner a high five if they said to use the same tile that the teacher did.
Six
Everyone will return their boards to the beginning placement.
The students and teacher will, together, pull down the 6 tile and place the = tile to the right of it.
The students and teachers will discuss how they can show 6 using the tiles and will then move their tiles
this way.
The students and teachers will then discuss a second way that they can show 6 using tiles and will move
their tiles in the appropriate way, next to the first representation of 6.
Everyone will move the = tile between the two representations.
Check For Understanding: Explain a way that we can change one of our pictures so that we can use the
tile instead of the = tile.
o The students and teachers will discuss student answers as a class and will change a representation
on the mat appropriately, and will consequently replace the = tile with the tile.
Nine
Check For Understanding: Work with the person next to you to create one representation of 9 and one
incorrect representation of 9, so that you have to use the tile.
Discuss the students work as a class.
Check For Understanding: On your own, change one of your pictures of nine so that you can use the = tile
instead of the tile.
Discuss the students work as a class.
The two teachers will now discuss how they will split the class into two groups for each to lead and aid in
the students comprehension and ability to apply the concepts. One group should include those who need
additional instruction and the other should include those students who may need extensions.
o If no students appear to be having difficulty in understanding the material and/or if no students
appear to need extensions then the two teachers should randomly assign students to groups,
because working in smaller groups will better benefit the students. The teachers should push two
sets of tables together for each group of students to work at.
Check For Understanding: Work on your own to use the tiles to show ten. If needed, students may do this
in partners (see accommodations).
o The teachers should discuss the students work with their groups of students.
o Check For Understanding: I see that (Student A) has placed their tiles like this [show mat to
students], but (Student B) used their tiles like this [show students]. Even though their tiles look
different, are they still showing the same number? Explain why.
The students should work independently to find representations that equal and do not equal 7. If needed,
students may do this in partners.
The teachers and students should discuss students answers. The teachers should discuss any
encountered problems or misconceptions that may arise. If additional practice is deemed necessary, the
teachers should discuss together what numbers they would like the groups to work with next.
The students will put their mats away and return to the carpet.
The teacher will ask review with students what an equal sign and what a not equal sign is are as the
teacher draws both on the whiteboard.

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 The teacher will answer any remaining questions and will clear up any possible misconceptions that the
students may have.
The teacher will indicate how todays learning will connect to future learning (how todays learning will
help to increase their understanding of numbers and equations).
If time permits, the students may split into their centers groups and begin the activities.

B. Thinking Levels
Apply: Choose which symbol, = or , should be used to show how these two pictures (representations)
are the same or different.
Analyze: Explain a way that we can change one of our pictures so that we can use the tile instead of
the = tile.
Evaluate: Turn and talk to predict what tile should be used to show that the two representations no longer
equal each other.
Create: Work with the person next to you to create one representation of 9 and one incorrect
representation of 9, so that you have to use the tile.

C. Accommodations
Remediation/Intervention: Ms. Piccard will be circulating the room and observing students understanding
of what is being done on the mats. Students who struggle with the concepts practiced will be able to receive
supplemental help at this point, if needed. In addition, when the class breaks into two groups the two
teachers should discuss with (each other) which students could benefit from further remediation and in-depth
practice. Those students will work with one teacher while the other group of students who do not appear to
be struggling will work with the other. The students may work with a partner, if needed, while working in the
two groups.

Extension/Enrichment: The students who show considerable comprehension, who are applying the
concepts correctly with little to no problems, and who may appear bored because they understand the
concepts may need extension. They will be split into one group at the appropriate point in the lesson and will
work with one teacher to further their understanding. They may practice solving and/or representing
equations using these concepts and/or may practice any other concepts that the teacher of this group feels
would be appropriate and beneficial.

D. Materials
White Board
White Board Expo Markers and eraser
Document Camera
1 Mathematical Mat per student
1 set of number tiles per student consisting of:
o Each number, 1-10
20 counters per student consisting of:
o 10 red counters
o 10 blue counters
2 five group tiles per student consisting of:
o 1 red five-group tile
o 1 blue five-group tile
1 set of equation symbol tiles per student consisting of:
o 1 = tile
o 1 tile
o 1 + tile
o 1 tile

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 4 center activities
Computer
Projector and projector remote
Center group organization sheet (that shows who goes in which group, and where each group starts the
rotation).

E. Integrated Technology
Using the document camera to model and work together with students to practice representing numbers
and groups in different ways and then comparing them. If time permits, the computer and the projector will
be used to show students who they will be grouped with for centers and where each group begins the
rotation. The computer and projector will also be used as a means to track time for each center rotation.
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VI. Modeling: I Do
Model thought processes throughout the entire lesson.
The teacher will model how to build a visual representation of 7 with and without a five-group tile.
The teacher will model how to build a visual representation that does not equal seven.
The teacher begins each number representation by modeling how to select the number and begin the
process of visually representing it using the tiles.
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VII. Checking for Understanding
Choose which symbol, = or , should be used to show how these two pictures (representations) are the
same or different.
Discuss students answers as a class, making sure to review what each symbol means.
Students will turn and talk to predict what tile should be used to show that the two representations no longer
equal each other.
Explain a way that we can change one of our pictures (of 6) so that we can use the tile instead of the = tile.
Work with the person next to you to create one representation of 9 and one incorrect representation of 9, so
that you have to use the tile.
On your own, change one of your pictures of nine so that you can use the = tile instead of the tile.
Work on your own to use the tiles to show ten.
I see that (Student A) has placed their tiles like this [show mat to students], but (Student B) used their tiles
like this [show students]. Even though their tiles look different, are they still showing the same number?
Explain why.
The teachers and students should discuss students answers in the two groups.
The teachers should discuss any encountered problems or misconceptions that may arise while in groups.
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VIII. Guided Practice: We Do
Discuss with students the different ways that ten can be shown using pictures and/or symbols.
Discuss with students whether the representation of ten is correct/incorrect and why it is/is not.
Everyone will return their boards to the beginning placement.
The students and teacher will all pull down the 6 tile and place the = tile to the right of it.
The students and teachers will discuss how they can show 6 using tiles and will move their tiles this way.
The students and teachers will discuss a second way that they can show 6 using tiles and will move their tiles
in the appropriate way.
The students and the teachers will move the = tile between two representations of 6 altogether.
The answers from the students collaborative work with the number 9 will be discussed as a class.
In groups, the teachers and students will discuss the answers that they got for the numbers 10 and 7.

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 Closure- The teacher will review with students what an equal sign and what a not equal sign are as the
teacher draws both on the whiteboard. The teachers and students will also discuss any remaining questions
and will clear up any possible misconceptions that the students may have.
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IX. Collaborative (You Do Together) and/or Independent Practice (You Do)
Collaborative
The students will turn and talk/share with a partner.
The students will work with a partner to find representations that are equal to and not equal to nine.
If needed in groups, the students may work together in pairs to answer the questions asked according to the
students level of comprehension.
If finished early and given the opportunity to move onto centers, some of the center activities can and/or may
be completed as a small group or in partners.
*These methods of collaborating can also be considered guided practice if the teacher is working with one or a
small group of students as they complete the worksheet.

Independent Practice:
The students will think to themselves at certain times.
The students will work on finding representations of the numbers nine, ten, and seven.
If finished early and given the opportunity to move onto centers, some of the center activities can and/or may
be completed independently.
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X. Closure
The students will put their mats away and will return to the carpet.
The teacher will ask review with students what an equal sign and what a not equal sign is are as the teacher
draws both on the whiteboard.
The teacher will answer any remaining questions and will clear up any possible misconceptions that the
students may have.
The teacher will indicate how todays learning will connect to future learning (how todays learning will help to
increase their understanding of numbers and equations).
If time permits, the students may split into their centers groups and begin the activities.
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XI. Assessment
If the students were able to complete the practice problems/prompts throughout the lesson correctly with 80%
accuracy, then they have met the objective. The time that the students spend in two groups should be used for
teachers to gain a better idea as to who has and/or has not met the objectives so that they can better teach them
at this time. The teachers will observe throughout the lesson to gain an understanding of which students met the
objective, which did not, why those students might not have, and what can be done to help those students further.
The teacher should also be taking mental and written notes on the students apparent understanding and thought
processes as the lesson enfolds to help guide the lesson in the right direction and to help guide future instruction.
Overall, the lesson does not use a summative assessment, but does use several informal and formative
assessments.
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XII. Reflection
How do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment data how will you change the lesson or instruction for the next time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?

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How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Were there any surprises?

(Revised/Edited by Elementary Team, 2014)

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