Name: Hong Phan

School Site: Florin

Elementary
Lesson Title/Subject: Represent and Compare Numbers to 10
Grade: Kindergarten
Content Standard(s):
K.CC.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 object).

K.CC.4.A. When counting objects, say the number in the standard order, pairing each
object with one and only one number name and each number name with one and only
one object.
K.CC.6. Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using matching and
counting strategies.

English Language Arts Anchor Standards and/or Math Practice Standards:

N/A
ELD Standard(s): N/A
Anti-Bias Framework Anchor Standard and Domain: N/A
Grade Level Outcome: N/A
List Measurable Objectives in this column.

Describe Assessment Tool and

Criteria
Content Objective:
How will you CFU?
BTEOTL SWBAT (A) count and answer (B:DOK 1)
I will circulate during collaboration
how many questions with objects (C) by
and informally assess the students.
writing the number and drawing objects (D).
The math worksheet that students
complete independently will allow
me to assess whether or not they
can count and answer questions.
Social Skill Objective:
What and how will you assess the
Students will take turns discussing and using soft social skill during collaboration?
voices when they are discussing with their
During collaboration I will observe
partner.
students using soft voices and
How will you teach the social skill?
taking turns with their partners.
Modeling
Brick Words:
How will you CFU?
Which language demand(s) will you need to
teach in order to achieve the content objective?
(Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during

collaboration?
What and how will you assess during
independent learning?
How will you CFU?
Week 05 - Monday Lesson Plans

What and how will you assess during

collaboration?
What and how will you assess during
independent learning?

Cohesiveness/Continuity
The students have a strong foundational understanding of number sense and this will
continue and reassess their understanding. They have been introduced to greater and
less than. This lesson will be a review of what has been covered in previous weeks. In
this lesson it will focus on checking for understanding of important skills needed for
success in chapter 4.
Materials
1. Red/Yellow counters
2. 2 Go Math worksheets
3. Numeral cards (1-10)
Lesson Implementation
Focus Lesson
Hook:
I will have an cut apples on a plate.
Objectives are stated in student friendly language:
Explain to students that they will represent and compare numbers to 10.
Clear explanation of purpose and relevance:
Explain to students that the introduction of chapter 4 will help check their
understanding of important skills needed for success in this chapter.
Building Background:
Links explicitly made between past learning and new concepts Preview the numbers up to number ten.
Will sing the numeral song. [Numbers 1-10]
Concepts explicitly linked to students background experiences Discuss how students think the numbers 1 to 10 should be written.
Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for
students to see)
Emphasize the numbers 1-10.
Modeling:
Think aloud:
Week 05 - Monday Lesson Plans

o Hold up the number card with the numbers 1-10. Ask students to state
number with choral response.
Demonstrate:
o How to sing the numeral 1-10 song with their pointer finger.
o on the worksheet, demonstrate to students how to draw and write the
numbers or objects from number 1-10.
o on the worksheet, demonstrate to students how to circle the words that
describe the number of items this are greater, less than, or the same.
o With counters, demonstrate how to make 10 to answer the question asked.
Pictures:
o drawings of objects that will represent the number of objects.

Guided Instruction:
Input: Apple trees grow from a small seed. The inside of an apple has five
carpels arranged like a star. Each carpel contains one or two seeds.
CFU of Content: If each of the five carpels has two seeds, how can you use
counters to show the number of seeds? You will have 3 mins to show me.
CFU of Content: How many counters did you use to show the number of seeds?
CFU of Behavior: Watch and observe how students use their counters.
Model: Five sets of two.
CFU of Content: Can you tell me what number this is?
CFU of Directions: Now turn your worksheet over.
CFU of Behavior: Listen to me if you need some support figuring out what this
number is.
Input: the number is 9, now draw me flowers.
CFU of Content: Now do the next one on your own. When you are done turn to
your partner and discuss using soft voices what number it is.
Input: Now, do the next fours problems on your own.
CFU of Directions/Behavior: Give me a thumbs up when you are done and I will
come around to check your worksheet.
CFU of Directions: Now turn your worksheet over.
Input: Lets count and circle the words the words together to describe the
number of carrots and the number of celery sticks.
CFU of Content: Now on your own circle the word greater or less to describe the
number of trees and bushes.
CFU of Directions/Behavior: Give me a thumbs up when you are done and I will
come around to check your worksheet.
Explicitly Teaching of Social Skill and Activity:
CFU of Behavior: Watch and observe how students use their counters.
CFU of Directions: When you are done turn to your partner and discuss using soft
voices what number it is.
CFU of Behavioral/Directions: Ask students to give me a thumb up when they are
done with their worksheet.

Week 05 - Monday Lesson Plans

Collaboration
In partnerships students will take turns and share what number is shown on the
worksheet and how they know (explain their thinking). This activity will take 3-5 mins.
During this time I will be circulating, asking, prompting and clarifying questions. I will
be taking anecdotal notes on what I observe related to all the objectives. If there are
misunderstandings I will decide whether to reteach the students on the spot or if all
students would benefit from the reteaching.
Student Reflection of Social Skill:
During the activity you and your partner were asked to take turns. Show a thumbs up
if you think you and your partner did a great job taking turns. Show a thumb to the
side if you did okay and show a thumbs down if you and your partner have difficulty
taking turns. I will ask you to share why you gave you and your partner the rating that
you did.
Reflection of Content:
1. What did we learn today about the apples? (pair/share)
2. What are two important words used when are comparing two different objects?
(pair/share)

Week 05 - Monday Lesson Plans