SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
CK
Sarah Baird
Math
Kindergarten
10-17-14/ 30 minutes
CC.2.1.K.A.1: Know number names and write and recite the count
sequence.
CC.2.1.K.A.2: Apply one-to-one correspondence to count the number
of objects.

Formal Evaluation
N/A
Informal Evaluation
Students will be informally evaluated during group
discussion.

The kindergarten student will be able to explain the

numeral zero means that there are none.
The kindergarten student will be able to complete math
worksheets both independently and with teacher
guidance.

Step-by-Step Procedures
RATIONALE for the
CK
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Tell students that they have learned about the numbers
one through five, but there is another number that is a
little different that we need to learn about.
Hook/Lead-In/Anticipatory Set
Show students a set of five blocks. Talk about how many
blocks there are and count them out.
Explicit
Big Idea Statement
Instructions
Zero means none.
Big Ideas
Essential Questions
If I have zero of something, how many do I have?
Essential
Key Vocabulary
Questions
Zero
Lesson Procedure Pre-Assessment of Students
Must include
Slowly remove one block at a time until there are no

adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

more blocks left. Have students count along during this

process.
Modeling of the Concept
When there are no more blocks left, explain that there
are now zero blocks. Explain to students that when we
have zero of something, that means we have none. Give
silly examples, such as There are ZERO elephants in
our classroom right now.
Transition
Transition students back to their tables based on their
assigned table colors.
Guiding the Practice
Guide the students in completing the I Can Show 0-5
worksheet.
Providing the Independent Practice
Complete pages 60-62 in the math book using the wipeable big book at the front of the room as a guide.
Adaptations/Accommodations for Students with Special Needs
None needed.
Five blocks
I Can Show 0-5 Worksheet
Math workbooks
Big Math Book
Summary & Review of the Learning
Review the worksheet pages that have been completed
in the math book as a class.
Review once again with students that zero means none.
Homework/Assignments
N/A