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Cara Lutes

Drake Student Teacher

Irving Elementary- Kindergarten

Math Lesson Plan


Date: Monday, July 20

Subject: Math
Lesson Title: Multisensory Counts
Materials Needed:
Sock boxes
Toy animals
Prerequisite Skills:
Students should be able to have basic counting skills number 1-10.
Students should be able to listen to and follow directions.
Students should be able to understand and follow Whole Braining Teaching
Students should be able to contribute in large group and interact with partners in an
appropriate manner.
Kindergarten Iowa Core
Represent addition and subtraction with objects, fingers, mental images, drawings,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Everyday Math Kindergarten Key Concepts and Skills
Number and Numeration Goal 2
o Use understanding of one-to-one correspondence and cardinally to count
objects, sounds, and taps
Number and Numeration Goal 2
o Connect the number sequence with number quantities and explore the
one more relationship of successive numbers
Students will be able to correctly count the numbers of items dropped into a box
through auditory hearing.
Students will be able to correctly count how many times their neighbor taps them
on the shoulder.

2. Input/Modeling
On the Elmo, the teacher will place 6 scattered bells. The students will be asked to
count the bells. The class will count together the bells, placing them in a straight
line as they are counting.
The teacher will introduce sock box. The teacher will explain she is going to drop
items in to the box and students will count the number of items.
Drop a bell as an example, so students understand what sound they are going to
The teacher will model the counting and the thought process as four bells are being
Estimated Time: 10 minutes
3. Guided Practice
Teacher will explain that counting does not mean simply seeing the numbers or
seeing objects. Counting can be hearing sounds like bells or money.
Students will shut eyes. Teacher will drop five bells. Ask students in body basics to
share how many they heard. These five will be dropped slowly.
The teacher will drop 6 blocks. Teacher will ask students how many blocks they
heard drop.
The teacher will drop 12 animals more slowly. Students will share their counting
with large group.
** Numbers/ Speed may be altered depending on student mastery.
Estimated time: 5 minutes
4. Check for understanding
Student participation in the previous section will serve as an informal assessment.
The teacher will explain that counting can also be a sense of touch. Teacher will
choose a student who is sitting in body basics. The teacher will explain that she is
going to tap the shoulder of the student who is facing forward. The teacher will
explain each step of counting the tapping. Repeat if necessary. Non-examples will
be given, such as going too fast or too aggressively.
The teacher will pair students up. One student will face forward toward the
calendar. The forward facing student will close their eyes. The tapper will watch
the teacher to see how many taps they should do to their partner (ex. 3, 5, 6). The
student facing forward will count in their head or on their fingers. Then they will
check with their partner. Partners will switch roles.
Estimated Time: 8 minutes
5: Extended practice and transfer
The teacher will explain that now the students will independently get to choose the
number of taps. The teacher will provide non-examples such 52 or 111.The range
should be between 0-10.
Estimated Time: 5 minutes

6. Assessment / Closure:
Teacher will document what students mastered or struggled with throughout the
The teacher will ask, What was hard about counting what we heard? What was
easier about it? What was hard about counting the taps we felt? What was easier
about it? Students will share.
Estimated Time: 2 Minutes
7. Adaptation for students who need extra help, time, or attention?
Teacher will wear microphone for Isaac.
Isaac will sit in front, with the associate in back. When it comes to partner work,
Isaac will be on the side for the associate to easily come support him through the
Johnny and Isaac will be paired with partners who are demonstrating respect and
The numbers can be adjusted to fit Johnny and Isaacs needs.
And Extension for students of high ability?
Students may use higher numbers for the tapping within their ZPD.
8. References Consulted
Everyday Math Kindergarten Lesson 1-3