Dakota State University

College of Education  

LESSON PLAN

Name: Brianna Pratt

Grade Level: Kindergarten
School: Harris-Lake Park Elementary
Date: September 15, 2022
Time: 12:30 - 1

Reflection from prior lesson

● This week has been my first week taking over math. We have been looking at the number 5,
counting materials up to it and writing the different numbers. We have been using different
manipulatives to help us understand the numbers we have been talking about. We have been
struggling to keep the attention of the students by the time the afternoon comes around. We
are only in week 4 with students so they are still adjusting.

Lesson Goal(s) / Standards 

●  K.CC.B.4b - Understand the relationship between numbers and quantities; connect counting
to cardinality. Understand that the last number name says the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which they were
counted.
● K.OA.A3 - Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.,
by using objects or drawings, and recording each decomposition by a drawing or equation.
○ Math Practices
■ MP4: Model with mathematics.
■ MP7: Look for and make use of structure.

Lesson Objective -
● Use objects or drawings to decompose 5 into pairs in more than one way.

Materials Needed 
●  Students math work books
● Pencils
● 2 different colors of counting chips
 ● Clipboards
● Jar drawn on the board or big piece of paper
● Yellow and red magnetic circles
● Yellow and red crayon

Contextual Factors/ Learner Characteristics

● We have 12 boys and 8 girls in the class. In the afternoon we gained a set of twins, a boy
and a girl who are in a TK program, which makes our class up to 22 students.
● We have two students on IEPs; both are male students. WE have one on an IEP for Speech
and one for Behaviors. The student on an IEP for behaviors has a behavior plan as well.
● Our students are a talkative group. They are constantly chatty with short attention spans.
● It is a very young group with about 7or 8 just turning 5 since the start of July.
● We are located in a major farming area. The school is made up of two towns between these
two towns.
● This is the only section of kindergarten at the school.

Connection(s) to Research & Theory

● Activate Prior Knowledge - As a start to the class period we will be looking at comparing
shapes that the students had found difficult as well as were talked about in the days before.
● Provide Meaningful Context - I am going to show them real-life examples of shapes through
our nature walk that will help them gain a meaningful understanding as well as a real-life
situation.

A.  The Lesson 

 
● Introduction (3-5 minutes)  
○ getting attention: “HLP” (students - “Wolves”) “Today we are going to be looking at the
different ways we can make the number 5.”
○ relating to past experience and/or knowledge: “ Over the past few days, we have been
looking at writing the number 5 as well as number 1 -4. Today we will be looking at the
different ways we can make the number 5.”
○ creating a need to know: “ As we look at numbers we will start to make connections to
 ○ sharing objective, in general terms: “ We will be using different manipulatives to help us
identify different ways we can make the number 5.”

 
● Content Delivery (10 minutes)  
○ Students will be set in a circle around the rug for this activity. They will be given a clipboard,
paper, chips and pencil.
○ “Students, I would like you to grab your red and yellow crayon, as well as your pencil. Once
you have grabbed them please join me in a circle around the rug.”
○ “I want us to look at these chips. These have two colors on them?”
i. “ Red and yellow”
ii. As they make their way back to the circle they will be asked to grab their clipboard
and paper from me and write their name on the paper.
○ The jar will be up on the board drawn on paper or on the white board.
○ “I would like you to look up here, is my jar similar to yours? (yes) I have these colored
papers that are similar to your chips. On one side is yellow and the other is red. I might
place my “chip” with the red side showing and then maybe the yellow. I might have 3 red
and two yellow or 4 yellow and one red. There are many different possibilities to choose
from.”
○ “I have some chips in a baggie for you and a partner to share. We will be using these math
sheets today. On these sheets there are these circles. Let's count how many circles there
are, 1, 2, 3, 4, 5. There are 5 circles. You need to place a chip in each. Do they have to be
the same colors? (no) Do they have to match your neighbor? (no)”
i. This is when students will be called up to me to grab their papers.
○ “Okay, remember your job. Place those 5 chips on your magic jar how you want them to
look.”
○ “Now that you have finished placing your chips on your jar, I would like you to get out your
red and yellow crayon. If you have a chip where the yellow is facing up then you will circle
on the dashed line with your yellow crayon. If you have the chip with red facing up, you will
use your crayon to circle the chip red.”
i. During this talk, I will have a chip in my hand to show them what I am talking about.
After students have finished tracing they will be asked to give a silent thumbs up to
show me they are ready to move on. Once I see almost all thumbs up I will start
 asking to show students work. We will use this as a comparison to show students
that we all think and will respond differently and how that is okay. Phrases used will
be:
1. What do you notice about (students name)’s paper?
2. How many yellow circles are there? How many are red?
3. Let’s look at (name) and (name). What do you see that is the same and what
do you see that is different?
○ “ Let’s turn the page so our apple number 1 is on the top of the page. How many red circles
are on this page? (four) and how many yellow? (one!) Now I would like you to trace those
numbers below.”
i. Give time for tracing.
ii. Once students have traced the numbers, they will give a silent thumbs up in the air
or hand on head to show they are ready to move on.
○ “Now I want you to do your chips again. Maybe you do it the same as you did on the front in
the jar or maybe you do it in a different way. You will then place those chips in our 5’s
frame. When you have them on the 5’s frame, show me with a hand in the air so I can see
what you are doing and tell you the next step.”
i. Once students are working, I will walk around the circle to help keep students
engaged in their learning. Once I start to see hands in the air, I will make my way
around to see if they are ready to move onto tracing the circle and then writing the
numbers.
ii. When students are tracing the circles and writing, I will be answering any questions
that come up as well as redirecting students to continue finishing their work.
 ● Closure (2 minutes)  
○ “I will now be picking 3-4 friends who were good and quiet listeners to show how they
choose to have their chips on their paper.”
i. Three students will be chosen who were good listeners who also had 3 different
patterns done.
ii. Students will be asked how many red or yellow they had and if they had a reason
why.
iii. I will make a 5’s frame on the board and we will use the circles again to help up see
what the students did. This will also help us see the numbers.
○ For each student up the class will help count how many chips they had in total. “How many
chips did they have in total?” Students will then count.
○ “Today, we were able to look at different ways to make the number 5. Over the next coming
days we will continue to work on that and what we do with these numbers. Now, when I call
your name I want you to bring me your paper and clipboard and you can go for tub time.”
i. Students will be dismissed based on how well they listened and participated in the
activity.

B. Assessments Used
● Observation: I will be using formative assessment to assess the students. This assessment
will be done during classroom discussion to see what students are understanding and if there
are any misconceptions that the students are having about shapes.
● Worksheet: I will observe to make sure students are able to mark on their sheet the shapes
they are seeing on our shape walk.

 
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ If a student is not meeting expectations, the associate in the classroom may meet with
the students or I will continue to walk around the circle to help any student who is
struggling figuring out the activity.
● Adaptations for those exceeding expectations
 ○ If a student is exceeding expectations, the students will be asked to complete the
activity in a different way. The students will be challenged to try different counters in
different ways and patterns.

D.  Resources
- Go Math Curriculum