Lesson Plan #

 
Lesson Context

  Date:

Content Area/Discipline: Math Grade/age group: Kindergarten 5/6 ages

Lesson Title: Counting number 8 Number of Students: 24  

Estimated Duration:  45 minutes Structure of grouping for the lesson: Check any
that apply
Where in the Lesson Segment does this learning
experience occur? Whole Class  __X__

(Check One) _Beginning _Middle __End Small Group     _____

One-to-one   _____

Individual          _____

Other (specify)  ____________

Central Focus

By the end of this lesson, students should be able to count to the number 8 orally, accurately write the
number 8 without assistance, and be able to recognize the number 8. The teacher will use counters for
differentiation to help students learn the ways that make number 8. There is also a song to reinforce
student learning.

Measurable Behavioral Objectives

1. During watching the song about how to show number 8 in various objects at the song, students will
be able to identify and read number 8 in each object shown 100% accurately.

2. While showing the picture of number 8, and counting from 0 to number 8, children will be able to
accurately identify number 8 and count the number 8 verbally without help.

3. While doing the counting activity in the white board by using the counters during whole group
learning, and while doing the math problems about number 8, students will be able to identify and
count number 8 in many ways during whole group activity and during doing their independent work
with 100% accuracy.

Curriculum Standards

CCSS.ELA-LITERACY.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.
CC.K.CC.4 Count to tell the number of objects. Understand the relationship between numbers and
quantities; connect counting to cardinality.
CC.K.CC.4b Understand that the last number 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.

Language Demands
·         Listening: Students will listen to the poem about how to show number 8 in many ways
called “I Can Show the Number 8 in many Ways/ Number Recognition” by Jack Hartman.

·         Reading: Students will be able to read and count the number 8 in many ways.

        Speaking: The students will be able to verbally count and define verbally number 8 in
many ways.

·         Writing: Children will be able to write and solve the problem about the ways that make
number 8.

·         Viewing: Children will view number 8, and the ways that make number 8 in the white
board.

·         Visual Representation: Children will see the number 8, and the ways that make number 8
in the song, on the screen during solving the problem about number 8 together, and in their “Go
Math Book”.

·         Academic vocabulary: count, number, eight, many ways.

Instructional Procedures (Anticipatory Set, Modeling, Guided Practice, Collaborative Practice,

Independent Practice, Closure)
  Anticipatory Set:

1. The teacher will transition students from the desks to the carpet for the whole group to be ready for
learning the math concept: read, count number 8 using many ways, and write number 8.

2.The teacher will remind the children about the rules of learning to gain their attention by asking them
what is the rule of learning?

One of students will respond: "Ears are listening”

Another one will answer: “eyes are watching”

Another student will answer: “voice is quiet”

One of students will respond: “body is still"

The teacher will involve children to respond to the question about rules of learning to help them focus
more during explaining the lesson about counting number 8.

Starting the lesson with a review about the ways that makes number 7, by engaging students to
reinforce the previous learning.  

 3.The teacher will start the lesson by informing children about the concept of reading number 8,
counting number 8 using many ways, and writing number 8 using many ways.

4. Children will count from 0 to number 8. 

Modeling:

5. To help students identify and count number 8 they will listen to the song that using various objects
to count number 8, this song called ““I Can Show the Number 8 in many Ways/ Number
Recognition/ Jack Hartman”

6.  the students will engage in the song by repeating the words of the song and number 8.

The song shows number 8 by using pictures, dice, fingers, ten frames, etc.

7. After the students listen to the song, the teacher will state the objective of identifying number 8 by
showing the number 8, and counting number 8 using their fingers.

She will ask students what is this number?

One of the students that will choose randomly will respond number 8.

The teacher will say: correct answer.

The students will count number 8 with the teacher.

After identifying and counting number 8, the students will define the ways that make number 8 by
applying the previous information.
 Guided Practice:

8.After students name the number 8, and count the number 8 using their fingers and visuals. The
students will identify many ways that make number 8.

The teacher will stick visuals that show many ways that show number 8 on the white board to help
students recognize the ways that make number 8.

9. The teacher will ask students, what is one of the ways that show number 8?

One of the students that was chosen randomly will answer: 8 and 0 make number 8.

The teacher will respond with the correct answer.

When the teacher will ask students about other ways that make number 8.

If the student says an incorrect answer, the teacher will show her fingers and ask the student to count to
help the students use their thinking and say the way that makes number 8 correctly.

For example, if the student responds 4 and 3, the teacher will show both numbers with her finger and
ask the student to count.

The student will count and say it is 7, the teacher will ask the student how many numbers we can add
to make it 8? The student will say 1. Then the students will say 4 and 4 make number 8. The teacher
will respond with the correct answer.

After the student answers correctly, the teacher will use the red and yellow counters to show the
students that both sets of numbers make number 8. Then she will write the number of each set, and
explain to the children that both numbers make number 8.

The teacher will keep asking the students about other ways that make number 8.

One of the students will respond 5 and 3, the teacher will respond with the correct answer. She is going
to use the counter again, asking students to count with her, she will write the number of red counters,
and yellow counters, then she will write the number 8.

The students will be involved by counting each set of counters, say the number of each set of counters,
and say that both numbers make number 8.

Another student will say that number 6 and 2 make number 8.

Another student will say that number 7 and 1 make number 8.

Students will count these ways with the teacher who will use the red and yellow counters for each set.
They will say how many numbers that have in each set, and show that both numbers make number 8.

After the students say the 5 ways that make number 8, by counting each set and modeling the answer 8.
The teacher will state the objectives to remind the children about the goals of this lesson. The teacher
will say to the students what they are going to say, and count many ways that show number 8, and
write the number 8.
10. The teacher will explain the direction to the students by telling them to grab their Go Math book
and open the page 143.

The students will walk to their table, grab their book and be ready to solve the problem with their
teacher.

The first problem was about drawing 8 counters and counting the number 8.

The students will count with their teacher the number 8 using the counters, then the teacher will draw
the counters. The students will draw the counter in their Go Math Book.

The first problem in the second page shows 5 red counters, 3 yellow counters. The teacher will ask the
questions that how many counters that we have in each set? And how many togethers?

One of the students answers that we have 5 red, and 3 yellow. The teacher will ask her how many
together? The student will answer that 5 and 3 make number 8. The teacher will respond that her/ his
answer is correct.

The second problem in this page is about finding the number that we can add to 5 that will give number
8.

One of the students will answer 3. The teacher will ask her can you show me with your fingers and
count, then the students will start counting using their voice and their fingers then say it is 8. The
teacher will give her feedback to the student by saying it is the correct answer.

For each time a student gives the answer, the teacher will ask all students to use their words to say the
answers, explain it, write the number 8 in the air then write it in their math book.

For the next problem, students will draw counters in the ten frames to model number 8. Students will
count, draw, and write number 8 by involving themselves with the lesson and answering the question.

For the next problem, the teacher will model the five ways on the screen asking the children about each
way that makes number 8. The teacher will keep asking all students, walking around the tables,
checking their answers to make sure that they are following the right directions. This problem is the
same one that the teacher models with the students in the white board to reinforce the information
about the ways that make number 8 in the children's brain.

The teacher will use the hot questions by asking children to explain their answer and how they find the
number by counting using their fingers to help them find the correct answers.

For the last page, the children will do the problems independently.

Independent practice:

The students will do the last page independently to check their understanding.

Students will use ten frames that have four counters, the teacher will ask students how many counters
that we need to add to four counters to receive number 8?

The students will count, draw, and say that will add four counters. Four and four make number 8.
The next problem is the teacher explaining the direction to the students by saying: “you need to count
each set of cubes, and circle the greater number.

For the last question the teacher will tell the students that you need to count and tell how many stops
signs you have in the picture and write the number.

The last page has different problems to help students count number 8 and reviewing the previous
learning to reinforce the information.

While the students are doing their work, the teacher will walk around asking the students why they
choose this answer, and she will ask why he/she explains the way that they use to find these answers.

Closure:

After the students are done with their work, and the teacher will work around and help the one that
writes the incorrect answer by explaining using the words and the fingers to find the correct answers,
the teacher will call three students, each one will show their answer for each problem and explain how
they find their answer.

The teacher will close the lesson by asking the students to put their math book in their pocket, and sit
down on the rug.

The teacher will do a small review about counting and say the ways that make number 8 to reinforce
the learning about number 8.

Differentiation for Individual Needs

 1.Special Needs:

Students will be given a modified amount of time and some individual help from the teacher to help
them identify, count, write number 8 from the song, using counters in the board, using the counters
to model many ways make number 8 in the screen with the teacher, and helping them individually
during doing their independent work in their math book.

 2.English Language Learners:

Students will be given visuals to help them make the connection between the concepts of number 8 ,
how to use counters in many ways to count number 8 from the song, using counters in the white
board, counting and writing the number 8 by showing in the screen, and writing many ways that
make number 8 in their book.

 3.Learning Styles:

Visual learners- Visual students will see the many ways that make number 8 by using the counters
in the white board. Singing the song that shows that we can count number 8 in many ways. Also,
students the Go Math Book showing the counters using them in different ways to make number 8.

Auditory learners- Auditory learners will hear the name of number 8, and ways that make number 8
in the song, during the activity in the white board how to count number 8 in many ways, and during
doing the math counting in the math book.

Verbal learners- For verbal learners, students will identify and count number 8 in many ways during
song time, white board counting activity using the counters, and while doing the work by showing
the problem on the screen and in a math book. 

4.Advanced Students-Advanced students will be given extra work about counting the number 8 in
many ways. Also, the students will count and circle the set that have number 8 and cross out the
ones that have different numbers then 8.

Assessment
Formative:

The teacher will use the formative assessment by asking children the questions about identifying
number 8, count number 8 in many ways, and write number 8. The teacher will check the students'
answers during counting the number 8 using counters in the white board, while doing the work
together and showing it in the screen, and while doing their independent work.
 
 

Materials/equipment

Counters

White board

Pencils

marker

Resources

Go Math Book

Song called “I Can Show the Number 8 in many Ways/ Number Recognition/ Jack Hartman”