Kindergarten Math:

Quantities 1-20 and Estimation

Time: 1 hour – 1 hour, 15 minutes

Alaska Standard:  Recognize and count whole numbers from

KPBSD Performance
Standards/Grade Level Expectations
0-20
 Write and order whole numbers from 0-20
 Estimate the number of objects in a given
set as more or less than 10
 Collect and record data with support

Goal: Students will work with partners to build 1-20,

continue to develop estimation skills and
grouping by 5‟s and 10‟s for easier counting,
and work in small group centers that encourage
cooperation and hands on learning.

Topic: Quantities 1-20 and Estimation

Methodology: Direct instruction, guided discovery,

partner/small group cooperation

Objective(s): Student Assessment:

 Show numbers 1-20 as tens and ones
 Practice partners for 7-9
 Practice estimation and grouping by
5&10
 Write teen numbers in correct order
 Participation in partner activity
 Participation in centers
 Houghton Mifflin Kindergarten “Math
Expressions” Student Activity Book
Page 269

Materials: List all materials used, including technology.

o Houghton Mifflin Kindergarten “Math Expressions” Teacher Edition Unit 5, Lesson
5 and corresponding Student Activity Book
o 10-sticks
o centimeter cubes
o 1-20 mats
o Smartboard activity (see attached screen shots)
o Center activities (can vary, examples attached)
Activities: What will the teacher and children do to address the objectives?
Introduction
o Students have a 15 minute „quick math‟ session in which they will practice
the skills of counting to 100, skip counting by 10, 5 and 2, partners for 7-9
and finding the missing partner. This time can be separated by another
subject or part of the whole math lesson.

Learning Activities
1. Using the smartboard, the teacher will provide an example of estimation
and demonstrate counting off tens and circling. The teacher will then
demonstrate counting off fives, tally marks, and circling. Students can
participate by working through a couple of examples. This is a follow up
to a previous learning activity and will help remind students of this
challenge for the worksheet (page 269). 5 minutes
2. The teacher will then provide direction instruction on creating teen
numbers using the ten-sticks and centimeter cubes. After demonstrating
how to build two teen number examples, the teacher will give the class a
new teen number and select a student to come up and build that number
using the interactive 10-sticks/centimeter cubes. This can be repeated
several times. Differentiation can occur by providing a number that has
already been demonstrated to a lower-level learner and a challenge
number to an above-level learner. 5 minutes
3. The teacher will provide directions for students to cooperate while they
work in pairs to use the manipulatives to create a 1-20 board. Stronger
math students will be paired with those struggling so that they can create a
learning and sharing classroom, working on friendship and leadership
skills while reinforcing math skills. Students will work together.
Assessment will be ongoing for accuracy and participation. 15 minutes.
4. As students finish their partner work, they may begin estimation page 269
(Houghton Mifflin Math Expressions Kindergarten). This page will be
corrected and returned to the student immediately upon completion. Fast
finishers may begin center work early. Slow finishers will receive guided
assistance as needed. 5-15 minutes

Closure
Centers: During this time, students will go to centers that are developed to help
work on skills like estimation, tallying, number sequencing, and to provide
opportunities for using manipulatives and active learning.
Differentiation for special learners:
Kinesthetic learners: Movement is built into the „quick math‟ session through
counting with fingers and gross motor activity. Hands on learners will enjoy
moving the pieces on the smartboard and using manipulatives.
Visual/Auditory learners: The smartboard presentation is interactive, providing a
visual display that supports the verbal instruction given by the teacher.
Below level: Partner activities and centers provide time for individualized
instruction to meet every learners needs.
Above level: Centers are assigned according to difficulty level. Fun and further
learning opportunities are available to fast finishers rather than additional „seat‟ or
paper work.

How is this lesson sensitive to cultural and language issues?:

At this time, all students in this class speak English as a first language. All activities are
culturally sensitive in that they are culturally neutral.
For discussion with host teacher or supervisor:
Examples of questions for prior to the lesson:
• What is the objective of the lesson? How will you know if the students have met the
objective? The objective is continued work building, recognizing and understanding
numbers 1-20. Students will demonstrate knowledge through observation and required
worksheets.

• What provisions are you making for faster and slower learners?
During center time we expect that up to 4 students will be removed for intervention
assistance. By using centers, these students do not feel like they are „missing‟ out on
group work as they can return and work in a center.

• How does this lesson fit into the overall curriculum?

This week‟s theme is „friends‟ and we have been working on cooperation. Partner groups
will tie into cooperating and consideration, two key words we‟ve practiced. These math
skills are necessary for many skills and will continue to be practiced throughout the year.
The main concepts have already been introduced.

• Have you changed the lesson plan at all? I have adapted the Houghton Mifflin
curriculum so that it still meets the borough‟s requirement but allows for expansion and
more differentiation.

Examples of questions for reflection after the lesson:

• How did the lesson go?
• Did the students meet the objective? How do you know?
• Were there any unexpected events? How effectively did you respond?
• Comment on one student who did particularly well and one who did not meet your
expectations.
Why did this happen? What can you do to follow up with the student who did not do
well?
• Are there any changes you would make in this lesson if you could do it again? Why?