Lesson Plan Form

CSUDH Teacher Education Department

Subject:
Grade Level:
Teaching Date:
Mathematics
Kindergarten
November 20, 2014

Candidate:
Vanessa Lara
Standard:
Counting and Cardinality
K.CC
Know number names and the count sequence.
(Kindergarten)
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).
Writing Standards K 2
Research to Build and Present Knowledge
1. With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle):
Students will write numbers from 0 to 20. (Procedure)
Students will represent a number of objects with a written numeral.
II. Learning Outcome:
Students will write numbers from 0 to 5 and represent a number of objects with a written numeral on
placemats.
III. Curriculum Connection (How lesson fits into larger unit sequence):
In the prior lesson students learned to count forward beginning from a given number.
In the following lesson students will be able to understand the relationship between numbers and
quantities; connect counting to cardinality.
IV. Instruction
A. Engagement (Motivational Activity):
The Number Song by Dr. Jean will be played. Students will hear the song once, and then follow
along. Students will use their fingers and do each number in the air, as the song is playing.
B. Instructional Sequence (Teaching Methodology):
Step #1: Making Numbers
a. How to do you make 0,1,2,3,4, and 5, according to the song (Repeat 5x)
b. Teacher listens to students response
Step #2: Numbers
a. Can anyone tell me the number sequences starting from 0 to 5? Can anyone go higher then
5, maybe 10?
b. Teacher chart the response
Step #3: Objects Corresponding to Numbers
a. Who can tell me how many objects represent the number 0? What about 1? How about
2,3,4, or 5?
b. Teacher listens to students response

Step #4: Counting backwards?

a. Who can count backwards 5-0?
b. Students will count backwards in pairs and teacher will listen to their response
Step #5: Play doh and numbers
a. Who can tell me how many pieces of play doh will go in 0? (Repeat 5x)
b. Teacher listens to students response

C. Application Task:
On placemats, students will trace and place the corresponding number of objects in the squares
with play doh. Once they have completed this, students will do 0-5 in their journals. They
will write out the number and add objects that correspond to that number.
D.

Materials & Resources:

Placemats (30)
Play-doh (30)
Dry erase markers (30)
Tissue (30)
Zip bags (30)
0-5 number cutouts (180)
Journals (30)
Computer
Projector

V. Assessment Strategies:
Formative: Students got to get hands on and display numeric numbers using play doh.
Summative: Students learned how to write numbers 0-5, in words and in numerical form. They also
learned how to display corresponding objects to the numbers they are writing.
VI. Accommodations for Individual Learners:
For visually and hearing impaired students, have them sit in front of the class.
For hyperactive students: Give them a specific task (monitor/helper)
Working in pairs
For ELL: working in pairs; proficient learners with ELL
Visual aids, ie: charts,
Use manipulative
Use ELMO project
VII. Homework
None