CT 1 Lesson Plan
Grade Level Being Taught: K
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
Name: __Amber Scott ____________________
Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class
Part 1: Lesson Content
Count Numbers to 20
How does this lesson connect to the interests and cultural backgrounds of your students?
It is important for students to learn how to count.
How does this lesson connect to/reflect the local community?
It is important for members in the community to count. This can be used in grocery stores, for events,
etc.
MAFS.K.CC.1.3: read and write numerals from 0-20. Represent a number of objects with a written
numeral 0-20 (with 0 representing a count of no objects)
MAFS.K.CC.2.4: 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 number name and each number name with one and only one object
b. Understand that the last summer 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
MAFS.K.CC.2.5: count to answer “how many?” questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in scattered configuration; given a number from 1-
20, count out that many objects
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
V.A.1: subitizes (immediately recognizes without counting) the number of objects in a set of four objects
V.A.2: counts and identifies the number sequence “1 to 10”
Students in Pre-K should have some experience with subitizing small numbers and counting 1 to 10.
These previous standards will be built upon in Kindergarten.
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CT 1 Lesson Plan
Grade Level Being Taught: K
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Name: __Amber Scott ____________________
Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class
Trace the standard to the next grade level. What will students learn next related to this standard?
MAFS.1.NBT.2.2 which is understanding that the two digits of a two-number represent amounts of tens
and ones
Students in first grade will learn this standard, which are extended versions from the Kindergarten
standards. In first grade, the students will be able to move away from tens frames and begin to bundle
numbers into groups of ten. Students will begin to realize the tens and ones place value of a number.
Students might mix the place values of the two-digit numbers
Students might flip the two-digit numbers while writing
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to use manipulatives to identify numbers 0-20
Students will be able to identify numbers 0-20 through reading, writing, and counting
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ___Application_________________________________
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CT 1 Lesson Plan
Grade Level Being Taught: K
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Name: __Amber Scott ____________________
Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class
Which level(s) of thinking is/are called for in your objective? ___knowledge and
comprehension_______________________________________
Why did you choose this level(s) of thinking?
I chose this level of thinking because students have to demonstrate recalling number facts through
various activities.
Describe your assessment plan:
I will give the students an exit ticket, which will have two questions (one on the front and one on the
back). One question has the students count and record the number of objects and the other has the
students draw objects to match the number. This exit ticket will be given to the students after they have
worked on their learning zones.
Is your assessment formative or summative? Why did you make that assessment decision?
This is a formative assessment because I will be assessing the students’ academic progress and
determining what students need more support in numbers 0-20. The information from this assessment
will be used determine where students are at before they take the summative assessment.
How does it align with your objective?
Students will be assessed on their ability to recognize and identify numbers 0-20. Students will be
representing these numbers through different strategies such as manipulatives, drawing, and writing the
numeral.
The exit ticket will be out of 2 points, each question is worth one point. I will be checking to see if
students are representing the correct number through their drawings. I will also be checking to see if
students count and record the correct number of objects.
Scoring guide:
2 points—if students got both questions correct
1 point—if students get one question correct
0 points—if student do not answer or answer both questions incorrectly
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CT 1 Lesson Plan
Grade Level Being Taught: K
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: __Amber Scott ____________________
Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class
Part 2: Lesson Implementation
 Students will be sitting on the rug to start the lesson. Then I will have students sit at their desks
to complete their review sheet. Students will then be moving around the room for learning zones.
Finally, students will return to their tables and complete the exit ticket.
 I will use attention getters to pull the students back to me (such as waterfall waterfall: shh; class
class: yes yes). The students are already aware of these attention getters and are used
throughout the day. I have my “paper passers” distribute the review sheet and the exit ticket.
 I will modify the classroom CHAMPS to set my expectations for the class. I will go over the
CHAMPS at the beginning of the lesson when the students are on the rug before transitioning to
their seats. I will refer to the CHAMPS throughout the lesson if students are not following the
rules (my friends, what conversation level should we be at?)
 I will use positive praise if students are not meeting my expectations. I will also reinforce the
classroom rules/CHAMPS to help guide the students and bring them back on the lesson. If
students are off topic, I can make a class discussion (my friends, what should we be doing right
now?)
 If students complete the review sheet, they will begin to work on their learning zones. Students
will find their partner for the learning zone by matching their number to someone else. Students
will be working on learning zones. I will then have students return to their seats to complete the
exit ticket. When students are done with the exit ticket, they will be able to do social centers
Valentine’s Day review worksheet
Materials for learning zones (whiteboard markers, laminated sheets, etc.)
Exit ticket
Pencils
Number squares (used to pair)
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CT 1 Lesson Plan
Grade Level Being Taught: K
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: __Amber Scott ____________________
Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class
elmo
CT provided materials for leaning zones along with ideas for review sheet
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Students will be placed in learning zones based on their ability level. There will be three learning
zones. One learning zone will higher order for students who demonstrate an understanding of
numbers 0-20. The second zone, will be a small group with the teacher to help those who are
struggling with numbers 0-20. The last group will be for students who understand the unit but
can receive more support. Each learning zone will have a different activity based on the student’s
ability level.
Which specific students will benefit, and why?
All of the students will benefit from the learning zones because they will be getting support based
on their understanding. ELL students will get support by using manipulatives to help them meet
the objectives. Students who are working in small group will benefit because they will be getting
individualized support to help them understand the unit.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: use manipulatives and visuals to help students comprehend/ allow
students to use drawings
 Early Production Level: allow students to answer questions (short responses/phrases) while
working in learning zone with partner—communicate
 Speech Emergence Level: work on students recall for numerals 1-20
 Intermediate Fluency Level: develop academic language and use of graphic organizers (bundles/
tens frames/ counters)
What accommodations will you make for students who have an IEP or 504 plans?
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CT 1 Lesson Plan
Grade Level Being Taught: K
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
Name: __Amber Scott ____________________
Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class
The students with the IEPs (DHH) will work with the interpreter to help them understand what is
going on in the lesson. The DHH students will be connected to the FM which will allow them to
hear the teacher and video more clearly.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
N/A
CPALMS
CT resources (worksheets, learning zones, and unit outline from the county)
1. What is the content area for this lesson? ____Math__________________________________
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) ____gradual release___________________________
3. Step-by-step plan:
Time: Action Steps:
11:50 Students will come in from lunch and sit quietly on the rug. Students will sit on
their assigned squares. While the students are on the rug, I will review the CHAMPS and tell the students
what we will be doing. I will introduce the four learning zones for the students.
11:55 I will introduce the lesson by showing the students an activity on starfall.com.
The activity will review how students bundle tens when working on two-digit numbers. I will do one or
two rounds with the students to make sure they understand the activity.
12:00 Then I will call the students by table groups to return to their seats. Once the
students are seated and I know they are ready, I will have my “paper passer” distribute the review
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CT 1 Lesson Plan
Grade Level Being Taught: K
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: __Amber Scott ____________________
Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class
worksheet. Once, the students have their paper, I will use the elmo to show the students what I want
them to do. I will model the first problem with the students and we will complete it together.
 “let’s go ahead and look at the first problem. What is my number? (11) so I want to color in a way
that I can represent 11. The box of chocolates represents 10, so that is a bundle. The individual
pieces of chocolate represent one. What would I color in to represent 11?”
 “Once, I color in the representation, I am going to write the number in this box. Now if I do not
know how to write it, I can look at the first box to help me.”
 Depending on how students do, I will complete another problem with the students
o “Now I want you to do the rest on your own, when you are done I will tell you what
learning zone to go to.”
12:10 Once students are in their designated learning zones, they will begin to work on their
activity with their partners. Students should be encouraged to work together and help one another. They
should be modeling math language (Let me show you how to get…)
 As students are working in learning zones, I will be keeping an eye on time and give students
warnings (5 minutes until we clean up)
 I will also work in a small group with some students for their learning zone. These students need
more support and will receive attention and feedback to help them.
 The adults in the classroom should be walking around, checking on students in their learning
zones.
12:25 I will use an attention getter to let the students know it is time to clean up and to
quietly return to their seats. Once all learning zones are cleaned and students are sitting, I will give them
the exit ticket. I will explain the first problem to the students and give them time to work on it. Once
students are done (put their hands on their head) I will explain the second problem. When students are
done with both questions, I will collect the exit ticket and students may pick a social center to do.
Learning Zone Groups:
1. Green tens frame (higher order)
2. Cookie counters
3. Rockin reindeer
4. Double tens frames
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CT 1 Lesson Plan Name: __Amber Scott ____________________

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class

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CT 1 Lesson Plan Name: __Amber Scott ____________________

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class

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CT 1 Lesson Plan Name: __Amber Scott ____________________

Grade Level Being Taught: K Subject/Content: Math Group Size: Date of Lesson: 2/12/20
Whole Class

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