Common Core Lesson Planner

Grade Level: Kindergarten Teacher: Miss Ponce

Subject: Counting 1-5
Select grade level appropriate standards:
1 CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
Common Core
and Content CCSS.MATH.CONTENT.K.CC.B.4.A
Standard(s) When counting objects, say the number names in the standard order, pairing each object with one and only
one number name and each number name with one and only one object.
2 What materials and resources will you and the students need for the lesson?
Materials/  Giant number flash cards
Resources/  Cubes or other small objects
Lesson  Math journal
Preparation  Counting mat
 small instruments : triangle bell, drum and tambourine
What should students know and be able to do after the lesson?
3
Objective(s) The students should be able to identify, order and count numbers 1-5.

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

Explain how the lesson addresses each box you checked:

Level 1 (Recall): Quick practice by having students count 1-10 out loud in order. Students will show the
correct number of fingers up in the air. Another student will be pointing to each number.
4 Level 2 (Skill/Concept): Use the giant number flashcards, first the number side and then the dot side. Ask
Webb’s Depth of students what kind of patterns they see to predict what number comes next.
Knowledge Level Level 3 (Strategic Thinking): Students will have activities in their math journal where they will open to a
page that has rectangles numbered 1-5 at the top. Students will get 5 cubes to place on top of the sheet. I will
call out a number and ask students to place the correct number of cubes to the number I call out as well as
putting fingers up in the air.
Level 4 (Extended Thinking): Students will need to apply concepts learned in this lesson to arrange the
cubes and other small objects in groups of 1-5. Have students arrange then in a group, rows, columns,
horizontal, vertical; the number is still the same no matter how and even if the objects might be different.

Demonstrating independence Building strong content knowledge

Responding to varying demands of audience, task, purpose, and discipline
Comprehending as well as critiquing Valuing evidence

5 Using technology and digital media strategically and capably

College and Coming to understand other perspectives and cultures

Career Ready
Skills Explain how the lesson addresses each box you checked:
Responding to: Students need to follow my orders when I call out a number and they need to put the correct
number of cubes or small objects on the paper as well as putting their fingers up in the air as told.
Building strong content knowledge: Students will learn and know vocabulary words count, one, two, three
four, five, and grouping. They will be able to understand that there are different ways of representing one
number.
Using technology: Tables, using Quizlet Live to shade in the correct number of cubes on a chart for
numbers 1-5 and chose the correct number for the dots shown.
6 Communication Collaboration Critical Thinking Creativity
st
21 Century
Explain how the lesson addresses each box you checked:
Skills

SAUSD Common Core Lesson Template (adapted)

 Communication: Students will communicate with me the number as we read them together out loud as a
class. There are three different ways the students will communicate one number to me: write 2, 2 fingers,
two dots. They will need to communicate with me and others using the vocabulary words.
Critical Thinking: Students will need crate drawings that represent the number on their Math Journals. Just
because they might have dice, paper clips, beans, and pennies does not mean that 1 bean and 2 paper clips
dose not equal 3. It is still equals three even if the objects are different.
Creativity: Have students make music by making a sound according to the number they have been assigned
( e.g. triangle bell rings 1, tambourine 2, drum 3, bell 4, drum 5)
Lesson Delivery
Identify vocabulary and key terms that are important for students to know to understand the lesson:
 count
7  one
 two
Vocabulary/Key  three
Terms  four
 five
 grouping
8 Describe how you will adapt your lesson for the following learners:
Differentiated
 English Learners: Make it visual, build more group work, go over vocabulary, make changes to
Instruction the lesson plan in areas that are not as strong or clear
 Special Needs: break down instructions carefully, pre-teach vocabulary and strategies, making
the classroom less distracted, ask these students questions often, encourage them to participate,
have them in the front where I can see them
 Accelerated (Gifted/Talented): Pair them with a special needs student or someone struggling,
allow them to demonstrate out loud to the class, have them chose another student to answer
9 Describe at least TWO different types of formal or informal assessments you will use during your
Assessments lesson to check for student learning:
Informative:
 Have students count 1-5 out loud as one student point to the number chart with the
number and the dots.
 On the math activity, have students practice from their math journal
Formative:
 On their tablets, students will log into Quizlet Live and have students shade in the correct
number of squares for the number shown on the screen.
 Individually call the students to go over the number 1-5 and also so students can
demonstrate how to crate groups of objects even if the objects are not the same.
10 Prior Knowledge, Context, and Motivation (How will you connect the beginning of the lesson
Lesson to what students already know and/or motivate them to learn about the topic?)
Delivery
The students will count 1-5 out loud as students look at the number chart with the number, dots
and picture of fingers. Students will be motivated to learn this lesson because music and
instruments will be a part of the lesson.

SAUSD Common Core Lesson Template (adapted)

 Describe each step of the lesson
Teacher will…
 Review the numbers 1-5 with the
students with the number chart
 Ask a student volunteer to point at each
number as they are read out loud
 Show the giant cards 1-5 that has the
number, dots and written number
 Ask the students to model what the
number will look like if they’d put
fingers up in the air
 Use the giant number flashcards, first
the number side and then the dot side
and ask students what patterns they see
 Ask students to take out their journal
 Give cubes, paper clip and beans to
students to place on top of the sheet.
 I will call out a number and ask
students to place the correct number of
cubes to the number I call out as well
as putting fingers up in the air.
 Have students arrange then in a group,
rows, columns, horizontal, vertical; the
number is still the same no matter how
and even if the objects might be
different.
SAUSD Common Core Lesson Template (adapted)
Students will…
 practice counting 1-5 out loud in order.
 Students will show the correct number
of fingers up in the air
 1 student will be pointing to each
number.
 Tell me what kind of patterns they see
to predict what number comes next.
 Have activities in their math journal
where they will open to a page that has
rectangles numbered 1-5 at the top.
 get 5 cubes to place on top of the sheet
 putting fingers up in the air for the
correct number
 to apply concepts learned in this lesson
to arrange the cubes and other small
objects in groups of 1-5
 arrange then in a group, rows,
columns, horizontal, vertical; the
number is still the same no matter how
and even if the objects might be
different.
SAUSD Common Core Lesson Template (adapted)