CEP Lesson Plan Form

Teacher: Delaney Disch Date: 10.30.23

School: Eyestone Elementary Grade Level/Age Range: Kindergarten (ages 5-6)

Content Area: Mathematics (Unit 5.2: counting and classifying data)

Title: Exploring Categories and Counting their Numbers Lesson #:1 of 2

CRT & DAP
Lesson Idea/Topic Students will learn what a category is and practice counting the number of objects in two categories. We will practice
and representing numbers of objects in categories in several different ways such as through circles in a ten frame, tally marks, written
Rationale/Relevanc numbers, and moving objects into groups. Learning about categories is important as it helps children understand how items
e: relate to one another
and helps them learn how to classify objects into categories, forming the foundation for math skills that involve manipulating
groups of objects. In a small group activity, students will practice creating their own categories from a pool of objects to deepen
their understanding of what categories are and how they can be created.

Student Profile: Overview:

Students often have high levels of engagement and are excited to learn. Students are proficient at responding to cues for
behavior correction. Many students actively participate in class discussions and are excited to answer questions posed by the
teacher and share their work with the class.

Exceptionalities:

One student frequently misses school and needs significant support for math activities and staying on task. One

student sometimes needs additional motivation and support as she struggles with emotional regulation. One

student struggles with behavior management and needs reminders to stay on task and show appropriate behavior

One student understands concepts well but sometimes has difficulty demonstrating their knowledge and requires additional
language support

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form
 Stage One:

Content Standard(s) addressed by this lesson:

K. MD. B. 3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

K. CC. B. 5: Count to answer “how many?” questions about as many as 10 things arranged in a line, rectangular array, or a circle, or as many as 10 things in a
scattered configuration.

Language Goal:

• Count objects within different categories according to oral instruction

• Respond verbally or nonverbally to simple oral commands, statements and questions

• Following inquiry questions to make observations about content and sharing with the class or small groups

• Identifying new discoveries based on inquiry questions

• Sharing observations during experiments based on adult modeling.

Understandings: (Big Ideas)

Explain – Students explain and justify how they represented the number of objects in each category.

Apply – students draw from previous knowledge about counting and representing amount of objects and connect to their previous knowledge of recognizing
whether the number in a group is greater than less than or equal to he number in another group

Identify – students can identify different categories within a set of objects and identify the number of objects within each category.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

- what is a category?
- what does it mean to sort things?
- Why do we make categories?
Stage Two:

Evidence Outcomes: (Learning Targets)

Colorado State University College of Health and Human Sciences Page 2
CEP Lesson Plan Form

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can:

- Count how many objects are in different categories.

- Represent numbers in several different ways

- Write numbers 1-10

- Participate in group discussions.

- Sort objects into different categories

- Create two groups of categories from a pool of objects.

This means:

- I can use strategies such as marking objects I’ve counted to make sure I don’t miss any. - I can

represent numbers through tally marks, writing numbers, drawing objects and more. - I can

accurately write numbers 1-10, using resources if necessary.

- I can answer questions when asked by the teacher and wait my turn to speak.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Demonstrates approaches to learning.

- Students identify the number of objects in each category presented on a worksheet.

- Students represent numbers of objects in a variety of ways on their work page -

Students identity their own categories in small group activities

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

 Colorado State University College of Health and Human Sciences Page 4
CEP Lesson Plan Form
Stage Three:

Planned Lesson Activities

Name and Purpose of Lesson Sorting objects into categories, counting them, and representing these numbers.

Co-Teaching Which model(s) will be used?

Will co-teaching models One teach, two assist
be utilized in this Why did you choose this model(s) and what are the teachers’ roles?
lesson? Yes During the whole group, I will be leading the instruction and guided practice while Rachel and Ms. Peak observe and assist in
redirecting students as necessary. When moving into small groups, they will each take on a small group and guide the activity
in those groups.

Approx. Time and Materials Total Time 20-25 minutes

Whole group guided practice using a projector ~10 minutes.
Independent work using handout paper ~5 minutes.
Transition to small groups ~1 minute
Small group activity ~5 minutes
Discussion of students was in small groups ~2 minutes.
Close by telling students we are going to do a similar activity in their math book in the time left over and help students get
to correct page while playing numbers song ~2 minutes

Anticipatory Set The strategy I intend to use is:

Introduce topic by briefly explaining categories then asking students inquiry questions while students are sitting up front on
rug I am using this strategy here because:
Asking questions about categories will help set up the context for the lesson and give students a clear understanding of
what they will be learning about. Asking questions also stimulates curiosity and engages students in the beginning of
lesson

Procedures The strategy I intend to use is: guided practice, independent practice, small groups
I am using this strategy here because: guided practice allows me to provide direct instruction, ensuring students have the
knowledge to complete the handout. Independent practice allows students to apply what they learned in guided practice
and provides assessment data for me to gauge student understanding of the topic. Small groups allow for more
individualized guidance from teachers and a more comfortable environment for students to ask questions or actively
participate.

Teacher Actions Culturally Student Actions Data Collected

Responsive
 Teaching Actions

Ask students inquiry questions -Mindful of using -During whole group time, -Which students are
(listed above) inclusive language students are sitting at rug with participating in the
that does not eyes on board, hands to discussion?
With these pictures, I want us reinforce gender themselves, listening to teacher, -Completion of handout
to make two categories. stereotypes of answering -Accuracy of worksheets
Send students to desks to cultural biases questions when -Participation in small
complete paper handout -Acknowledge prompted. group activity
Call up two students to and respect -During independent work,
share their work with the different students are
class. ways of courting trying their best to
Divide students into 3 groups. or counting in complete the handout and
In small groups, teachers will different raising hand if they have
guide students to languages questions about what to do
brainstorming different ways -Using diverse -during small group
to sort and classify the methods to time, students are
pictures into different assess students actively listening to
categories and practice understanding, teacher and
counting objects considering contributing to
- instruct students to return different cultural discussion
to their desks and ask about learning -during closing, students are
the categories they created styles (orally, willing to share
in their small groups visually, written) categories they created in their
-Tell students to open their small groups
math books to page 255 for
remaining time

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form
 Closure The strategy I intend to use is: reflection discussion
I am using this strategy here because: reflecting on their work allows them to think about their own thinking and reflect on
their learning, consolidating their knowledge and reinforcing the concepts practiced.

Differentiation Modifications: Content ELL Process Product Environm SEL

For which students are Provide Using simple Individually Choose one ent Conduct an
you differentiating hints, or language paired walk way to Flexible emotion
(refer to support to with visual students represent the seating check in
student profile as well as help children demonstration who need number of options with
assessment data to count objects of what to do additional objects in during students and
determine individualized in categories support categories whole offer
student through activity group additional
learning need): instruction support to
(desks, any who
*See COLEG standard and chairs, aren’t
bean bag) feeling their
best

indicators Extensions: Ask students Verbally name Identify Show several Prompt Encourage
*See SIOP for Language to add the the objects on other ways ways to show students to students to
total paper handout to number of look for practice
number of and from small categorize objects in objects in communicati
both group picture pictures categories the on by
categories cards classroom working
that can be together to
classified create
into categories
categories
 Assessment During guidance practice, look for students who are participating in discussion and listening to teacher During independent
working time, look for students who are following directions and focusing on their own work and correctly counting objects
Write a description of in categories
what you were looking - Collect handouts from students and review their work, looking to see if students accurately counted the number of
for in each assessment. objects in each category and if they were able to show the number of objects in several different ways During small
How do you anticipate group activity, look to see students participating in discussion and courting out loud with group
assessment data will
inform your instruction?

Resources Used

Colorado State University College of Health and Human Sciences Page 8

CEP Lesson Plan Form
Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)

Overall, students were very engaged in the lesson and the halloween theme of the worksheets for students excited about the lesson. Because of this,
students were engaged in the discussion and eager to answer inquiry questions about categories and counting.

Through the assessment data I collected which was from the worksheet they completed during the independent work time, most students accurately
counted the number of objects in each category and were able to represent these numbers in other ways other than numerals such as with drawings,
dice, tally marks and circles. However, a student in the class who is an English Language Learner did not count the categories accurately which may
indicate I could have given clearer instruction as I have seen this student count accurately before.

During the small group session, most students were engaged and actively participating the entire time, but others were not as engaged during the end
which indicates the small group activity could have been a few minutes shorter.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?

If I were to teach the lesson again, I would add the use of manipulatives to independent work. Because their independent worksheets involved them
using 10 frames and drawing counters in them, this would be a great opportunity to have them.

I would also take more time at the beginning of the lesson to discuss the vocabulary of the content such as “category”, “group” and “classify” so that
students would be able to utilize these math words in their conversations with peers and when answering questions about their work and
understanding of the content.

As mentioned above, the small group lesson would be shorter as I noted students were becoming less engaged toward the end.
 3. What do you envision for the next lesson? (Continued practice, reteaching content, etc.)

For the next lesson, I envision doing a similar process where students classify objects into categories, count them and then show the numbers, but add
a step where students identify which category is greater than and which one is less than, or if the groups are equal to. Because students did very well
with the content of this lesson, I think they are more than capable of adding this step that will broaden their understanding of categories and how they
can be compared to one another. The vocabulary word “compare” can also be discussed in this next lesson.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were there additional
co-teaching strategies used during the lesson not planned for initially? Please explain.
I think I would use the same co-teaching strategy as the instruction only requires one teacher, but having another person to assist in passing out papers
and facilitating a small group was very helpful for the flow of the lesson and being time efficient.

Colorado State University College of Health and Human Sciences Page 9

CEP Lesson Plan Form