Generic Lesson Plan Form- Mackenzie Elliott

Subject: Math

Activity: 1/10 more and 1/10 less

Statement of Objective:
*Observable/Measurable (A,B,C,D)
*GLCE/IEP

Setting: Whole Group/Small Group

# of Students: 25

Given the differentiated activity sheets, students will be able to write the number spun and then
find and write the numbers 1 more and 1 less/10 more and 10 less.

Accommodations

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).

Materials:
*Prepared and organized
*Available for all

3 differentiated activity sheets

1 for the Elephant skill group (10 more/10 less numbers 0-100+)
1 for the Cheetah and Bear skill group (1 more/1 less numbers 0-20)
1 for the Alligator skill group (1 more/1 less numbers 0-10)
Paper Clips
Number Charts (0-20)
Number Charts (1-100)
Pencils
Elmo
White Board
Dry Erase Markers

Differentiated
activity sheets will
be provided for the
various math skill
groups
Number charts
will be provided to
assist in writing
numbers correctly
and in finding the
appropriate
numbers
Learning targets
will be written on
the white board for
visual reminders
connecting activity
to the world
beyond (numbers
when lining up,
sticks for counting
the days of school,
calendar, grocery
store food items
etc.)

Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how, and
when
for strategies
*Clear directions

Question: Show me a thumbs up/middle/down response. Who remembers the turkeys we did
last week that asked you to find what number comes next? Who remembers the other turkey
activity we did when we cut and pasted the numbers that came next?
Review with the students the two center activities if necessary.
Today I am going to show you how to find and to write what number comes next AND what
number came before.
Begin to go through one of the differentiated activity sheets on the Elmo.

Provide the
students with the
choice of oral
response or thumb
response to the
questions
Activate the
students prior
background
knowledge with a
quick review
Refer to the
differentiated
activity sheet on
the Elmo for visual
learners

Presentation:

Directions WHILE MODELING spinning, writing the number spun, finding/writing the

Provide the

Teacher:
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
~construct, clarify, and link concepts in
a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to make visible
~language practices/processes
~learning strategies and adaptations
(how,
when and why)
~organization, relationships, and clues
*Transfer of control
~students explain, justify, clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback: praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
Students:
*Participation
~overt and active
~instructional dialogue, think aloud,
explain, justify, evaluate, etc.
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation
~provide rationale for assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill
~monitor and adjust instruction
*Management/monitoring
~scan, circulate, assess, support, praise

number that is one more or that comes next, finding/writing the number that is one less or that
came before.
Students will be encouraged to help throughout the modeling process of the differentiated
activity sheet.
The number charts (0-20) will be used to assist in writing the numbers correctly and finding
which number is one more or comes next and which number is one less or came before.
Students will be asked to write the numbers exactly as they see them on the number charts.

differentiated
activity sheet for
visuals while
modeling
Point to/use the
number charts (020) to find and to
write the
appropriate
numbers

Use the Check for Understanding; assess students thumbs and allow for additional questions.
Provide the
students the choice
of oral or thumb
response to the
questions; refer to
Check for
Understanding

Provide each student with a differentiated activity sheet dependent on the assigned skill group.
Probe them through the directions again as they begin and as needed at table seats in small
groups.
Ask students questions and offer assistance probing them through spinning the numbers,
writing the numbers correctly, using the number charts to find and to write the appropriate
numbers that are one more or that come next and that are one less or that came before.
Encourage the students to think about the importance of knowing what number comes next/
what number came before; probe the students through thinking about the calendar, number of
school days sticks, numbers for lining up, grocery store, etc. to connect to the world beyond.

Students who
finish early can
continue spinning
and
finding/writing the
appropriate
numbers on
another sheet of
paper; if
appropriate,
students can
attempt to try the
next level
differentiated
activity sheet
Students who
dont have the
chance to finish
can complete their
differentiated
activity sheet
during playtime
Point to the
number charts for
visual references

Provide verbal
encouragement,
praise, or
recognition to
continue a task

Closing:
*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning

Remind the students they can continue to work on their differentiated activity sheets during
playtime if they did not finish; remind the students who did finish to make sure the teacher sees
their work before they put it in their mailbox to take home.

We will be working on finding and writing what number comes next/ what number is one more
and what number came before/ what number is one less in Kindergarten so it is important to
keep practicing every day.