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Lesson Plan

Matching Representation for 19, 18, and 15

Teacher: Leandra Pasion Date and Time: March 30, 2017


10:30 11:05 a.m.
Class (Content Area): Math Grade Level: Kindergarten

Purpose: To teach students the number names for the teen numbers, beginning with those for
19, 18, and 15.

Objectives:
1. Students will be able to recite number names for 19, 18, and 15.
2. Students will be able to write number names for 19, 18, and 15.
3. Student will be able to match numeral and represent the number with fingers.

Common Core Standards:


K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further
ones, e.g. by using objects or drawings, and record each composition or decomposition by a
drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten
ones and one, two, three, four, five, six, seven, eight, or nine ones.

GLOs:
GLO #1 Self-directed Learner (The ability to be responsible for one's own learning)
GLO #2 Complex Thinker (The ability to demonstrate critical thinking and problem solving
GLO #5 Effective Communicator (The ability to communicate effectively)

Hawaii State Teacher Standards:


Standard #1: Learner Development 1(a), 1(b), 1(k)
Standard #2: Learning Differences 2(a), 2 (b), 2(c)
Learning #3: Learning Environments 3(b), 3(d), 3(f)
Standard #4: Content Knowledge 4(a), 4(d), 4(f), 4(g)
Standard #5: Application of Content
Standard #6: Assessment 6(a), 6(b), 6(c), 6(e), 6(h)
Standard #7: Planning for Instruction 7(a), 7(b), 7(c)
Standard #8: Instructional Strategies 8(a), 8 (b), 8(e)
Standard #9: Professional Learning and Ethical Practice
Standard #10: Leadership and Collaboration

Assessments:
1. Students will be able to recite and write number names for 19, 18, and 15.
2. Students will be able to match number with finger representation.
3. Students will be able to complete Stepping Stone Journal and/or Practice Worksheet
independently.
4. Students will be able to complete Teens Assessment Worksheet.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
5. Module 10 Unit Test
6. Teacher-created teens assessment

Materials/Set-Up:
Stepping Stone Teaching Manuel Module 10.3
Number Names Cards
Hands and Fingers
Matching Representation for 19, 18, and 15 Worksheet
Dry Erase board and marker
Elmo

This lesson will be done on the carpet area in front of the classroom. I will ask the children to
sit in a circle. Students will then return to their seats to complete their worksheet. This lesson
will take one (1) day to complete with class work to follow-up.

Procedures:

a. Introduction: First, I will start with counting from 1 20. Then I will ask the question,
Do you remember the word teen and what it stands for? Have a class discussion. Then,
I will ask one student to come in front of the class and show 9 fingers. I will bring out the
idea that five and four more makes nine. Counting from five is the fastest way to figure out
the total number. Ask, What if we want to show nineteen fingers? How many students do
we need to show 19? Ask why. Have students come up. Repeat with numbers 18 and 15.

b. Developmental: Next, I will show the number names for fifteen, eighteen, and nineteen. I
will say these number names for fifteen, eighteen, and nineteen. I will say, Please look
carefully at the letters that make up each word. What is the same about these number
names? (Each number name ends with teen.) Teen means and ten and these numbers
have some ones and one ten. For example, nineteen means nine and ten or ten and
nine. Ask two students to come up and show 19 with their fingers. Say, Lets spell
nineteen: n-i-n-e-t-e-e-n. This is number name is easy to remember. It is the number word
nine and the word teen. Have the students continue to write the word as you spell it.
Say, When we write these numerals, all of them start with a 1. That tells us that there is
one group of ten. We can say that 19 is the same as 10, and 9 more. Lets write the numeral
19 as I spell the word.

*Ask two more students to show 15 with their fingers. Say, Lets spell fifteen: f-i-f-t-e-e-
n. Lets spell it again. It begins like fifth. It has fif and the word teen. Have the
students write the word as you spell it. Continue with number eighteen.

c. Concluding: Finally, I will ask students to come back together in a circle. I will then read
and give instruction about the class work, which is the assessment for the lesson. Students
will complete work independently.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Adaptations and Extensions: [Provide descriptions of differentiation, adaptations, and
extensions planned. Note if specific adaptations are being provided for specific students. Use
generic labeling strategy to identify students, keeping FERPA considerations in mind.]

Adaptations:

1. Put up a teens chart with numeral and word spelling.


2. Have separate picture chart of each teen number with corresponding item.

Extensions:

1. Students will create their own set of number cards with matching counters (14, 16, and
17)
2. Match Number Representation Activity
3. Writing and Recognizing Numerals Activity
4. Practice to write numbers 14, 16, and 17.
5. Listen and use pattern involving Activity. (Write addition sentences on the board for
them to review.
6. Discussion: Ask students to share some everyday experience of the numbers fifteen,
eighteen, and nineteen, for example, age of older brother and sisters, uniform number
of their sporting heroes, house numbers and so on.

Management Considerations: [Include descriptions of planned actions to address behavioral


considerations as well as multiple modes of learning. Again, note as needed if the action
addresses specific students, using the labeling strategy detailed above.]

1. Whole class activity.


2. Partners (2 to 3 students)
3. Independent

I will be having certain students sit next to certain students due to special needs, behavioral
needs, and special learning abilities. Special needs student will sit with S & Ra. Behavioral
needs and special learning ability student #1 will sit with K and student #2 will sit with Re &
Si.

Reflections:

The lesson started off a little more smoothly because they did this same lesson two days ago
when I introduced numbers 14, 16, and 17. They understood that we were going to work on
three new numbers. A majority of the students had no problem spelling out the numbers and
were able to identify teen numbers 15, 18, and 19. By only focusing on three teen numbers at a
time, I feel it was easier for the students to understand, practice, and learn. I feel that by
teaching all the numbers at once, it would have been a little overwhelming to remember and
grasp.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
Since I am teaching the teen numbers in group of three (15, 18, 19), I would like to find a
YouTube video of the three teen numbers that I am teaching for the day. I would show this
video at the end of the lesson as a review.

Rubric for Teens


Stepping Stones Module 10 Lesson 10.4

Proficient Developing Well Below

3 problems 2 problems 0 to 1 problems

Able to complete 3 problems Able to complete 2 problems Unable to complete 0 to 1


with no errors. with some errors. problem with difficulty.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu