Lesson Plan

Teacher Candidate: Elizabeth Kolb

26, 2014; 10:00 a.m.
School: Long Cane Primary School

Date/Time of Lesson: Friday, September

Subject/Grade Level: Math/Kindergarten

Description of Lesson: Students will be able to show on their fingers some ways to make five.
Students will also be in small groups to complete the worksheet on ways to make five. Students
will able to see a pattern in the colors and the numbers. (Counting backwards and forwards)
Lesson Title: Ways to Make Five
Curriculum Standards Addressed:
National Standards: C.C.K.OA Understanding addition as putting together and adding to, and
understanding subtraction as taking apart and taking from.
SC Curriculum Standard: C.C.K.OA Understanding addition as putting together and adding
to, and understanding subtraction as taking apart and taking from.
SC Academic Indicator: C.C.K.OA.1 Represent addition and subtraction with objects, fingers,
mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or
equations.
Cross-Curricular Connections: No cross curricular were used during this lesson except for
the SSCA standards.
SSCA: The students will be respectful to other students that will be called on during
the visual representation of ways to make 5.
Instructional Objective:

Assessment of Objective:

Students will demonstrate different number

sentences that give them the answer 5 with a
success rate of 75%.

Pre-Assessment: Students will show me

ways to make five using their fingers.
(Without any instruction from me)
During Assessment: Students will use
the SmartBoard and will be asked to make
five with instruction from me.
Post-Assessment: Students will be put in
small groups either assigned to me or Ms.
Bolden to complete the worksheet.
Students will be grouped in mixed
abilities.

Materials/Resources:

Pencils
Worksheet Ways to Make Five
Glue
Orange and yellow colored squares
Elmo
SmartBoard
Students for Visual Representation
Checklist

Prerequisites:

Cognitive: Students will need to know how the number five is represented. Ex.
Dice, tally marks, number word, and tens frame.
Physical: Students will need to be able to move smoothly during transitional
times and when going back to their seat.
Emotional: Students will need to be respectful with other students that will be
called on for another visual representation of ways to make five.
Social: Students will need to listen and wait for directions by me.

References:

Mrs. Glace- 5K Teacher

5K Teachers

Procedures:
Motivation:
1) What number did we focus on last week? Can you show me by using your
fingers? The students would hold up four fingers.
2) That is great! Now altogether, tell me what number we are learning this week?
The students would say five.
3) Can you show me five on your hand? The students would hold up five fingers on
one hand or any combination of fingers on both hands to make 5.
Grouping:
Students will be in small groups to complete the post assessment. They will be mixed so I
can focus on assessing my low, middle, and high students. I will have a list of who will
be with me and Ms. Bolden.
Instructional Strategies:
4) The students will be asked if they can show me ways to make five using their fingers.
The students can hold up five fingers and zero on the other hand, also hold up one
finger and put four fingers on the other hand, or hold up two fingers one hand and
three fingers on the other hand. (This is the pre-assessment.)

5) Great! Those are some great ways to make five. Next the students will be shown an
acting out situation of ways to make five by using five girls and five boys. I will call
up five girls and ask the students, How many girls do I have up here? Lets count.
We would count five. I would ask how many boys I have up here. They would say
zero. I would write the number sentence on the SmartBoard.
6) I would then have one girl sit down and one boy to stand up. This would represent
four plus one.
7) I would then have another girl sit down and another boy come up. This would
represent three plus two.
8) This would go on until we have five boys standing up to represent zero plus five.
9) At the end of the activity, I would have the worksheet on the Elmo. The students will
each come up one by one to fill out the worksheet on the SmartBoard using two
different colors that will be orange and yellow. (This will be the during
assessment.)
10) At the end of the lesson, students will be in small groups that will require monitoring
from me and Ms. Bolden. Each student will receive that same worksheet as well as a
bag of 15 orange and 15 yellow squares.
11) Instructions will be given during the worksheet. They will start with orange squares
and end with the yellow squares. (This will be the post assessment).
12) At the end, students will be asked what they notice about the worksheet. They will
see a pattern of the colors. I will also ask what they notice about the numbers on the
right of the squares. They will see that the numbers go backwards like 5, 4, 3, 2, 1, 0
and the numbers on the other side go forwards like 0, 1, 2, 3, 4, and 5.
13) Students will be put in centers after the math lesson.

Accommodations:

Students who need extra help or explanation will stay in a group with me
where we will go over the worksheet and the colored squares again during
center time.
Students who have finished early will get out their white boards and do a
number sentence that they learned of ways to make 5.