Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject:

Grade level(s):

Date:

Tania Alvayero
Standard:

Math

Kindergarten

April 27, 2015

K.CC.1 Count to 100 by ones and by tens.

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Basic knowledge of counting by tens to 100.
II. LEARNING OUTCOME (Objective):
Given a problem set, students will remember how to count to 100 by counting up and down by tens with
Say Ten and regular counting.
DOK/Cognitive Rigor Level:
Level 1. Students will be able to count to 100 by recalling how to list the numbers by tens for faster
counting.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Before this lesson, students were able to count to 100 by ones. After this lesson, students will learn how to
identify the number of object in a group by using matching and counting strategies.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: A show of hands of who knows their numbers? Who knows how to count to 100? Did
you know theres a faster way of counting to 100?
Student friendly objective: By the end of our lesson you should remember how to count to 100 by
counting up and down by tens with Say Ten and regular counting.
Purpose: Counting by tens is an alternative and faster way of counting to 100.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Students will join teacher to the carpet and teacher will display the Rekenrek.
a. T input Count first row of beads by ones.
a. T model Teacher will slide each bead from left to right, one-by-one.
b. Student response: In a choral response, students will count each bead as teacher slides the beads
from left to right and respond with how many total beads are in the row.
Step #2: Demonstrate second row of beads and how it is the same as the first row.
a. T input Is the second row the same as the first row of beads?

a. T model Teacher points to the second row of beads.

b. Student response: In a choral response the students will answer that the second row has 10 beads
like the first row.
Step #3: Add more rows of beads and show students that by counting by tens is faster.
a. T input Teacher will suggest to count all the beads of the Rekenrek by tens.
a. T model Teacher will model how to count by tens 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 while
sliding each row from left to right .
b. Student response: Students will repeat with the teacher the counting sequence.
Step #4: How do we count the Say Ten Way?
a. T input Teacher will model counting the Ten Way to 100.
a. T model Teacher will model how to count by Say Ten Way starting with ten, 2 tens, 3 tens, 4 tens, 5
tens, 6 tens, 7 tens, 8 tens, 9 tens, 10 tens while sliding each row from left to right .
b. Student response: Students will repeat with the teacher the counting sequence.
Step #5: How can we count back from 100?
a. T input Teacher will suggest to count the beads starting from 100.
a. T model Teacher will model from the bottom of the Rekenrek by sliding each row from right to left
beginning from 100, 90, 80, 70, 60, 50, 40, 30, 20, 10.
b. Student response: In a choral response, the students will count backwards as each row slides from
right to left.
Step #6: How do we count the Say Ten Way from 100?
a. T input Teacher will suggest to count all the beads of the Rekenrek the Ten Way starting from 100
or 10 tens.
a. T model Teacher will model how to count the Ten Way starting from 10 tens, 9 tens, 8 tens, 7 tens,
6 tens, 5 tens, 4 tens, 3 tens, 2 tens, and ten while sliding each row from left to right .
b. Student response: Students will repeat with the teacher the counting sequence.
Step #7: Students will return to their seats and will begin to work on Lesson 15 Problem Set
worksheet.
C. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will practice with the Lesson 15 Problem Set worksheet.
D. MATERIALS & RESOURCES:
Rekenrek iPad app (if an actual rekenrek is not provided for the class), Lesson 15 Problem Set worksheet,
and writing utensils.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Teacher will ask questions throughout lesson where the students will respond in a choral
response or share with a partner.
Summative: At the end of the lesson, students will be asked to count up and down by tens to 100, orally.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,

Instruction, Practice):
N/A
VII. HOMEWORK (if appropriate):
N/A