Ready, Set, Teach Lesson Plan Format #2

Intern:

Melayna Blassingame

Subject:

Math

Title of
Lesson:

Tally Cat

Lesson Plan #:
Grad
e:

Kinder

Date:

2
2-11-2015

Standards
TEK #

Knowledge
2b

Skill:

Numbers and Operations.

The student applies
mathematical process
standards to understand
how to represent and
compare whole numbers,
the relative position and
magnitude of whole
numbers, and relationships
within the numeration
system. The student is
expected to:

B) read, write and represent whole

numbers from 0 to at least 20 with and
without objects and pictures.

Student Objective(s)
1. The student will recognize and correctly read tally marks 1 through 10.
2. The student will correctly write tally marks 1 through 10.

Materials
Teacher:
Anticipatory set:
Tally Cat Book
Instructional Modeling
pool noodle
Guided Practice

Student:
white boards
dry erase markers/erasers
pretzels
worksheet
scissors

White Boards

glue

Dry erase markers

pencil boxes

Erasers
Check For Understanding
Pretzels
zip lock baggies
white boards
Independent Practice
3 different worksheets
-Charts/tally marks to five
-Tally marks to five
-Tally marks to ten
Closure
Powerpoint

Vocabulary/Academic Language for this lesson

Tally Marks
Diagonal

Learning styles addressed in this lesson

x

Visual

Auditory

Tactile

Kinesthetic

Collaborative Learning

Size of groups:

Type of groups:

4 people to a group and 4 groups

table group

2 people to a group

carpet partners

No collaborative grouping is used in this lesson

Lesson Procedure:
Lesson Frame:
We will

correctly recognize and write tally marks 1 through 10.

I will

be able to read and write tally marks 1 through 10.

Anticipatory Set:
For the anticipatory set I will read the book called Tally Cat. This book
shows how an ally cat uses tally marks in the real world. The students will
be expected to sit on the carpet and listen as I read the book. Throughout
the reading I will be asking the students questions about what is going on
in the book.

Time:
5mins

-What can tally marks be used for?

-How did Tally Cat use the tally marks?

Instructional Strategy/Modeling:
For instructional modeling I will have the students involved in their
learning by becoming human tally marks. I will select some students to
come to the middle of the carpet and ask them to show me how to make a
specific tally number. They will have a pool noodle to make the diagonal for
the fifth tally.

Time:
4mins

-How can we make tally number ___ using some of your friends?
-What will the pool noodle be used for?
-What is special about making the fifth tally mark?

Guided Practice:
The students will use their white boards for the guided practice. I will have
the students come to the front and grab a whiteboard and dry erase
marker. Together as a group we will practice writing tally marks. I will ask
the students to write each tally mark as I guide them through the process.
This will give the students a chance to practice writing the tally marks as I
am guiding them through it.
-How do we write the tally mark 1..2..3, etc.
-Is there anything special about making the 5th tally mark and the 10th
tally mark?

Time:
6mins

Check for Understanding:

Time:

The students will put their dry erase markers up as I pass out the baggies
with pretzels sticks. The students will show me how to make certain tally
marks. They will demonstrate each tally mark using the pretzel sticks on
their whiteboards. This will give me a chance to make sure every student
understands how to make the tally marks while using food to engage them.

5mins

-Can yall show me how to make ___ tally mark?

Independent Practice:

Time:

The students will receive a worksheet, the worksheet will have animals on
them and the students are expected to match the tally marks to the
animals. They will cut and glue they correct number of tally marks to the
animals. They will have different worksheets that will accommodate their
needs.

8mins

Differentiation Plan for Independent Practice:

Group 1

Group 2

Group 3

The worksheet will have a

chart at the top that
shows them how to make
tally marks 1 through 5.

The worksheet will not

have a chart but will only
have tally marks 1
through 5.

The worksheet will not

have a chart at the top
and will have tally marks 1
through 10.

Closure:

Time:

For the closure I will use a powerpoint. Each slide will have different items
on them and I will ask the students to individually count a certain item and
demonstrate that number with tally marks. I will ask the students many
questions about tally marks to make sure that they learned what they were
supposed to.

3mins

-How can we use tally marks in our everyday lives?

-What is special about the fifth tally mark?
-What else have you learned today about tally marks?

Time & Materials Management and Differentiation Check List:

*Use N/A for Not Applicable, if this does not apply to your lesson*

How will you

Cut down on the time it takes to pass out

I plan to
have the materials laid out on the tables

materials?

Put students in groups/partners?

waiting for when the students get to

their tables. I will also pass out materials
when the students are putting back
certain supplies to cut down on time.
have the students in their normal table
groups and if they need a partner it will
be the person closest to them on the
carpet.

Have students move to stations, or other

parts of the room? (Moving to and from the
carpet counts!)

call on the student's row by row on the

carpet to grab whiteboards and put them
away. I will also call row by row to go
from carpet to seat. As soon as the
students finish their independent work I
will have them join me on the carpet
once they turn their papers into me.

Call on students to answer questions?

call on the students that are sitting

quietly with their hands raised and their
pockets on the floor.

Manage the classroom while working with

individual students or groups (if necessary).

keep the students occupied with work or

an activity while I work with a student or
group. If the students begin to get loud
or out of hand I will get them back to
normal level by finding a student who is
quietly doing their work and pointing
them out to the class.

Ensure that differentiated activities/groups are

not obvious to students?

not point out that they have different

worksheets for their independent
practice but if they ask why I will simply
say that everyone has a different
worksheet and it is how I wanted to
teach the lesson.