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Kayla Eguen

Dr. Joni Flowers

EDU 214/Fall 2016

12 October 2016

Lesson Plan

Lesson Plan Title: Guess My Cowboys

Brief Overview: In this lesson, students will learn to match a quantity of objects (11-19) with its

corresponding numerical value. They will learn that numbers represent a quantity.

Prior Knowledge Required:

K.CC.1- Count to 100 by ones

K.CC.3- Write Numbers from 0-20, Represent a number of objects with a written numeral 0-20

K.CC.4 – Understand the relationship between numbers and quantities; connect counting to

cardinality

K.OA.1- 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.OA.3- Decompose numbers less than or equal to 10 into pairs in more than one way

Estimated Time: 50 minutes

Materials Needed:

• Numeral Cards (Sheriff Badges with Numbers on them)

• Cowboy Hats

• Toy Cowboys (counters)

To prepare for activity:

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• Have cowboy hats with 11-19 cowboy counters ready for students after recess. Each student

sitting at each table will have a different number from 11-19.

• Have the sheriff badge cards assorted from 11-19 on each of the students tables.

Content Area/Course: Math: Grade K

Unit: Composing and Decomposing the Tweens and Teens

Time (minutes): 50 minutes

Lesson #: 1- Guess My Cowboys

By the end of this unit, students will be skilled at: Matching a quantity of objects (11-19) with

its numerical value.

Students will know: Numbers represent a quantity

Essential Question addressed in this lesson:

How are numbers 11-19 pronounced?

How are numbers 11-19 written?

Standard(s)/Unit Goal(s) to be addressed in this lesson:

K.NBT.1 Compose and decompose numbers from 11-19 into tens ones and some further ones,

e.g., by using objects or drawings, and record each composition or decomposition by a drawing

or equation; understand that these numbers are composed of ten ones and one, two, three, four,

five, six, seven, eight, or nine ones

SMP3. Construct viable arguments and critique the reasoning of others.

Anticipated Student Preconceptions/Misconceptions

That numbers are like letters and don’t represent a quantity.

Lesson Sequence

Launch
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Introduce the unit: Greet students and refresh them on what was studied in the previous lesson.

Explain the objective: to learn numbers 11-19. Start lesson by modeling how the lesson is going

to go. Draw 11 stars on the smart board and have the students count the number of stars aloud

with me. Have the students say the number (11) out loud. Show the class how to write the

number. Have the students write the number on their tablets or on the white board to practice

how to write the number 11. Go over several numbers in the same way, according to the need of

the students. Next, I will draw a set of cowboy hats on the smart board and have a student match

a numerical badge with the number of hats on the smart board. Have another student write the

number of cowboy hats on the white board and ask the class to tell me aloud what the number is.

Repeat as many times as necessary for the students to understand the new numbers.

Explore

Introduce the lesson: Today we are going to play a game. On your desks you have a certain

amount of cowboys in your cowboy hats. I want you to count the number of cowboys in your

cowboy hat and match the numerical sheriff badge that matches the number of cowboys in your

hat. Each one of you has a different number of cowboys in your hat. When you think you have

the right number I want you to raise your hand and I will come around and check your numbers

and assist you if you need help. If you counted the number of cowboys’ right you will get a star

on the board. Remember if you receive 5 stars you will get a piece of candy.

Walk around the room and check the students’ work. Provide assistance if needed. After

checking the students work, add more cowboys to the hat or remove some. When most of the

students have successfully completed the activity, model working with a partner and telling a

partner how you know the chosen numerical badge is correct. Check your partners work. Look
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for evidence of students who construct viable arguments and students who critique the reasoning

of their partner (SMP3 Construct an argument and critique the reasoning of others).

Guiding Questions

• How many cowboys do you have in your hat?

• Which sheriff badge matches the number of cowboys in your hat?

• How do you know?

• Why does this work? Could you represent in a different way?

Summary

While students are still at their tables, get their attention to summarize the lesson. Choose 3 or 4

students with varying levels of proficiency in the lesson to explain their reasoning on why they

believe their answers to be right. Frame the discussion starting with a student with beginning

knowledge of the lesson to allow all students access to the discussion. Continue the discussion

with the remaining students ending with a student with a firm grasp of the lesson. During the

discussion use a variety of “talk moves” such as turn and talk, say and repeat etc. to promote

viable arguments and critiquing of reasoning (SMP 3). Inform students that tomorrow we will

work on breaking apart numbers into two groups.

Exit Ticket

Teacher draws 18 sheriff badges on the board and have students count them silently. Have the

students write down the two-digit representation of the number of sheriff badges they came up

with. Based on the information provided by the students answers determine how to proceed in

the following lesson.

Formative assessment: exit ticket

Preview outcomes for the next lesson: Students will decompose numbers into two groups
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Original Template

Lesson 1 - Guess My Cup

Brief Overview: In this lesson, students will learn to represent a quantity of objects (11-19) with

its corresponding numeral. They will learn that numbers represent a quantity. As you plan,

consider the variability of learners in your class and make adaptations as necessary.

Prior Knowledge Required:

K.CC.1- Count to 100 by ones

K.CC.3- Write Numbers from 0-20, Represent a number of objects with a written numeral 0-20

K.CC.4 – Understand the relationship between numbers and quantities; connect counting to

cardinality

K.OA.1- 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.OA.3- Decompose numbers less than or equal to 10 into pairs in more than one way

Estimated Time: 40-60 minutes

Materials Needed:

• Numeral Cards

• Dixie cups

• Small object (counters)

To prepare for activity:

• Have cups with 11-19 counters ready for students. Students sitting at each table should each

have a different number from 11-19.

• Have assorted the numeral cards from 11-19 on each of the student tables.

Content Area/Course: Math: Grade K

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Unit: Composing and Decomposing the Tweens and Teens

Time (minutes): 40-60 minutes

Lesson #: 1- Guess My Cup

By the end of this unit, students will be skilled at: Representing a quantity of objects (11-19)

with its corresponding numeral

Students will know: Numbers represent a quantity

Essential Question addressed in this lesson:

How are numbers used?

Standard(s)/Unit Goal(s) to be addressed in this lesson:

K.NBT.1 Compose and decompose numbers from 11-19 into tens ones and some further ones,

e.g. by using objects or drawings, and record each composition or decomposition by a drawing or

equation; understand that these numbers are composed of ten ones and one, two, three, four, five,

six, seven, eight, or nine ones

SMP3. Construct viable arguments and critique the reasoning of others.

Anticipated Student Preconceptions/Misconceptions

That numbers are like letters and don’t represent a quantity

Lesson Sequence

Launch

Introduce the unit: Boys and girls, today we are going to start to work with numbers greater than

ten, specifically numbers 11 to 19. You may want to ask: Who knows a teen number? Elicit

student responses. After a brief discussion, display a quantity of objects on the board (overhead,

etc…). Quietly (to yourself) count the number of objects you see. Write the number down on

your paper white board. Choose a student to come up and match a corresponding numeral card to
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the objects. Repeat the process several more times as needed for the children to understand what

they need to do.

Explore

Introduce the lesson: Today we are going lots of counting and matching. You will work with

numbers of objects more than ten. You will also choose a numeral card that matches the number

of objects in your cup. I will give you a cup with some counters in it. I want you to count the

counters in your cup. I will also give you some numeral cards. After you count your counters, I

want you to find the numeral card that matches your number of objects. At your seats you have a

cup of counters. Model the counting of objects in a cup and choosing the appropriate numeral

card. Now it’s your turn to count the number of objects in your cup and the numeral card that

matches your number of objects. When you are finished, please hold up your numeral card so I

know you are ready for me to check your work.

Circulate the room checking students’ work, providing guidance as needed. When a student’s

work has been checked, provide a new cup of counters for the students. After most students have

successfully completed the activity, model working with a partner and telling a partner how you

know the chosen numeral card is correct. Tell students: Now it’s your turn to work with your

partner and share how you know the numeral card you picked is the correct one. Check your

partners work. Look for evidence of students who construct viable arguments and students who

critique the reasoning of their partner (SMP3 Construct an argument and critique the reasoning

of others).

Guiding Questions

• How many counters do you have in your cup?

• Which numeral card matches the number of objects in your cup?

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• How do you know?

• Why does this work? Could you represent in a different way?

Summary

While students are still at their tables (or at rug), gather their attention to summarize the lesson.

Choose 3 or 4 students with varying levels of proficiency in the lesson to discuss their reasoning.

Scaffold the discussion starting with a student with beginning knowledge of the lesson to allow

all students access to the discussion. Continue the discussion with the remaining students ending

with a student with a firm grasp of the lesson. During the discussion use a variety of “talk

moves” such as turn and talk, say and repeat etc, to promote viable arguments and critiquing of

reasoning (SMP 7). Inform students that tomorrow we will work on decomposing (breaking

apart) numbers into two groups.

Exit Ticket

Teacher draws 16 objects on the board. Students write their number on a piece of paper along

with their name. Teacher uses this information to determine the focus of the following day’s

lesson.

Formative assessment: exit ticket

Preview outcomes for the next lesson: Students will decompose numbers into two groups

What I Changed in the Template for My Lesson Plan

 Title of the lesson.

 The objects used in the activity from cups, number cards, and small objects to cowboy

hats, toy cowboys and sheriff badges.

 The estimated time from 40-60 minutes to 50 minutes.

 The essential questions to be used.

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 The board from the white board to the smart board.

 The launch section of the template

 The explore sections of the template.