Name: Alyaa Naser Grade Level: KG1 Date: 11\3\2018

Subject: Math Number of Students: 25 MCT: Ms Melissa

CCSS Standards:
Matching one number up to 10 objects
An inquiry into how 10 can be represented into a variety of ways. (objects, matching,tally)

Main Lesson Aims (Concepts, Procedures, &

Processes): By the end of the Lesson the Student
will be able to:
1. Match one number up to 10 with objects
2. Describe how 10 can represented in different ways using manipulatives.

Materials:
Teacher books
Student book(s)
Worksheets/ papers Matching apple sheets, apple cards, caterpillar sheets,

Teacher materials Teacher`s board, apples in a basket

Student materials/ glues, seeds, tweezers, clothespins

Manipulatives

Technology Data show

Other Leaves

Key vocabulary with definitions (and pictures if appropriate):

Word glossary definition Imag
Count to check over (the separate units or gro e
ups of a collection) one byone to deter
mine the total number

Flower the blossom of a plant.

Petals one of the often colored segments of t
he corolla of a flower.

one of the expanded, usually green

Leaves organs borne by the stem of a plant.

Number a numeral or group of numerals.

Students’ Prior Knowledge (What do the students already know that enables them to
understand the lesson?):
Most of the students know how to count to 9
They can write some numbers 0-5

Possible Problems and Misconceptions (What are some problems that students will face
because it is assumed that they have the previous knowledge?):
1- If some students misbehave during the lesson.
2- If a student has a struggle with counting or writing the numbers 1-10.

Solutions (How/ What can be done to resolve the problems/misconceptions?):

1- I will remember them about the good and bad choices by asking him\her is that a bad or
good choice?
2- I will use the manipulatives to help him\her counting.
 Lesson Schedule
Targeted teacher language (What will the teacher say throughout the lesson?):
Number 1-10
Count
Can you tell me how many?
Show me the number..?
Can you count on your fingers?
Can you show me the number in two groups?
Can tell me how can we put 2-10 in two group?

Student language (What language will the students use throughout the lesson?):
Number 1-10

Engage (warm up, review prior knowledge): time:

The student teacher will ask the students to count verbally to 10 by ones using their fingers. She will 5
bring a basket with apples and she will ask them to count with her how many apples she has. She will minut
ask two students to stand beside her and ask each student to take some apples and put them into their
es
small baskets. She will ask each student how many apples you have and show it in your fingers to your
classmates. Two students will have two different numbers that make the number of all the apples that
to represent to the students how can they make a number in two groups and add them.
Core (introduce and practice new concepts & procedures): 35
minut
She will explain the centers and ask some students to go to specific centers to observe
es
and scaffold them.
- Center 1: the students will match cut caterpillar small cards to laminated cards
have apples and numbers. They will put the caterpillars depending on the number
in the card such as the card shows 4 and big apple and the student will put 4
caterpillars. This activity for extending students because it helps them match the
number with objects and to be able to represent 1-10 in different ways. For
example, the student teacher will ask them to put 8 caterpillars in two groups.

- Center 2: the students will put the clothespin on a suitable number

which is represented in the dots in the apples. This activity for
achieving students because they will count the dots and decide
which number is correct from 3 numbers and put the clothespin on
it.

- Center 3: The students will stick colorful circle to match the

number in the head if the caterpillar in the worksheet. The
student teacher used this worksheet because the caterpillar is
linked to the unit of plant and the students enjoyed exploring
more about caterpillar. This activity will improve the emerging
students level because they will use their fine motor skills and
they will match 1-5 to an object. This activity for emerging
students because it helps them to count the circles and stick
them beside the suitable caterpillar.
If they finish this activity there is will be another simple activity which
is using clothespin with leaves. The emerging students will put
clothespins in the leaves depending on the written number on the
leaves.

- Provocation for math: the Ss will count the seeds depending on

the written number at the bottom of a farmer picture and put
them using tweezers. This activity is suitable for all the student's
level and they can count the seeds and put them in the basket.
The student teacher will ask the students to make two groups
of seeds that represent the number. That to show how the
number can be represent in different way such as 4 is 2 plus 2.

- Extra activity on the carpet for the extending students to avoid getting bored while
they finish the activities. It is matching apple that the students will match two
halves of an apple on half with number and another half with seeds. This activity
for extending students because it has numbers up 10 to 16.
 5
minut
Close (wrap up, discussion, brief review activity or assessment):
es

The student teacher will ask specific students (some emerging\

achieving\extending to assess how they can match a number with an object.
The student teacher will demonstrate flower pictures with numbers inside the
circle. They are without petals\leaves, she will ask some students to draw and
count how many petals they drew and let them tell their classmate how they
can make the number in two groups.