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Sample Lesson Plan with SEL Content

Math for K & Elementary

At the end of this lesson, students will be able to demonstrate an understanding of “more”,
“fewer”, and “same”

At the end of this lesson, students will be able to demonstrate perseverance in the face of
challenges

Common Core State Standards

CCSS.Math.Content.K.CC.A.2 Count forward beginning from a given number within the
known sequence (instead of having to begin at 1).
CCSS.Math.Content.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0–20 (with 0 representing a count of no objects).
CCSS.Math.Content.K.CC.B.4.a When counting objects, say the number names in the standard
order, pairing each object with one and only one number name and each number name with one
and only one object.
CCSS.Math.Content.K.CC.B.4.b Understand that the last number name said tells the number
of objects counted. The number of objects is the same regardless of their arrangement or the
order in which they were counted.
CCSS.Math.Content.K.CC.B.4.c Understand that each successive number name refers to a
quantity that is one larger.
CCSS.Math.Content.K.CC.B.5 Count to answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 1–20, count out that many objects.
CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by using matching and
counting strategies.

NC Math State Standards

Count to tell the number of objects.
NC.K.CC.4 Understand the relationship between numbers and quantities.
• When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object (one-to-one
correspondence).
• Recognize that the last number named tells the number of objects counted regardless of their
arrangement (cardinality).
• State the number of objects in a group, of up to 5 objects, without counting the objects
(perceptual subitizing).
NC.K.CC.5 Count to answer “How many?” in the following situations:

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• Given a number from 1-20, count out that many objects.

• Given up to 20 objects, name the next successive number when an object is added, recognizing
the quantity is one more/greater.
• Given 20 objects arranged in a line, a rectangular array, and a circle, identify how many.
• Given 10 objects in a scattered arrangement, identify how many.
Compare numbers.
NC.K.CC.6 Identify whether the number of objects, within 10, in one group is greater than,
less than, or equal to the number of objects in another group, by using matching
and counting strategies.
NC.K.CC.7 Compare two numbers, within 10, presented as written numerals.

NC State Healthful Living Standards

K.MEH.1 Remember the association of healthy expression of emotions, mental health, and
healthy behavior.
K.MEH.1.1 Recognize feelings and ways of expressing them.
K.MEH.1.2 Recall stressors and stress responses.
K.MEH.1.3 Illustrate personal responsibility for actions and possessions.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Time allotment
This lesson should take approximately 1-2 hours to complete

Learning objectives
At the end of the lesson, students will be able to:
● Count to twenty
● Compare the number of objects
● Correctly use the terms: fewer, more, same

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Introductory activity

● We are about to learn something new! (Create some sort of exercise, song, or
activity to signal that the children will be learning something new and that
learning something new is a positive and exciting endeavor) What do we do
when we want to give up? (take a breath, take a break, and then keep trying)
● Pass out objects to count
● We are doing a great job! Praise for practice.
● Count to 10
● Students may begin to feel frustrated if they are unable to count to 10, see others
doing “better”, or if they make mistakes. Ask them how they feel, provide the
emotional language if the students don’t have it, tell them that it is ok that they
feel that way, remind them that despite how they feel they are fully capable of
getting it correct. Encourage them to try again. Praise for trying again.
● Count to 20
● Do a happy dance or give your neighbor a high five. Create a classroom culture
of support for each other.

Assessment

SEL Activity 1
Repeat an abbreviated version of the SEL integration in the introductory activity
Activity 1
☺☺☺☺☺ how many _______

☺☺☺☺☺☺☺☺ how many _______

☺☺☺ how many _______

☺☺☺☺☺
☺☺☺☺☺
☺☺☺☺☺
☺☺☺☺☺
how many _______

SEL Activity 2
Repeat an abbreviated version of the SEL integration in the introductory activity

© Copyright 2022 Zinobia Bennefield PhD

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Activity 2
Count the ☺ in each group. Is the number of ☺ in group 1 the same, fewer, or more than
number of ☺ in group 2?

1 2
☺☺☺☺☺ ☺☺☺☺☺

1 2
☺☺☺☺ ☺☺☺☺☺

Praise with American Sign Language (ASL). Acknowledge feelings. Acknowledge

perseverance.
I am proud of you! ASL
Good job! ASL
Applause ASL

© Copyright 2022 Zinobia Bennefield PhD