Angela Tornatore

MTED 417

Dr. Greenhaus

Lesson Plan 4

This is a math lesson for Kindergarten.

Scheduled to be taught on Thursday June 8th

I. Content and Standards: Standards for this lesson are aligned with the content available

from Pennsylvania State Board of Education.

Standard - CC.2.2.K.A.1 Extend concepts of putting together and taking apart to add

and subtract within 10.

Common Core Contents Number and Operations in Base Ten • Work with numbers 11–

19 to gain foundations for place value.

Counting and Cardinality K.CC

Know number names and the count sequence.

1. Count to 100 by ones and by tens.

2. Count forward beginning from a given number within the known sequence

(instead of having to begin at 1)

Operations and Algebraic Thinking K.OA

Understand addition as putting together and adding to, and understand subtraction as

taking apart and taking from.

1. Represent addition and subtraction with objects, fingers, mental images,

drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or

equations.
 II. Prerequisites: Students need to know a basic understanding of cardinal numbers and

counting. Students should also be able to form numbers correctly.

III. Instructional Objective: Students will be able to use various tools to count by tens.

IV. Instructional Procedures:

Before the lesson begins, students will come to the carpet and we will do calendar time,

in which we will discuss as a class, what number day it is. For example the 8th day of

June. (We will start at the number 5 and count up to 8 if needed). We will talk about how

many days we have been in school and determine how many days we have left of the

school year ( This should be equalling 176 with 4 days remaining). I will then direct the

students to count to 100 by 10’s. We will hold up a closed fist for every multiple of 10

that we say. Once completed we will count by 5’s using an open hand for every 5’s

number and a closed hand for every 10’s number. This will then lead into the lesson.

During: Direct instruction will include students using their hands to represent `10’ . Teacher will

show 10 fingers. Teacher will then say show me 7. Students would be expected to put down 3

fingers. Teacher will ask how many fingers are tucked underneath. Students would be expected

to say 3. Teacher will continue with the following: “I have 7. How many more to make 10?”

Students would be expected to say 3. Teacher will then encourage the students to say an addition

sentence 7+3=10.

This would be repeated by using the following sequences: Tuck 1, Tuck 5, Tuck 4, Tuck 6, Tuck

7, Tuck 8. All of these will be followed by the verbal number sentence as before.

At this point the students will be asked to sit in a circle on the outside of the carpet. Teacher will

produce a number of tools with which someone may count by 10’s. This will include Rekenrek,

mini ten frames, counting cubes and “two hands mats”. Teacher will call on students to choose a
tool that makes it easy to count by 10’s and ask why they think that will work. If there are no

students that are able to initially answer, the teacher will start discussions.

After a short discussion, the teacher will then ask the students if they had a large number to count

to, what tool they would use. Same for a smaller number. Eventually it is the hope that the

students understand that when counting large numbers, they will choose a tool such as the

rekenrek or the 10 frame.

If time permits, the students will be asked to return to their desks and continue this work

independently, if possible, by completing two pages from their workbooks as a review of the

“floor work” that was completed.

After: Monitoring the “book work” would be a very useful tool to determine if the students were

understanding of these strategies.Listening to their justifications of what tool they would use to

count to a predetermined number.

V. Materials and Equipment: SmartBoard mini ten frames, Rekenrek, two hands mat,

unifix cubes/counting cubes.

VI. Assessment/Evaluation: By listening to the students comments and interactions will tell

me if there is confusion or understanding.

VII. Differentiation: Although there are no ELL’s or IEP/504 students, there does exist the

possibility of some students being confused. To prepare for this I might need to be ready

to explain things in a simpler way/easier way to understand.

VIII. Technology: Smartboard if necessary

IX. Self-Assessment Were the students able to determine what tools would be useful for

counting by 10’s? Did they determine the best tool for counting by 10’s?