Instructional Plan (Lesson Plan) Form

for Use By: Student Teacher

The student teacher may use the instructional plan format below or another that suits the
classroom situation. An instructional plan must be submitted to you and/or KSU
supervisor at least 24 hours before an observation.

Name:
Jillian Boyle
Date:
September 29, 2020
Cooperating Teacher:

Jamie Martinez

School:

Elizabeth Ide Elementary

Subject/level:

Math/Kindergarten

Lesson Title:

• Number Corner

• Number Writing 5-10

• Spill the beans to 10

Standard, Benchmark, Skills and Concepts:

Indicator
District/Building
Standards/School
Improvement Process
(if applicable)
Relevance:(Alignment
with standards)
• Write numerals from 0 to 10 to represent a number of objects (K.CC.3)
• Count objects one by one, saying the numbers in the standard order and
pairing each object with only one number name (K.CC.4a)
• Identify the number of objects as the last number said when counting a
group of objects (K.CC.4b)
• Count up to 10 objects in a scattered configuration to answer, “how
many?” questions (K.CC.5)
• Recognize the number of objects in a collection of 6 or fewer, arranged in
any configuration (supports K.CC)
• Decompose numbers less than or equal to 10 into pairs in more than one
way (K.OA.3)
• Count the number of objects in different categories (K.MD.3)

Lesson Goal N/A

(Secondary only)
Lesson Objective
Essential Question(s)
and new & guarded
vocabulary
Assessment and
Criteria (Pre-Assessment
if new concepts/material.
Should be observable and
measurable with established
criteria.)
Students will be able to:
• Use manipulatives (red/yellow counter chips)
• Use one to one correspondence counting from 0-10
• Accurately trace the numbers 0-10
• Identify how many more counter chips they would need to fill the entire
ten-frame
• How many more to make 10? (meaning how many more counter chips
would fill your ten-frame)
• How many red counter chips do you have and what number does that
make?
• What number is that? (they also need to identify and trace the correct
number)
Informal Assessment:
Informal assessment will be used during this lesson frequently while the students
are working independently on their counting and tracing. The students will be
asked to show the number on their fingers of first how many red chips they have
spilled and secondly how many more they would need to make it to 10. When I ask
these questions, I can look at the students ten-frame to make sure they are
understanding how many red counter chips they have and then how many more
counter chips they would need to fill the ten-frame completely. Also, to encourage
movement in the classroom I might have the students stand up and do jumping
jacks, hops, claps, etc. to show me how many red counter chips they have just so
that it sparks more engagement.
Physical, Cognitive,
Social, Emotional Are
you using multiple modes to
reach the students with
different learning styles?
Materials / visuals /
equipment / sources /
use of technology
Modifications and/or
Accommodations for
special needs students:
Physical: Students will be using manipulatives to help them with one-to-one correspondence
when counting to 10. Also, during the consistent informal assessment process the students
will do some type of physical movement to show me how many red counter chips they have.
EX: If a student spills 6 red counter chips they will stand up and do 6 jumping jacks. If I
asked that student how many more would they need to make 10 then they would do 4
jumping jacks. This shows that they had 6 and needed 4 more to get to 10.
Cognitive: This activity is cognitively appropriate for students because aside from having
them count and fill the ten-frame they are also practicing using their fine motor skills by
tracing the correct number. For different learners high/low there are different variations of
how they can play the game that allows it to either be more challenging or ways that can offer
the student with more support if they are struggling.
Materials:
• Spill Ten Record Sheet
• Ten-frame and counting chips
• Pencil
• iPad
Visuals:
• Google Slides Presentation
• ELMO for instruction
Technology:
• Computer
• Seesaw in tab
• ELMO
• Google Meets
High or Low-
High:
• If a student is having no trouble identifying how many spaces are left
on the ten-frame then challenge them by not using the ten-frame. The
student can try to figure out how many more they would need to get to
10 by examining the yellow counting chips. Another idea would be for
students to only look at the red counting chips and cover up the
remaining chips with a sheet of paper to further challenge themselves
because they would need to abstractly count in their head how many
more to get to 10.
Low:
• If a student is struggling with one-to-one correspondence offer
support by having them place the red counter chips on the ten-frame
and have them recount the red counter chips once they are organized
on the ten-frame.
• If a student does not have the correct number word sequences to 10
offer support by changing the number of counter chips so that the
number is just outside their zone of development.
ELL- Pair students with language partners so that students acquiring a second
language have a peer model of pronunciation and correct word sequence.
Important to note: This cannot be done in the classroom because of 6 feet
safety procedures because of the corona virus.
Another accommodation: To meet the 6 feet apart safety procedures,
translation slides on the google presentation can be done for students acquiring
a second language.
Gender- N/A
SPED- N/A

Inquiry Learning
(explanation): How do you
plan to engage students in
content? Brain work, not
busy work! What will YOU
do? What will the students
do? Cooperating Teacher?
Para/Aides?
Assignment for next
class period (if
applicable)
Other/Remote Learners-
• Create remote learning bags for students to pick up materials
• Use the ELMO for students at home, as well in the classroom to
visually see the record sheet and how to properly complete the activity
Number Corner: Students will be engaged during number corner because all the components
are very interactive. Since number corner is being used as an online tool this year it allows the
students who are remote learners to also be engaged as well as the students in class.
Questioning engages the students and also allows the teacher to informally assess where the
students are at during this time. During number corner currently students are using methods
like making predictions to determine what shape the day will be on the number calendar and
noticing different patterns. Students are also currently learning about a new shape every day
(circle, square, triangle, rectangle) and these shapes are the same that they see in their number
calendar where they are recognizing patterns. To learn about a new shape students, tour the
classroom/school to see how many objects they can find that consist of that shape for the day
and talk about how they see those objects in everyday life. This type of learning relates to
their everyday life and how those shapes exist in the world around them which makes this
learning more personal and engaging.
Math Lesson: This lesson is great for the students to be highly engaged because it is
completely hands on. Students get to use manipulatives (counting chips) to help them count
and grasp the concept of “how many more to make ten”. This lesson is more of an
independent one for students to complete but asking engaging questions throughout is
important because it allows the teacher to check for understanding of the concept.
N/A

Timing Lesson Plan

5-20 Minutes
(approx.)

20-40 Minutes
(approx.)

40-60 Minutes Number Corner: 20 minutes approx.

Brain Break: 3 minutes approx.
(approx.) Math Lesson and Workplaces: 30 minutes approx..

60-80 Minutes
(approx.)