Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Lara Williams

Subject(s):
Mathematics

Grade Level(s):
Kindergarten

Date: November

Standard(s):
Single/Multi-Day Lesson:
Counting and Cardinality
K.CC Single
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities;
connect counting to cardinality.
a. 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.
b. Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a
quantity that is one larger.
Language Standard
L.K.1
Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing Standard
W.K.5
Production and Distribution of Writing
5. With guidance and support from adults, respond to questions and
suggestions from peers and add details to strengthen writing as
needed.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will count objects in standard order and pair each number said with objects. (Procedure).
II. LEARNING OUTCOME (Objective):
Students will count orally and connect that it is the same as the number of items they have counted.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students have been shown how to represent a number of objects with a numeral. Students will apply their
knowledge of the relationship between each number and the amount of objects that number represents.
Students will display their knowledge that each successive named number refers to a quantity that is larger
than the original number said.

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IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
Teacher will begin a series of claps. Now clap as I clap. Now wait a minute! Lets count the
numbers to the claps I make. Students will repeat a random number of claps. Now make your own
clapping songs! Now we will go to our desks, be given some items to count, and write or draw
what we find.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Step #1 Pairing Objects with a Number
a. Students will be given a certain amount of counters. Students will count how many objects
they have. Students will draw or write down in their math journals how many objects they
have. Students will be asked to put one back, then two, then three, etc. Each time they put
one back they must count how many they have left. How do you move each counter? Show
me what you can do!
b. Teacher will watch and observe students ability to count one number for each object they
possess. Teacher will walk around and help students as needed.
Step #2 Numbers to Quantities
a. Students are given a paper mat with boxes and numbers drawn above each box. Students
will draw an appropriate number of objects in each box that corresponds to the number
printed. What types of things could we draw in each box? How can you be sure you have
the right amount of objects in your box?
b. Teacher will show a chart of objects students can draw in their boxes (e.g., suns, flowers,
circles, squares). Teacher will walk around and observe students drawings.
Step #3 Say it and Show it
a. Students in pairs will take turns saying a random number to ten. Student will use different
counters this time. One student will say the number and the other student will show it with
counters. They will practice this five times. Each time the students will switch turns.
Students will check each others answers to see if they used the proper amount of counters.
b. Teacher will walk around and make sure children are working in pairs. Teacher will
encourage students to talk about what they are doing.
Step #4 Cup Count
a. Students will be given large dried beans as counters. Students will get a random set of cups,
each labeled with a number. Students will need to put the proper amount of beans in the
corresponding cup. Students will be asked to count the number of beans in each cup after
they have put all of their beans in cups, to ascertain if they have chosen the right amount.
What is one way we can be sure we are putting the right number of beans in the right
numbered cup? What is another way? If you do not have enough beans what is something
you can do?
b. Teacher will walk around and make sure students have all the supplies they need.
Step #5 Tally Marks and Numbers
a. Students will be given a printed number line with digits 0-10 to tape in their math journals.
Students will be given two different numbers. Students will write this number under the
number line and create tally marks next to the number in their journals. What do we look
for when we want to find the number that comes before the number we have chosen? What
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do we look for when we want to find the number that comes after? What do you see in the
classroom that can help us count? Next, students will write the number that comes before
that number and the number that comes after.
b. Teacher will model before and after on visual counting chart or number line. Teacher will
assist students when needed.
Step #6 Reflection
a. Students will sit together on the rug. Tell me something about what we just did with
numbers? Do you have any questions for me about the counting activities we just finished?
Remember a question is something you want to know. Now lets play a game!
b. Teacher will listen to and respond to students questions and answers.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Number game: Students will choose a random number to five. Students will act out five, four,
three, two, or one, different movements and the teacher will observe and record which students are
able to follow the number to object correspondence. (e.g., tap knees, bend elbows, hop, and jump,
clap hands, etc.).
C. MATERIALS & RESOURCES:
Counters (two different sets) for each student or pair of students
Math journals
Pencils
Paper mat (five boxes drawn and five corresponding numbers)
Crayons
Number cards 1-5 (word, numeral, objects)
Prepared data sheet with each childs name (for teacher, application activity)
Dried beans
Plastic cups
Permanent marker
Visual counting charts (calendar, number line, counting chart)
Tape
Cut out number lines for students journals
Teacher made assessment for one to one correspondence
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative:
Pairing each object with one and only one number name.
Last number name said tells the number of objects counted regardless of order.
See steps 2, 4, 5.
Summative:
Students will write/draw one new thing they learned about counting and numbers, near their
recorded results from earlier. Students will be evaluated with teacher made assessment on
comprehension of one to one correspondence.

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VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and

PRACTICE):

Visual posters of the number, number word, and number represented with shapes or circles
Shown examples of one to one correspondence
Partnered with others
Manipulatives
Model with hand gestures for all students
Repeated explanations
Resource Center Teacher
Teachers Assistant
One on one explanations

VII. HOMEWORK (IF APPROPRIATE):

N/A

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