Six-Point Lesson Plan

Grade
Kindergarten

Lesson Title: Knowing Number Names and Counting Sequence

Materials/Resources Needed: Smart Board access, Practice Worksheets with SmartBoard activities
printed, for students at their seats to complete while they wait their turn and others go up to the Board to
complete their activity.

Focus and
Review

Provide students with a summary of the previous lesson.

-Last week, we learned about how to establish relationships between numbers and object quantities.

Objective(s)
(NCSCS reference)

Teacher
Input

Guided
Practice

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
Today we will be using the Smart Board to count the various numbers of given animals and matching the quantity of
that animal to the correct number listed at the top of the activity.
I will demonstrate on the Smart Board, an example of counting around 2 groups of animals. (Bears and
cats). I will write numbers 1-10 at the top of the activity, using the Smart Board. I will demonstrate to the
students how to count an animal listed in the animal column, by starting with the bears. I will count the
total number of bears in my example, (8) and then demonstrate to the students how they are to choose
from the numbers 1-10 listed at the top of their activity to drag and put beside the given animal in the
number column of their activity. Then I will count out the total number of cats in my example, (5). Then I
will make sure the class understands that there are five cats and that after counting, they are to find the
total number from the ones listed above the animals in their activity, and then drag that number to the
number column on the Smart Board activity.
-I will repeat the lesson directions at least two times, thoroughly explaining in detail what the kids are
supposed to do during the activities, so students with Dyslexia will not have to struggle through reading
and understanding directions.
-

I will call on a students to come up to the board in pairs, each student taking turns to count out the
number of bears, then the number of fish, each of these animals listed in the animal column to the
left of the numerical column. Each one will choose how many bears they counted or how many fish
were counted. The students will then choose the best answer from the list of numbers 1-10 listed at
the top of the Smart Board.
-The next pair of students will come up and count the numbers of cats, then the number of ducks.
Then they will choose that number quantity from the ones listed at the top of the board and then
drag it to the number column to the right of that given animal.
-I will use this time to answer any questions the students may have on what the directions are for

Independent
Practice

Assessment

Accomodations

Six-Point Lesson Plan

their activity, and what they are supposed to do.
- -Monitor and circulate students, to observe who may be understanding the activity and whom may
need extra help.
- Students with Dyslexia should have the opportunity to come to the SmartBoard to complete that
activity not in the very beginning, but after a few students have had a chance to go to the Board
already, that way they do not feel rushed and do not think they are the last ones to have a turn and
would feel like they were holding up the whole class.
-Students are given the chance to come up to the board, in groups of 3, to complete their activities. Each
child will have their own activity displayed on the Smart Board, each activity having different animal
quantities.
-The students will spend a few minutes counting out the animals and then dragging the correct numerical
number for the animal quantity into the appropriate column to display the number the student chose from
the top of the activity to represent that given animal.
-I will provide students who are waiting their turn to complete the activity at the Smart Board, practice
worksheets with 1 or 2 similar activities to the one the whole class is to complete on the Smart Board.
Each activity will have at least 5 questions (5 animals) to answer. This way, all students are on task and
doing the same kind of activities, while they all wait and have a turn completing an activity at the board.
Say, Is everyone with me? After giving the class directions on what they are supposed to do, to make
sure all students understand what is expected of them.
-Students should be able to complete their worksheets as well as the SmartBoard Activity, without a lot of
assistance from me.
-Let all of the students know they should take their time and count their numbers correctly, so the student
with Dyslexia does not feel rushed.

Summative Assessment: For homework, assign a similar worksheet for students to complete so they can
have more practice of developing a relationship between understanding the quantity of an animal and
learning how to math that quantity to the numerical number. Each worksheet should display around 6 or 7
questions for students to solve. Students demonstrate mastery if at least 4 of the questions are answered
correctly. Students with Dyslexia demonstrate mastery if at least 3 problems are solved correctly. Provide
students with Dyslexia a worksheet containing only 4 questions.
Accommodations: I feel this activity is very helpful to students who may have Dyslexia. Students with
Dyslexia have the tendency to be overwhelmed with the amount of work assigned to them, even if the
work load is not that much. During class, the worksheets and SmartBoard Activity contained 5 questions
for the students to solve. I will make sure the student(s) with Dyslexia understands that they can take
their time. Both the SmartBoard Activity and the homework worksheets do NOT display word for word
directions on what to do with the worksheet. I will make sure students understand what is expected

Six-Point Lesson Plan

Closure

Notes:

before taking the worksheet home for homework. No directions printed on the worksheet and none shown
on the Board is a good thing for Dyslexia students; often times when things are too wordy, they lose
focus and get overwhelmed, because they have such a hard time trying to translate in their mind what it is
they are supposed to do.
Today we learned how to establish a relationship between the quantity of a given animal (your bears,
cats, fish, bees and chicks) and the chosen number (numerical value) from the top of your activities.
-Everyone knows what to do on their homework worksheets, right?