Melissa Cosio

October 24, 2023

POP Cycle Lesson Plan #3

Five & Some More
(Numbers to 20)

Standards:
CA CSS Math- Content Standards

K.CC.1: Count to 10 by 1s

K.CC.4a: Count objects one by one, saying the numbers in the standard order and pairing each object
with only one number name.

K.CC.4b: Identify the number of objects as the last number said when counting a group of objects.

K.CC.4b: Count collections of objects in different ways to demonstrate that the arrangement of objects
and the order in which they are counted do not change the total number of objects.

K.CC.4c: Demonstrate that each successive number name refers to a quantity that is one larger than the
previous number name.

K.CC.5: Count up to ten objects arranged in a line.

K.CC.5: Given a number from 1-10, count out that many objects. Recognize the number of objects in a
collection of six or fewer, arranged in any configuration.

Lesson Objectives:
1. Students will be able to visualize groups of 5 quickly and think of numbers between 5 and 20 as five
and some more.

2. Students will be able to use craft sticks (tally marks), ten-frame display cards (dots), tally cards, and
graphing activities to show their understanding.

Lesson Materials:

- Popsicle Sticks
- Math Mat (1 for each student)
- Seesaw
- iPads
- Tally Marks Poster with Song
- YouTube
Lesson Length: ~ 30 min
Instructional Methods: Whole class instruction and then independent work

ELA Support:
Explicit instruction- using consistent vocabulary words and keeping information to the point so students
stay calm and focused. Vocabulary words will be repeatedly shown so students can see the terms we use
in the lesson.

Usage of Visuals- Tally Mark Poster with song, YouTube video on tally marks, popsicle sticks, ten
frames, iPads. Hands-on manipulatives are helpful for students to follow along. Checking in with
students throughout the lesson and during independent time will allow the teacher to see how students are
doing and help when needed or for clarification.

Classroom Management:
As a class, go over expectations and review classroom guidelines.

The teacher makes sure to call on students who have their hands raised and who may typically not raise
their hands, so they know the teacher notices them too. The teacher also gives others a chance to answer,
and not always the students who always raise their hand. If the same students raise their hands, the
teacher picks on them but gives everyone a chance.

When students answer incorrectly, the teacher acknowledges their answers and doesn't make them feel
bad for answering incorrectly. Instead, the teacher guides them to think a little more until they determine
the answer. The teacher also acknowledges when they make mistakes, so students know it is okay to
make mistakes and that they can happen to anyone.

When preventing/redirecting challenging behaviors, the teacher makes sure the student interrupting
knows they are being watched; the teacher also stops when needed to remind the whole class of
expectations. If the interruptions continue, the teacher will talk to the student after the activity.

Lesson (Pre-Discussion)
Students have seen tally marks before, but have not been taught how to properly use them. Some students
are aware of them, but not all. We have discussed as a class that there are various ways to count and that
we will eventually use a tool that looks like popsicle sticks to learn how to count a special way.

Opener (5 minutes)

Students will begin the lesson by sitting on the rug and will be asked if anyone remembers what we have
been learning in math. After discussion, I will show them a card with some tally marks on it. The students
will be asked to observe and think about what they notice about it. I will then show some popsicle sticks
and students will also need to compare what they notice about them too. Students will have the
opportunity to share with a partner their observations and will raise their hand to share.

Body (20 minutes)

As we transition into the body of the lesson, students will share their thoughts. I will explain that we are
going to be learning about tally marks. I will use the popsicle sticks to show how tally marks work. I will
then show students different tally mark cards and have them guess what number they are showing.
Depending on how students do, I will then pass out the popsicle sticks and math mats for student to
practice showing me different numbers as tally marks. I will take note on how students are doing. Once a
few rounds are played, I will introduce the tally mark song. Singing it as I show students tally marks so
they can also sing along. I will then show the BrainPOP/YouTube video and end the lesson so students
can move on to independent work.

Closing (5 minutes)

Once students have shown an understanding of tally marks, I will move on to iPads for independent work.
This will help students get some independent practice, but also show understanding of the concept. The
teacher will show the students the activity to be completed via the classroom smart tv. Examples will be
done so that students fully understand what they will need to do.

When students show understanding, students will be asked to grab their iPads and go on SeeSaw to
complete the independent activity.

Assessments:

Seesaw activities:
• Number Recognition to 20- Tally Marks
• Making and Drawing Tally Marks 1-20
• Tally Mark Cupcake Match: Cut/Glue

Formal:

To check for formal student understanding, I will ask students to complete the items listed above for
formal check-ins of their tally marks understanding. This allows me to check if students need more
challenge or more support from me. Since students will be submitting their work on SeeSaw, I am able to
check one on one student work and give feedback to students and it allows me to see if students
understood the concepts taught.

Informal:
The teacher will be observing and monitoring how students are doing throughout the lessons. The teacher
will take note of student progress and if they need more support or challenge moving forward in tally
marks. Seeing how students are communicating and expressing their problem-solving skills is important.
Taking note on how students are doing in whole group and independent instruction is also important and
having various check-in questions will help.