Name: Kristina Hass Date: October 18, 2017

Grade Level: K Class Period: 10:05 -10:45 AM

Subject: Math Lesson # & Title: Identifying Numbers to 10
Function of the Lesson (check all that apply):
Introduce New Skill or Content
**Practice
Review
Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale

There are 15 students in the classroom, 10 males and 5 females. There are 15 Caucasian
students. This is a title school with some classrooms that co-teach, although this classroom is not
a co-teaching classroom. There are 6 Title students, 4 that are boys and 2 that are girls. There
are no students on IEPs, no students with a 504 plan, and no English Language Learners. The
classroom contains 2 retention students. Within the classroom, there are many visual,
kinesthetic, and interactive learners. The school is located in a rural environment.

Classroom Environment: There are three groups of tables, and each group seats 5 students.
There are seat sacks on the back of the back of each student’s chair that contains important
materials for the students’ learning, including pencils, crayons, and white boards. This particular
table setup encourages optimal student learning and collaboration among peers. There is a
bathroom located in the back corner of the room, along with a sink. There are lockers lining the
left wall where students place their backpacks and coats. In the front of the room, there is a
SMART board with a wooden box in front of it so that students can stand on the box to reach the
board. There is a carpet area with a teacher’s chair and easel to assist with teaching. The
teacher’s desk sits in a back corner of the room.

Content Standards
Standard: CC.K.CC4a: Understand the relationship between numbers and quantities; connect
counting to cardinality: When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number with one and only one
object.

Rationale: It is important for students to be able to identify numbers, as they will use numbers in
all math that they do in the future. Students will need to be able to identify numbers so that in
future lessons, such as comparing numbers, addition, or counting, they will be able to
comprehend which number is which.

Learning Objective
1. I can identify numbers 0-10.

Academic Language
 Number  Three  Seven
 Zero  Four  Eight
 One  Five  Nine
 Two  Six  Ten
Assessment Plan: Formative Assessment
The teacher will be assessing students and checking for understanding at various points
throughout the lesson. The teacher will often ask for students to volunteer their activity results
as they view and identify different numbers, and will listen to what they find in order to check
for accuracy and understanding. The teacher will also ask students to give thumbs up to signal
that they understand and are ready to move on. If the teacher ever notices someone struggling or
not participating, she will make a point to work with them more in order to assist them.
Additionally, if the teacher notices that many students are still struggling, she will review the
previous topic more before moving on with the lesson.

Assessment Plan: Summative Assessment

During this lesson, students will be given a pretest and a post test in order to check for learning
gains. The pretest and posttest will be identical, and will ask students to identify numbers
between 0 and 10. The tests will contain eleven bubbles, with each bubble containing a number
from 0 to 10. The teacher will tell students a specific color, and will select a number for them to
shade in using that color. For example, the teacher might ask students to color the number 4
blue. This will test to see that students can recognize the number being stated. The pretest and
posttest will be collected upon completion. Students will be graded on both tests, and the goal
will be for scores on the posttest to be higher than scores on the pretest.

Procedures: Lesson Introduction (5 minutes)

1. To begin the lesson, a brief pretest will be given to the students. The pretest will test to
see current student knowledge regarding their ability to identify numbers up to 10. The
test will include pictures of eleven bubbles, each bubble containing a number from 0 to
10. The teacher will name a specific color and a number to shade with that color, and
students will attempt to identify each number.
2. After the pretest, the teacher will grab the students’ attention by asking students where
they might see numbers. Students may use their prior knowledge or experiences
regarding numbers in order to come up with ideas. They will be asked to volunteer
answers, and the teacher will call on quiet hands to discuss. Possible answers may
include “Numbers are on money,” “Numbers are on speed limit signs,” and more.
3. After listening to some volunteers, the teacher will explain that numbers appear in many
different places throughout our everyday lives.
4. The teacher will then ask students, “What exactly is a number, and what is it used for?”
Students may volunteer if they have any ideas.
5. The teacher will then explain that a number is a value that tells us how much of
something there is. For example, if a baseball team has 7 points, that means that they
scored 7 times.
6. The teacher will inform students that today’s lesson will focus on number identification,
meaning student’s ability to recognize numbers on sight. Students will be working on
identifying the numbers 0 through 10.

Procedures: Lesson Body (20 minutes)

Note: This lesson is meant to be taught as a center for extra practice. Therefore, it does not
include any explicit instruction, as the teacher will work with students and explain the activity
to them during structured and guided practice.
Structured and Guided Practice: We do (10 minutes)
1. Students will each be given a Bingo board and several plastic chips. The Bingo boards
contain the numbers 0 through 10, and are four spaces by four spaces.
2. The teacher will explain that to help with number identification, students will play a
game of Bingo, using the numbers 0 through 10.
3. The teacher will hold up the jar full of number slips, and will explain that she will pull
various numbers from the jar. When a number slip is pulled, the teacher will call it out
loud.
4. Students will then place a chip on top of the number that matches the number that was
called out.
5. This process will continue until a student covers four spaces in a row. These spaces can
be aligned vertically, horizontally, or diagonally.
6. Whichever student gets four in a row first will stand up and say, “Bingo!” so that the
teacher can come and check his or her answers. The covered numbers must be accurate
to the numbers that were called out by the teacher in order for the Bingo to count. If the
student’s Bingo is valid, he or she will be considered the winner of that round.
7. Once the game is complete, the teacher may begin a new round, depending on time.
8. After completion of the games, the teacher will check for understanding by asking
students for thumbs up or down, and will take note of students who may still be confused.
If needed, the teacher will review more before moving on.

Independent Practice: You do (10 minutes)

1. The students will independently complete the posttest, which will be identical to the
pretest.
2. The posttest contains eleven bubbles, each containing a number from 0 to 10.
3. The teacher will ask students to select a certain color, and will then name a number to
shade in with that color. For example, the teacher may say “Grab your green crayon, and
color in the bubble with the number 8 inside.”
4. Students will need to recognize the numbers within the bubbles in order to color them
with the proper colors.
5. Once completed, the teacher will collect the posttest to be taken for a grade. The grade
will be compared to the pretest grades in order to see whether students improved their
scores after the completion of the lesson.

Procedures: Lesson Closure (5 minutes)

1. To conclude the lesson, the teacher will do a quick review of the material covered
throughout the lesson, reminding students that today’s lesson was about recognizing and
identifying numbers.
2. The teacher will go through each number once again, drawing them out on the board as
students say their names out loud for review.
3. The teacher will then explain to students that numbers are often used in real life.
Students will be able to use numbers when discussing concepts such as time, money,
sports scores, and quantities of various items. Understanding numbers is the basis to
understanding many math related concepts.
 4. The teacher will then explain that in the next lesson, students will be learning about
counting numbers.

Differentiation, Individualized Instruction, and Assessment

1. This lesson will be differentiated so that all students have the opportunity to learn and
understand the material. First, the lesson will accommodate to the various learning styles
in the classroom. The class is largely made up of visual, interactive, and kinesthetic
learners. During the lesson, the teacher will write out each number being discussed, so
that students are able to see it. Later while playing Bingo, students will again be able to
see each number on their Bingo boards, so that visual learners will be able to become
familiar with them. Playing Bingo will also allow for students to interact with the
numbers and become more familiar with them through a game, which will help
interactive learners. The Bingo game will also allow for some movement, as students
will get to move their hands as they find chips and place them on the proper number on
their Bingo board. Additionally, once a student covers four spaces in a row, he or she
will get to stand up and yell “Bingo!” to announce a possible win. This movement will
keep kinesthetic learners engaged.
2. The lesson will also accommodate for students of different learning abilities. Students in
the class are grouped based on ability level during centers. Because of this factor, this
lesson can be varied based on which group is at the center. For lower level students, the
teacher can display the selected number card after a moment, so that students are able to
identify the number based on sight, and can math the image on the number card to the
correct number on their bingo card. With higher level students, the number card will not
be displayed, so they will be expected to find the correct number after only being given
its name. Additionally, the teacher will look for students who may need extra assistance,
and will work with these students individually after the lesson to provide help in weak
areas.

Instructional Materials and Support

 Bingo Boards  Crayons  Number slips
 Plastic Chips  Pencils
 Pretest/Posttest  Jar

Research and Theory Commentary

1. This lesson will incorporate Vygotsky’s scaffolding technique. At the beginning of the
lesson, the teacher will explain the basics of the topic, while students simply listen or
answer the occasional review question. Later on, students will work along with the
teacher in order to discover more about numbers by playing Bingo with the teacher and
beginning to work with numbers with some assistance. At the end of the lesson, students
will complete a summative assessment independently, completing all of the work on their
own without aid from the teacher.
2. The lesson will also use Dewey’s idea of learning by doing. During structured and
guided practice, students will have an opportunity to work with the numbers 0-10 by
playing a game of Bingo. This will be a hands-on activity that will give students a
chance to interact with the numbers, identifying them as they are called. Students will
 also get to see each number on their bingo board while playing, giving them a chance to
become more familiar with them while playing. By using hands on activities in the
lesson, students will find the lesson to be more memorable, and will be able to better
retain the information taught.
3. This lesson also uses the ideas of wait time by Mary Budd Rowe. Whenever students are
asked a question, or are instructed to complete an activity of some sort, the teacher will
give the students ample time to do so. This will reduce the pressure to immediately come
up with a response, and will allow for students to think more about their responses or
actions before presenting them. This will lead to more thought out answers from
students, and will give them the chance to better understand the information that they are
responding to.
Name: ___________________________

4 7
9
0 3
6
1 10

5
2
8