Date of Implementation: 10/24/16

Name: Sara Stidham

School Site: Blanche Sprentz Elementary School

Math Lesson Plan: Week 9 Day 1

Lesson Title/Subject: Counting, Reading, and Writing 11 and 12
Grade: Kindergarten
Content Standards:
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).
K.CC.B.4a: 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.
KCC.B.4b: Understand the relation between numbers and quantities; connect counting to
cardinality. Understand that the last number name said tells the number of objects counted. Th
number of objects is the same regardless of their arrangement or the order in which they were
counted.
English Language Arts Anchor Standards and/or Math Practices:
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and express regularity in repeated reasoning.
ELD Standards:
I.B.8: Analyzing vocabulary
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome:

List Measurable Objectives in this column.

Note: The objectives will match the standards.

Describe Assessment Tool and Criteria

Date of Implementation: 10/24/16

Content Objective:
By the end of the lesson, students (A) will recognize
and write the numerals that describe the quantities 11 or
12 (B) by using counters to show those numbers (C)
with 100% accuracy (D).

How will you CFU?

I will ask guided questions throughout the lesson to
ensure students are understanding the concepts. I will
also circulate and look at students papers to make sure
they are following directions and understanding the
concepts.
What and how will you assess during
collaboration?
N/A
What and how will you assess during independent
learning?
I will circulate and ensure students are counting the
objects on the paper and then writing the correct
number.

Social Skills Objective:

Students will be given counters to share throughout the
math lesson at their tables. Students will have to make
sure they are staying on task and are listening
attentively during the lesson.

What and how will you assess the social skill during
collaboration?
I will circulate to ensure students are sharing the
counters during the lesson. I will also check to make
sure students are on task throughout the lesson and
listening during guided instruction.

How will you teach the social skill?

I will use the Think Aloud method to teach the listed
social skills.
Brick Words:
Eleven and Twelve

How will you CFU?

During the lesson and guided instruction, I will ask
guided questions to ensure students understand
eleven and twelve.

Which language demand(s) will you need to teach in

order to achieve the content objective?
Eleven and Twelve have already been taught to the
students.

What and how will you assess during

collaboration?
N/A.

Language Objective(s):
By the end of the lesson, students (A) will understand
eleven and twelve and be able to show it (B) by
using counters on a math worksheet and by writing the
numbers (C) with 100% accuracy (D).

What and how will you assess during independent

learning?
During independent work, I will ensure students are
writing 11 or 12 and adding counters as appropriate.

Multicultural/Social Justice:
I will include girls and boys in the lesson and will not
assign gender-specific examples to students.

How will you CFU?

N/A
What and how will you assess during
collaboration?
N/A
What and how will you assess during independent
learning?
N/A

Date of Implementation: 10/24/16

Cohesiveness/Continuity
Students have been counting numbers in groups and have becoming comfortable working with
ten-frames to count on from 10. They have been using word examples in their problem solving
activities in class and representing objects with counters.
Materials
Student worksheets, student counters, magnetic counters for whiteboard
Differentiation
Modification of the individual student questions based on differing levels of critical thinking
abilities.
Use specific students as examples to get them engaged and ensure they are paying attention
throughout the lesson.
Ask specific students questions to ensure their understanding of the concepts. (Annika, Avery,
Bennet, Carter, Joseph, Lizeth, Logan, Loralei, Mason, Mikey, Ryan for CFU of
Content/Directions)

Lesson Implementation
Focus Lesson
Hook
Learning Bridge: Rainbow Fish video
Clear Explanation of Purpose and Relevance
Students will understand that some problems can be solved by using objects to act out the actions
in the problem. Students will use counters to represent the quantities of 11 and 12.
Objectives Stated in Student-Friendly Language
Today you will practice using counters to solve a problem, and we are going to count up to 11
and 12.
Building Background
1. Past Learning: referencing past use of counters for word problem examples, referencing past
use of ten-frames
2. Background Experience: students will be familiar with examples like cars, etc.
3. Key Vocabulary Emphasized: eleven and twelve will be emphasized throughout the
lesson
Modeling of New Learning
I will be using the Think Aloud and Demonstration models to help guide students in completing
and working through the math activity and worksheet.

Guided Instruction

Date of Implementation: 10/24/16

Input: Before beginning the lesson, remind students of the kid-friendly objective.

11
Input: Quinn has 11 yellow toy cars. She drew 11 cars on her paper because she has 11.
CFU of Content: How else could she show that she has 11 cars? Students should say we can
use counters.
CFU of Content: Quinn, how many counters could we use to show you that we have 11 yellow
cars? Quinn should say 11.
CFU of Content: Quinn, if were using 11 counters to show 11 yellow cars, should we use
yellow? Quinn should say yes.
Input: Quinn says put on 11 yellow counters on the ten-frame on your paper to show 11
yellow cars. Dont get tricked!
CFU of Directions: Circulate to ensure students are putting 11 yellow counters on their paper.
Input: Lets trace that number 11 on the side of our paper, because we know we have 11. Its
my turn, one is fun, one is fun. Lets trace this one too, so we can practice writing it again. One
is fun, one is fun.
CFU of Content: What do you think we're going to write here? Students should say 11.
Input: Kids turn, write your 11s!
CFU of Content: Are we going to write 11 here? (non-example)
CFU of Content: Circulate to ensure students are writing 11s.

12
Input: Jaxson has 12 red toy cars. He drew 12 cars on his paper because he has 12.
CFU of Content: How else could he show that he has 12 cars? Students should say we can
use counters.
CFU of Content: Jaxson, how many counters could we use to show you that we have 12 red
cars? Jaxson should say 12.
CFU of Content: Jaxson, if were using 12 counters to show 12 red cars, should we use red?
Jaxson should say yes.
Input: Jaxson says put on 12 yellow counters on the ten-frame on your paper to show 12 red
cars. Dont get tricked!
CFU of Directions: Circulate to ensure students are putting 12 red counters on their paper.
Input: Lets trace that number 12 on the side of our paper, because we know we have 12. Its
my turn, one is fun, around and back on a railroad track. Lets trace this one too, so we can
practice writing it again. One is fun, around and back on a railroad track.
CFU of Content: What do you think we're going to write here? Students should say 12.
Input: Kids turn, write your 12s!
CFU of Content: Are we going to write 12 here?
CFU of Content: Circulate to ensure students are writing 12s.

Explicit Teaching of Social Skill and Activity

Input: Before lesson begins, remind students that the counters are to be shared with the other
students at their table.
CFU of Directions: What does it look like when youre listening to the teacher? How will I be
able to tell that youre listening when Im talking? What will it look like?
4

Date of Implementation: 10/24/16

Collaboration
Student Reflection
Social
CFU of Directions: Do you think you did a good job sharing your counters with your friends?
Show me your thumbs. My friends said they did a good job sharing. I saw most of you sharing
counters, keep up the good work!

Independent Learning
Back of Worksheet (time permitting)

Input: Point your finger to the star number 1. Lets count these yellow cars. 1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11.
CFU of Content: How many cars are there? Students should say 11.
CFU of Content: If there are 11 cars, what number should we write on the line? Students
should say 11.
Input: Write 11 if theres 11 cars, and then write it again for more practice.
CFU of Directions: Circulate to ensure students are writing 11 in the correct place.
Input: Put your finger on the apple number 2. Lets count these blue cars. 1, 2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 12.
CFU of Content: How many cars are there? Students should say 12.
CFU of Content: If there are 12 cars, what number should we write on the line? Students
should say 12.
Input: Write 11 if theres 12 cars, and then write it again for more practice. You can do the
rest of the worksheet all by yourself. When youre done, stand up so a grownup can check it.

Student Reflection
Content
Process

Teacher Reflection
1
4.
5.
6.
7.
8.

What specific examples of student learning show that students met or made progress toward
the objectives?
Looking at this evidence, what were your (the teacher candidates) actions and/or strategies
that contributed and built on successful student learning?
What specific examples of student learning show that students struggled to meet or make
progress toward the objectives?
Looking at this evidence, what were your (the teacher candidates) actions and/or strategies
that interfered with student learning? Describe any missed opportunities.
Considering student learning, if you were to teach this lesson again, what would you do
differently?
Using the evidence of student learning described and observed, what will be your next steps
in future instruction with the class, small groups, and/or individual students?