LBS 340

Candidate:
Group: 2

LESSON PLAN FORM

CSUDH - Teacher Education Department
Subject(s):
Grade level(s):
Mathematics
Kindergarten
Language Arts

Standard(s):

Mathematical Content Standard:

K.MD3. Classify objects and count the number of objects in each category.
Mathematical Practice Standards:
MP.1 Make sense of problems and persevere in solving them.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.5 Use appropriate tools strategically.

Date:
Nov. 12, 2014
Single/Multi-Day
Lesson:
Multi-Day Unit

Lesson #2 of 3

Language Arts Standard:

K.W2- using a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will be able to conceptually understand the relationship between the number of objects and sorting them
in categories by count.
II. LEARNING OUTOME (Objective):
When classifying objects, students will be able to:
Count, recognize, represent, name, and order a number of objects at an average 80% level of proficiency
as determined by a post-test analysis.
Reason abstractly and quantitatively, attend to precision, and looks for and makes use of structure as
determined by teacher observation.
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
summarizing the unit of study, at a rubric level of 3, based upon classroom criteria.
III. CURRICULUM CONNECTION (How This Lesson Fits into Unit Plan):
Lesson 1: Students will acquire the knowledge and understanding of how to classify, count, and sort objects (up
to 3).
Lesson 2: Students will acquire the knowledge and understanding of how to classify, count, and sort objects (up
to 7).
Lesson 3: Students will acquire the knowledge and understanding of how to classify, count, and sort objects (up
to 10).
IV. INSTRUCTION
A. ENGAGEMENT/EXPLORATION (Motivational Activity):

Preparation:
Prior to students entering the classroom, teacher will make sure students are sitting in groups of 2 with
bags filled with a total number of 20 backyard bugs, a Classify and Count worksheet and a pencil
(which they will use to record their results), on their desk. After students are settled, teacher will state the
objective and ask the following inquiry question:
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Objective:
Today we are going to learn how to classify objects and count the number of objects in categories.
Inquiry Question:
How can you count these backyard bugs?
Directions:
Teachers will tell students that there are bags of backyard bugs on their desk. Teacher will tell students
that they can take the bugs out of their bag and see how many different bugs they have and how many
bugs do they have in total. As students discuss and explore in pairs, teacher will monitor how the students
use appropriate tools strategically (MP5.) by listening to their discussions and give attention to English
learners and special needs learners that require clarification. Students will be given a reasonable amount
of time (3-5 minutes) to explore and discuss their findings. To activate prior knowledge, teacher will
ask students to discuss what they have learned about counting shapes and finding the total number of
bugs. Teacher will model students responses to counting, recognizing, classifying, and naming (up to
10).
B. INSTRUCTIONAL SEQUENCE/EXPLANATION (Teaching Methodology with Student Activities):

Step #1:
Teacher begins by restating the 1. Objective and 2. Inquiry questions:
1. Today we are going to learn how to classify objects and count the number of objects in categories.
2. How can you count these backyard bugs?
Step #2:
Teacher will:
a. Introduce and model the classification and counting of the backyard bugs.
b. Discuss that the goals of the activity is to work with their partner and see who can count the bugs and
find the total number of bugs.
c. Discuss that they will continue to record their results, but this time they will compare their answers.
Step #3:
Teacher will:
a. Explain to students that they will have 5 minutes (set a timer) to work with their partners and record
their results.
b. Discuss that they will only record the students results and not compare bugs.
c. Call on different students and ask them to come up to the whiteboard and write down some possible
results.
d. Model how to record their results with their partners and compare each others total number of shapes.
e. Ask: Which bugs do you have that are the least? and Which bugs do you have that are the most?
Step #4:
Teacher will:
a. Give students 5 more minutes (set timer) to record more results, count bugs and compare the results
with their partners.
Step #5:
a. After students complete their worksheets, they will share their outcomes and teacher will write
responses using the whiteboard.

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C. APPLICATION ACTIVITY/EXTENSION (Practice and/or Reflection):
During the Application/Extension phase, whole group instruction ends and small group begins.
Independent assignments will be given to each cooperative group of two. Have students count and
compare shapes again, except this time, the group of two will combine the shapes form their 1 bag, and
count how many different types of bugs they have. The students will record their results on a Classify
and Count worksheet. After the students have counted and identified bugs, they can disclose the
strategies they developed from working with their partners. (MP3)
D. MATERIALS & RESOURCES:
Bag of Backyard bugs
Classifying and Counting worksheets
Pencil
V. ASSESSMENT STRATEGIES/EVALUATION (Methods for Obtaining Evidence of Learning):
Formative assessment includes a range of formal and informal assessment procedures used before and during
the learning process.
1. Formal Assessment
Pretest was used to check for students prior knowledge and need of the stated objective.
On-going teacher observation and monitoring to determine students ability to reason abstractly and
quantitatively.
2. Summative Assessment
Posttest was used to determine if the learning outcome was met.
Journal/Writing Prompt: Using the information you have learned, draw a picture and write about what
you did to classify and count the backyard bugs into categories.
The following classroom Rubric and Criteria were used to determine proficiency levels:
Rubric and Criteria: (K.MD3, MP1, 3, 5, K.W2)
4 EXCELLENT: Full Accomplishment
Strategy and execution meet the content, processes, and qualitative demands of the objective. May
have minor errors.
3 PROFICIENT: Substantial Accomplishment
Could work to full accomplishment with minimal feedback. Errors are minor. Teacher is confident that
understanding is adequate to accomplish objective.
2 MARGINAL: Partial Accomplishment
Part of the objective is accomplished, lacks evidence of understanding. Direct input or further teaching
is required.
1 UNSATISFACTORY: Little Accomplishment
The objective is attempted; some mathematical effort is made. Fragments of accomplishmentlittle or
no success
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

Advanced Learners:
The lesson was extended for advanced learners. The advanced learner was given the task of classifying
and counting in categories. The advanced learner used a Classifying and Counting worksheet to
record their results. Also, they were paired with students requiring intervention.
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Intervention (Students with IEPs):
Students with IEPs, who require intervention, will benefit from techniques like color-coded bug
definition of terms, repeating directions, comprehension checks, cues and prompts. Pair the child with
an advanced learner to persevere in solving the problem together.
EL/English Learners:
SDAIE (Specially Designed Academic Instruction in English) techniques were used e.g., using
multisensory experiences such as color-coded definitions of terms, and visuals. Pair the child with
another child who is at a similar English language proficiency level.
VII. HOMEWORK (IF APPROPRIATE): N/A
Revised 9-20-14

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