Lesson Plan

EDUC 110
Name: Susan Davison

Date: 11/19/15

TITLE: Thinking About Numbers from One to Ten

SUBJECT: Mathematics
GRADE LEVEL: Kindergarten
STANDARD AND LEARNING GOALS:
STANDARD AREA: PA Common Core Mathematics K-12
STANDARD(S):

CC.2.1.K.A.1 Know number names and write and recite the count sequence.
CC.2.1.K.A.2 Apply one-to-one correspondence to count the number of
objects.
CC.2.1.K.A.3 Apply the concept of magnitude to compare numbers and
quantities.

OBJECTIVE(S): Given counters, the students will correctly count a one to

one coorespondence for numbers 1-10 at least 3 out of 5 times.
CURRICULUM ALIGNMENT/CURRICULUM FRAMEWORK: (NAEYC 5c)
ESSENTIAL QUESTIONS:

How do we know which number is larger (smaller)?

What happens when I take a group of numbers (objects) apart or put

them together?

RATIONALE: (NAEYC 1a)

The students have demonstrated the ability to count numbers consecutively from 1-10. The next
step is to show numerical quantities, calculations, and measurements using appropriate strategies

and tools including larger numbers up to 10, including visual representations like counters. This
activity will assist students in generalization of numbers, patterns, and relationships.
ACTIVITY: (NAEYC 1a)
Number Wars
Set up: Put students into groups of 2 to 4. Make sure you have engaged
students in translating between the different representations you will include
in this game. You may want to practice comparing numbers using their
standard representations and with sentence frames such as ____ is larger
than _____. Practice playing the game with the whole class.
Playing the Game: All the cards are dealt evenly among the players, faced
down and nobody looks or arranges their cards in any particular way. On the
count of three, each player turns one card up at the same time. The player
with the highest value card wins and takes all the other cards that are flipped
over already. If two players have the same card, they go to war. The players
going to war turn up one additional card. Whoever has the highest card up
wins all the cards.
Variations: Pre-select only certain type of representations if the students have
not mastered a particular representation. For advanced groups, have them
pair up with a partner, add up their two cards and compare their total with
that of another pair of students. To connect the concept of distance on a
number line, have students play whoever is closest to 5 wins. Give students
a number line to help them determine which number is closest to 5. The
player that has the lowest card can win a point or token if they are able to
count up aloud from their number to the number that won the war round.
DURATION: expected length of the lesson- 45 minutes to an hour
LIST OF MATERIALS/EQUIPMENT: (NAEYC 4.b)

One deck of cards per every two students

Tokens

Number lines for every student

IPod- Song under Kids songs- Numbers and Counting Playlist.

Transition song- There Were 10 in a Bed

Bluetooth Speaker

Ten Little Fish Book- by Audrey Wood

Worksheet printout for assessment to give out to each student

Desks will need to be moved to for students to sit on the floor in groups.
Note Home for Parents on todays lesson of Thinking about Numbers 1-10

Safety concern of potential paper cut from cards, Band-Aids are in the
desk on the first drawer.
VOCABULARY: (NAEYC 4.b)

Greater Than: A number/quantity is larger than another.

Less Than: A number/quantity is smaller than another.

Equal to: A number/quantity is the same as another

PROCEDURES: (NAEYC 5c.) Please use a numbered procedures list.

1.

Use transition song of There Were 10 in a Bed to grab childrens

attention from previous lesson, using iPod and Bluetooth speaker.

1. Children will count off in numbers of 10 so that there will be 2 groups of each
number to be partners. Each group will find a spot on the floor to sit together.
2. Each group set of two students will get a pack of cards and a number line.
3. Read off directions for number wars above under activity.
4. Allow children to play activity, encourage questions from any child that needs
help understanding activity.
2.

Students will be able to predict whether there card number will be

higher or lower before flipping the card over. The numbers shown can be
looked up and investigated on the number line to see if the one card is higher
or lower than the other students number on the number line. If both cards
have the same number, then another card will be flipped to become the
ultimate problem solver and make one student collect all cards that are from
the higher number card.

3.

To wrap up this lesson, the teacher will read the book Ten Little Fish
by Audrey Wood. The teacher will ask questions to ensure children are paying
attention to the story and understanding content.

4.

An Assessment in the form of a worksheet will be handed out for

homework to be completed with parents/guardians for next class.

ASSESSMENT (Formative): (NAEYC 3.b)

A worksheet that will be done as homework will be graded to see how

much information the child was able to understand and retain from the
lesson. Parents will be instructed to let children do this assignment on their
own, only answering questions when needed and Parents will not fill out or do
the worksheet for their child.

The teacher will document this homework in the gradebook as a pass if

the students are able to get three out of five answers correct.

Students who do not receive a pass with three out of five questions right
will be pulled aside and shown how to correct their answers by the teacher
explaining to the child how to do each problem. Child will have a second
chance to master skills.

RELATED MATERIALS AND RESOURCES: (NAEYC 4.b)

Ten Black Dots by Donald Crew. Greenwillow, 1968.

How Many Snails by Paul Giganti, Jr. Greenwillow, 1988.
Ten Red Apples by Pat Hutchins. Greenwillow, 2000.
http://www.nctm.org
Backyard BugsTM Set of 72 (useful for counting activities) can be purchased at
http://www.learningresources.com/product/backyard+bugs--8482-+set+of+72.do?
search=basic&keyword=bugs&sortby=best&asc=true&page=2

https://www.youtube.com/watch?v=mVQXXjTK5HI
Spotify Playlist- Kids Songs- Numbers and Counting

ADAPTATIONS: (NAEYC 3.c)

ELL Students will receive a comparison number line to their native language. These
students may be paired up with a group of three students. Gifted and Advanced
students will be allowed to complete the variation part of the activity above.
EXTENSIONS: (NAEYC 2.c and 3.d)
Dear Parents,
Please have your children count from one to ten with you today! Please pick
numbers from 1-10 and ask if the number is more or less than another number from
1-10. By doing these two simple tasks, your child will be able to reflect on todays
lesson.
Thanks so much! If you have any questions, feel free to email me.
-Miss Davison
STUDENT REFLECTION: (NAEYC 4.d)
I think that I want to make a series of lessons, instead of using all of this information
into just one lesson. I have an expectation that each child already has an idea of the
numbers from one to ten, and I want to scaffold this information. I think that I used
Eriksons theory the most because Kindergarteners need to be able to cope with
new social and academic demands but also still assert control and power on their
environments. I think my lesson plan is appropriate because the materials are cards
which most households have, and children are able to take this lesson home and
show parents what they learned. Using a game to teach will keep their minds
focused and keep learning fun. Developmentally, my lesson plan is appropriate
because the standards fit into my plan for kindergarten, which shows that counting
to ten using materials to guide the children is appropriate. I thought it wasnt
difficult to plan numbers for culture diversity because most countries use cards and
numbers to count, translations of these numbers would also fit on the number lines
in English as well as other languages. I think I need to improve in lesson planning in
general. It took a long time and lots of guidance to understand what was needed to
be in each category, even with all the categories spelled out for us. Hopefully as
time goes on, lesson planning becomes easier to understand!