Rochester College

General Lesson Plan

Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Kindergarten: Counting and Cardinality Ashlyn Dieckmann October 29, 2018
Common Core State Standards and/or Michigan GLCEs and/or HSCEs (InTASC 1. Learner Development)
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).

Important Concepts (InTASC 4. Content Knowledge)

 Writing Numbers
 Able to count to 10
Learning Outcomes (InTASC 4. Content Knowledge)
 Students will be able to write numbers 1-10
 Students will understand that zero means that there are no objects
Assessment Summary (InTASC 6. Assessment)
FORMATIVE ASSESSMENTS: The teacher will assess students prior knowledge by showing them numbers and
asking what they are as well as play a game to check their counting skills. When students are practicing teacher will
see how they are writing their numbers. Teacher will ask students to stop what they are doing and use their finger to
draw in the air a number she asks.

SUMMATIVE ASSESSMENT: The student will have an exit ticket of writing their numbers up to ten.

Prerequisite Relationships to New Learning (InTASC : Learner Development, InTASC 2: Learning Differences)
 Students should be able to count to twenty
 Students should be able to recognize numbers 1-10
 Students need to know how to use the writing tool
Flexibility and Responsiveness to Students’ Learning Needs (InTASC 2. Learning Differences)
 The students who don’t have the prerequisites will do a one to one correspondence activity that has them
match an amount to a number.
 The student who shows lack of understanding the teacher will pay close attention to see if the student is
struggling and be there to help when needed.
 The student who is gifted will be given the challenge of writing numbers up to 20. If they can’t do it all the 20
that is alright just see how far the student can go.
Instructional Procedures (InTASC 2. Learning Differences; InTASC 6. Assessment; InTASC 7. Planning for Instruction; InTASC 8.
Instructional Strategies)

Teacher Input
1. When class is together at the carpet read them a counting book
2. After, as a class the teacher will have them count to 20
3. Once they do that the teacher will have the students stand up and play a game where they go around in a circle
counting one by one until they get to 10. The child who says 10 has to sit down this continues until the last
student is standing.
4. After they play the game the students will all sit down and then the teacher will show them flashcards with
numbers on them and the class will tell her the number on the flash cards.
5. The teacher will then explain that they are going to practice writing their numbers, not just saying them.
6. The teacher will ask students to draw numbers out in the air with their fingers to see what they know and don’t
know
7. The students will be dismissed to their seat and will be given play-doh and a paper where there is a number
written on it.
8. The teacher will give them an example of what they are going to do with it. which is molding the playdoh into
that shape. This give them the idea of how the number is written.
9. Teacher will hand out white boards and markers
10. The teacher using her own white board shows the students how she draws her number describing using the
words lines and curves.
11. Students will copy what she is doing on the white board, after each number the teacher will have them hold
them up to see where they need help.
12. After this activity the teacher will handout a worksheet that has them practice writing their numbers. They trace
the numbers a couple of times then practice writing them on their own.
Checking for Understanding
When the students are doing the white board activity she can see where s/he is at on writing numbers. After the
teacher explains play-doh activity ask students if they understand by giving at thumbs up or thumbs down.
Essential Question
What are numbers?
Unit Questions
How do we use written numbers?
Where do we see numbers outside of the classroom?

Content Questions
Do we use written numbers in math?
What numbers have lines?
What numbers have curves?
What numbers have both?

Guided Practice
The teacher will show students what to do with the play-doh. Then the teacher will show how to hold the marker the
correct way, then show them how to write numbers 1-10. Directing them to draw a dot and from there write their
number. An example being number 1 draw a dot and from that dot draw a line going down. For a number like 3 I
would have the students draw three dots and they have to make two curves that connect the three dots. Students will
hold up their white boards and teacher will check each one.

Closure
Students will complete a work sheet that has them trace their numbers then write them on their own as well. While
students are doing this activity teacher will have them stop and draw a number using their fingers.

Independent Practice
This is where the summative assessment takes place the students will have to write numbers 1-10 on another work
sheet for an exit ticket.
Lesson Timeline (Summary of Instruction) (InTASC 8. Instructional Strategies)
Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Read book  Molding play-doh into  Practice worksheet
 Class counts to twenty numbers  Exit ticket
 Play game  White board activity
 Assess prior knowledge
of number recognition
Lesson Materials, and Supplies (InTASC 2. Learning Differences)
 Book: Each Orange Has 8 Slices: A Counting Book by Paul Giganti, Jr.
 Number flash cards
 Activity 1:
 Play-doh
 Number matts
 Activity 2:
 Whiteboards
 Markers
 Activity 3:
 Practice Worksheet
 Pencils
 Exit Slip
 Blank pumpkin worksheet
 Extra
 One to One correspondence activity
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (InTASC 2. Learning
Strategies)
Special Needs and Gifted/Talented Students
During the closure teacher will have a table where she can help the students who need the extra help.