Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Maddie Day
October 8, 2019

RATIONALE: This lesson needs to be taught because students need to learn how to count
in order to grow further in their learning. This lesson also exercises their math skills, fine
motor skills, and strengthen their number sense.

READINESS:
I. Goals/Objectives/Standard(s):
A. Goal(s)— Students will learn how to count to 10 by 1’s.
B. Objective(s)—
1. After completing this lesson, students will be able to exercise the mathematical skill of
counting from one to ten.
2. After completing this lesson, students will be able to identify how to count to 10 using
multiple manipulatives and ways of counting, grouping and sorting.
C. Standard(s): K.NS.4: Say the number names in standard order when counting objects,
pairing each object with one and only one number name and each number name with one and
only one object. Understand that the last number name said describes the number of objects
counted and that the number of objects is the same regardless of their arrangement or the order in
which they were counted.
Management:
 Time:
o Anticipatory Set: (7-10 Minutes)
o Instruction: (10-15 Minutes)
o Guided Practice: (10-15 Minutes)
o Independent Practice: (10-15 minutes)
 Space:
o Anticipatory Set: Seated on the carpet and then dismissed back to their
seats.
o Instruction: Seated at their desks.
o Guided Practice: Up in the room
o Independent Practice: seated at their desks.
 Materials
o Worksheets (see attachment 1)
o Teddy Grahams
o Gold Fish Crackers
o Clothes Pins
o Baggies (25)
o Dice (5)
o Pencils
o Name stick cup
o 2 response sheets (See attachments 8 & 9)
o Crayons

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 o Video of Bear Hunt Song:
https://www.youtube.com/watch?v=5_ShP3fiEhU
o Math Basket Materials:
 5 sets of Bear Hunt Cards (See Attachment 2)
 5 sets of Bear Hunt Counting Cups and counters (See
Attachment 3)
 5 sets of Bear Hunt Puzzle Cards (see attachment 4)
 5 sets of Bear Hunt Pattern Mats (see attachment 5)
 5 sets of Number Mats with Bear Paw Prints (see
attachment 6)
 5 sets of Bear cover all mats with dice and counters (see
attachment 7)
I. Anticipatory Set:
o “Alright I need for all my friends to walk quiet to carpet and sit in their assigned carpet
seats. (wait for students to come to the carpet).”
o “Now I need everyone put their eyes on the board we are going to watch a video about a
going on a bear hunt. I am sure plenty of you have seen this video and if you want to sing
along that is fine”
o Have students watch video: https://www.youtube.com/watch?v=5_ShP3fiEhU
 Purpose: “Today we are going to be reviewing all the ways we can count to ten by ones.
We are going to be finding out all the steps we need to take to get to ten. I have passed
out a worksheet that we are going to do together as a class. Throughout our math time
today we are going to be going on a bear hunt. You will be seeing a lot of bears today
and we will be finding some throughout the room at the end of our math time.

PLAN FOR INSTRUCTION

II. Adaptation to Individual Differences and Diverse Learners--
• For my group of special education students- they are allowed to have the aide help
them with the center they are working on.
• For my high achievers- I have two response sheets that are more challenging and
require a stronger number sense.
• For all my students- I will be walking around to help my students and check for their
understanding.

III. Lesson Presentation (Input/Output):

Mini Lesson:
 “I would like for my friends who are boys go back to their seats and take out their
pencil. Can my friends who are girls go back to their seats and take out their pencil. I
will be passing out a paper for us to do together. I need all my friends to put their
names on their paper. After you put your name on your paper I need you to touch
your pencil on your nose and sit quietly (give them some time to write their names).
 Okay Everyone, I will be drawing sticks and calling on quiet friends to help me with
the problems on the board. (Get cup of name sticks)
 See attachment worksheet for reference attachment (page 1)

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  We will be showing how many bear prints, fish, and bears are in each box. We will be
showing the number in three ways. In a ten frame, tally marks and then the numeral.
(Go through worksheet and make sure to use the name sticks).”
 After we complete the worksheet I will be explaining the math baskets.
 “1. 2. 3. EYES ON ME! ( Wait for a response) I need you all to put your papers in
your mailboxes and clear your tables for math baskets.”
Math Baskets:
 “I am going to introduce the math baskets to you all. Today there will be no iPad
center. We have six math baskets today.”
 Our first math basket is The Close Pins Cards. You guys are familiar with this
activity, but you will be clipping the right number on the card that represents how
many items there are on the card.
 Our Second Basket Is the Counting Cups. You will have a baggie with teddy
grahams in it. You will have cups with numbers on them. You will need to put them
in order from 1 to 10. And then you will need to count out the same number of teddy
grahams to put into the cups.
 Our third basket is matching puzzle cards. You will need to count the number of
items on each card and find the match for each card.
 One fourth basket is Bear Hunt Pattern Mats. We will be using goldfish and teddy
grahams to complete your patterns.
 Our fifth basket is the number mats on the floor. Put the number mats in order from
1 to 10. You will need to count out paw prints from your baggie to match the
numbers on the mats.
 Our sixth and final basket is the bear cover all. You will need a one Dice, a baggie of
goldfish and a bear mat.
 REMEMBER FRIENDS! The Goldfish Crackers and Teddy Grahams are not to be
eaten. They are tools for our baskets. If I see anyone eating our tools then you won’t
get fresh goldfish and teddy grahams from me on Thursday for a snack Also, if you
finish your center early you may complete the response sheet in your basket. (They
will be give goldfish and teddy grahams during snack time if they refrain from
eating them during centers)”
 Mr. Hite will help me pass out math baskets. I will walk around with my piece of
paper and rate the students on their understanding of the concept.

IV. Check for understanding. How do you know students have learned? What strategies
will you implement if all students have not met lesson outcomes? Employ one or more
strategies to determine student learning.
Throughout the lesson I will be walking around to see how students are doing with the
math baskets. I will give assistance if needed by a student. I will allow students to ask questions
and reteach the concept individually if needed.

VIII. Review learning outcomes / Closure-

“123 eyes on me! (wait for response). I need all my friends to clean up their stations and
turn their papers into their mailbox. I will dismiss you by tables once you are done with
putting your papers away I need you to come back and sit down at your desk super
quietly. (Call tables by who is sitting the quietest)

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Now we are going to play a quick game to close our math time today. I have hidden 10 bears in
the room. I will draw sticks from the cup to see who gets to go on a bear hunt. If you find
one you will bring it up to the front and we will put them in order from 1 to 10. (Draw
from the name sticks to see who gets to go on a bear hunt)
Did you enjoy going on a bear hunt today?
What was your favorite activity that we did today?
Thank you for being great listeners today and for working so hard. Now we are going to listen to
Mr. Hite for what we are doing next.”

PLAN FOR ASSESSMENT

Formative: I will be walking around to each station and checking the work of each student. I
will keep track on a piece of paper of how well they are understanding the concept.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did I make sure to ask questions throughout the lesson?
8. Where did I use multiple intelligences?
9. Did I connect with every student?