Lesson Plan
Morgan Pestorius
Title or Topic of the Lesson: Objects and Numbers Through 10 (Lesson 12)
Grade Level: K
Lesson Essential Question(s): How can we show numbers 1-10?
Standards:
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.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.
Learning Objectives and Assessments:
Objectives Assessment
Students will be able to identify, order, and The students will participate in the daily
count with numbers 1 through 10. routines and the class activities.
Students will be able to compare two numbers. Students will show comparisons using their
Comparing Mats and square tiles.
Students will be able to write the numbers 1, 2, The teacher will evaluate Student Activity
and 3. Book pages 21-22.
Materials: List materials/resources you and the students will need to teach/learn this lesson.
Student Activity Book pages 19-22
Counting Mats
Square tiles
Number tiles 1-10
Comparing Mats
Pre-lesson assignments and/or prior knowledge: Students have been practicing counting every
day and have worked with the manipulatives in previous lessons.
Lesson Beginning: The teacher will begin the lesson by calling students to the rug by table. The
students will be instructed to sit on a color square facing the board in order to start the daily math
routine.
Instructional Plan:
Perform daily math routine:
o Number Poster: adding one more to the previous days total and showing the sum
in an equation, counting by ones to the new total.
o Flip Chart: adding one more to the previous days total and showing the sum in
an equation, counting by ones and tens to the new total.
o Giant Number Cards: Show new total using tens and ones cards. Confirm number
by counting dots on reverse side.
o Oral Counting 1-10: Point to the number parade as children count in order.
o Show Fingers 1-10: Children count and show the correct number of fingers as
directed.
o Giant Number Cards 1-5: Show each Giant Number Card, numerical side first,
and then dot side. Children say the number and count showing fingers.
o Creative Movement and Sounds: Act out animal actions and sounds for each
number 1-5.
Activity 1: Build conceptual subitizing with numbers 1-10 using the Counting Mat and
compare two numbers using the Comparing Mat.
o Using the Counting Mat, pull down a purple number tile and ask students to form
this number using their square tiles. The children will have the opportunity to
describe their arrangements and copy the arrangements of another person.
o Pull down two different purple number tiles and have students make vertical
displays by stacking number tiles. Ask students to compare towers by using terms
more or fewer.
o Pull down two different purple number tiles and have students make horizontal
displays by making a row with the number tiles. Ask students to compare towers
by using terms more or fewer.
Activity 2: Write the number 1, 2, and 3
o Write the number 1 on the board, have the children make the number 1 in the air.
Use a child to demonstrate how a person would stand to make the number 1
(straight and tall).
o Distribute Student Activity Book page 21 and guide children as they complete
the top portion of the page.
o Write number 2 on the board. Tell students that writing 2 is like making half of a
heart and a straight line across the bottom. Have children make the number 2 in
the air.
o Return to Student Activity Book page 21 to trace and write 2s.
o Make up sentences using the number 1. (1 desk, 1 ring, etc.)
o Make up sentences using the number 2 by thinking about things that come in
pairs (arms, legs, hands, socks, mittens, earrings)
o Write the number 3 on the board, have the children make the number 3 in the air.
o Have children complete the top of Student Activity Book page 22.
o Make a math sentence using the number 3 (triangles have 3 sides)
*Send home family letter in mailboxes (Student Activity Book pages 19-20)
Differentiation: Numbers are shown in a variety of ways in this lesson to cater to the many
types of learners in the class. The teacher will model all activities on the document camera so
that the students can have a visual. The teacher will float around the classroom assisting students
with any questions they may have and checking in on students at lower levels.
Questions:
How do you know that number A is greater than number B?
Can you explain how you showed this number with your materials?
Classroom Management: While on the rug, various students will sit in their assigned spots
while their classmates fill in around them. If the students begin to lose focus, they will be
reminded of the carpet rules. If a behavior continues to be a problem, the teacher will give the
student a warning followed by a consequence. While the students are working at their tables,
they will not be permitted to get out of their seat unless given permission by the teacher.
Transitions: The teacher will call the students to the rug by table. After the daily math routine,
the students will be sent back to their desks by calling categories. The students will stay at their
desks for the remainder of the lesson.
Closure: As the class is finishing up their workbook pages, the teacher will come around to
check their page. Once the student gets a star from the teacher, they will be asked to put the page
in their mailbox.
This kindergarten math lesson addresses several of the overarching themes that should be
present when teaching a math lesson. This lesson is effective because it encompasses the equity,
curriculum and learning principles published by the National Council of Teachers of
Mathematics.
The equity principle says that, excellence in mathematics education requires equity
high expectations and strong support for all students. This lesson reinforces the concepts being
taught in many different ways so that each type of learner feels supported. The lesson is broken
down into several parts and the instructions are clearly explained before each task so that
students can concentrate on their work. The teacher also is able to assist students while they are
working independently.
NCTM states, a curriculum is more than a collection of activities: it must be coherent,
focused on important mathematics, and well articulated across the grades. This lesson has many
parts, but they are all connected and reinforce the same concept. The information taught in the
lesson is an important skill; students need to have a strong grasp on numbers 1-10 in order to act
as a foundation for future learning. This foundation is essential if the student is to succeed in the
future.
This lesson also encompasses the learning principle, which says, students must learn
mathematics with understanding, actively building new knowledge from experience and prior
knowledge. The daily math routine that is performed in the beginning of the lesson is performed
everyday. This consistency reinforces important concepts such as counting by 1s and 10s and
representing numbers in different ways. The students use this knowledge as a foundation for the
other activities they participate in. The materials, such as the Counting Mat, also stay consistent
throughout the lessons so that the students are familiar with their math tools and how to use them
for different activities.
By addressing the equity, curriculum, and learning principles, this lesson is valuable to
the students.
