KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate:

Danielle Donato

Cooperating Teacher:
Group Size:

16

Subject or Topic:

/
Allotted Time
Math- 13, 14, 15

Date:

11/4/16

Coop. Initials
30 min Grade Level Kindergarten
Section

934

STANDARD:
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.
I. Performance Objectives (Learning Outcomes):
Students will be able to
-Recognize the numbers 13, 14, and 15.
-Write the numbers 13, 14, and 15.
-Count and sequence the numbers 13, 14, and 15.
II. Instructional Materials
A. Pencils
B. Circle magnets
C. Cookie tray
D. Counters
E. Ten frame mat/ worksheet
F. Bags of 15 animal crackers (one for each student)
G. Assessment sheet (one for each student)
III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)
A. Prerequisite skills
Numbers greater than 10
Tens and ones
Counting reading and writing 11 and 12
B. Vocabulary
13- a number greater than 10. 13= one ten and three ones.
14- a number greater than 10. 14= one ten and four ones.
15- a number greater than 10. 15= one ten and five ones.
C. Big idea
Counting, reading, and writing the numbers 13, 14, 15.

IV. Implementation
A. Introduction
Say to students, yesterday you learned about the numbers 11 and 12,
and we know those numbers are greater than the number 10.
Tell students to count to 12 together. After students say the number
12 have them raise their hand.
Ask the students what number comes after 12. When the students
answer ask now what comes after 13. And when students answer ask
what will come after 14.
After students have answered the questions say today we will be
learning all about the numbers 13, 14, and 15.
B. Development
Tell the class that you have a story for them about the numbers 13, 14,
and 15.
o The other day I was pretty hungry, so I went into my kitchen
and I opened up a bag of animal crackers. I dumped the
crackers on to the table and I counted them. I counted 13
animal crackers on the table. Can you show me the number 13
on the ten frame on your mat?
o Give students time to arrange counters on the mat, as you wait
arrange magnet counters on the cookie tray, and walk around to
monitor the students.
o Say lets see if what you did looks like mine and show the
cookie sheet with a full ten frame and three counters on the
bottom. Walk around to see what students had down on their
mats.
o Have students clear their ten-frame mat and continue the story.
I ate all 13 of the animal crackers I dumped out on the table,
but I was still hungry! I opened up another bag of animal
crackers and dumped them on the table. But this time I counted
14 animal crackers can you show me 14 animal crackers using
the ten frame on your mat?
o Give students time to arrange counters on the mat, as you wait
arrange magnet counters on the cookie tray, and walk around to
monitor the students.
o Say lets see if what you did looks like mine and show the
cookie sheet with a full ten frame and four counters on the
bottom. Walk around and see what students had down on their
mats.
o Have students clear their ten frame mats again and continue the
last part of the story. I ate all of those 14 animal crackers too,
but guess what, I was still hungry! So I got out another bag of

animal crackers and dumped them on the table. This time I

counted 15! Can you show me 15 on your ten frame mat?
o Give students time to arrange counters on the mat, as you wait
arrange magnet counters on the cookie tray, and walk around to
monitor the students.
o Say lets see if what you did looks like mine and show the
cookie sheet with a full ten frame and five counters on the
bottom.
Have students clear off their mats and put the animal crackers back
into Ziploc bags for later. Tell students to flip over to the backside of
the sheet. Hang your sheet on the board using the tacky putty or
magnets.
Have students look at the top portion of the work sheet and say, it
looks like the boy in the picture collected 13 leaves and put them into a
ten frame to help him count. Then he wrote the number 13, 13 is one
more than 12. Just like the eleven and twelve thirteen starts with a one,
and so does 14 and 15.
Tell students look at number one. Tell the students to cross and count
the purple leaves.
As they cross and count the leaves walk around the room to ensure that
students are following directions.
When you see most students are finished have them turn to their
neighbor and whisper how many leaves they counted.
After students answer 13 have them trace the two number 13s. Point
out to students that there is a spaghetti space in between the one and
three, and a one finger space between the two number 13s.
Trace the numbers on the sheet with marker so students can follow
along.
Move on to number two and have students cross and count the green
leaves.
Walk around to monitor students.
When you think most students have finished counting call on one
student to tell you how many leaves they counted.
If students do not answer correctly call on two more. If no correct
answer is given cross and count the leaves out loud on your sheet so
the class can follow along.
Tell the students that fourteen begins with one just like thirteen and
has a four. The word fourteen gives you a hint that the second number
will be a four because it has the word four in it.
Make sure students trace both of the number 14s as you trace yours in
marker on the sheet hanging up on the board.
Have students point to the number 3 in the fish. Tell the students to
cross and count the yellow leaves.
Walk around and monitor the students to make sure they are following
directions.

When most of the students are done ask students who can tell me how
many yellow leaves they counted.
Have students answer if they do not say the correct number of leaves
call on two other students. If those students do not say the correct
number of leaves cross and count all of the leaves as a class to ensure
they get the correct number of leaves.
Remind students that there should be a spaghetti space in between the
one and the five and a finger space between the two 15s.
Also tell students that this number has a one in front of the five just
like the thirteen and fourteen do as well.
For number 15 take out a ten-rod and 5 ones cubes but do not show the
students. Ask the students how they can make 15 using the ten-rod and
ones cubes.
Allow students to turn to a their table and talk about it.
Listen to conversation to decide when to ask the students how can I
make 15 using the ten rods and ones cubes.
If students are unable to answer the question, show them one ten rod
and 5 ones cubes are equal to 15.
For numbers 4, 5, and 6 on the worksheet follow these steps:
o Tell the students to cross and count the leaves. While they
cross and count walk around the room to make the students are
on task and paying attention.
o After they finished crossing and counting have students share
their answers. If the students get it wrong help them cross and
count as a class to reach the correct answer.
o For each number on questions 4, 5 and 6 take out a ten-rod and
some ones cubes. Ask the students how they can make 15 using
the ten-rod and ones cubes.
o Allow students to turn to a their table and talk about it.
o Listen to conversation to decide when to ask the students how
can I make the number using the ten rods and ones cubes.
o If students are unable to answer the question, show them one
ten rod and either 3, 4, or 5 ones cubes, to make the teen
number.
o Remind the students how to write the numbers. The one comes
first and then the other number after.
o Make sure the students leave a spaghetti space in between the
numbers and only one finger space between the two.
o Walk around to ensure that everyone has the correct answer.
o Review the numbers the students wrote for each answer and
have them mark a T on the top of the paper.
After students mark the top of their paper with a T have them put it
into their desks.

C. Closure

To bring this lesson to a close pass out the assessment worksheet. This
work sheet will act as their ticket out/ assessment.
Walk the students through each question but do not give them the
answers. Have them cover their answers once they have them
Question one: Tell students to cross and count the number of elephants
and circle how many elephants there are from the choices down below.
o Answer: A. 14
Question two: Tell students to cross and count the number of lions and
circle how many lions from the choices down below.
o Answer: D. 13
Question three: Tell students to cross and count the number of giraffes
and write the amount on the lines below
o Answer: 15
Collect the assessment sheets and tell the students they did a great job
of helping you count and use the numbers 13, 14 and 15.

D. Accommodations/Differentiation
Accommodations: For students who have IEPs: allow extra time
while counting and writing, allow more wait time while answering
questions, repeat directions if needed.
Differentiation:
E. Assessment/Evaluation Plan
1. Formative- Animal counting assessment sheet (attached)
2. Summative
V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives (after lesson is
taught)
(See attached Data Analysis)
Remediation Plan
7 out of 15 students (one student was absent the day of) got all of the answers
on the assessment sheet correct. For the 6 students who got one of the answers
on the assessment wrong I will use the cookie sheet, ten frames, and counters
to review the numbers 13, 14 and 15. I will then give students their own
counters and ten frame mats to practice making and counting those numbers.
For extra practice I can give those students pictures of objects to have them
cross and count and tap and count so they get used to counting objects and
writing numbers that are larger than 10. The other 2 students who received
two problems wrong, it seems that the problems they got wrong were the
problems where the animals and objects were not in ten-frame form. To help

them I will arrange counters in a random order on the desk and ask them to
count them. I would do this for all three numbers. Then I would let them
practice on a sheet where they objects were not arranged in ten frame order to
help them cross and count and tap and count.
B. Personal Reflection
Were the students engaged and interested in the lesson? Why or why not?
Students were really interested in my lesson. During the math lessons my
cooperating teachers have taught the students were drawing their counters. I
feel as though using the animal crackers as counters was a great and different
manipulative for them to use through out the lesson. Students were excited
through out sine I would sometimes allow them to eat one of the crackers after
a question we had worked on together.
Could my time management have been better?
I used my entire time wisely for this lesson. It was exactly 30 minutes. I
feel as though if my lesson was any longer students would have started to lose
interest and start getting antsy since this lesson is right before their snack time.
I feel as though I managed my time successfully for this lesson.
Was I clear enough on directions?
I should have elaborated and possibly given the students the ten rods and
ones cubes to help reinforce. The animal crackers were distracting students so
I feel as though I should have given clearer directions on when they could eat
the crackers and what I expected of them when they had the crackers on the
desk.
VI. Resources
A. Charles, R. I. (2012). EnVisionMath common core. Glenview, IL: Pearson
Education.

Data Analysis
For my assessment I used the three question exit slip above. Since I am placed
in a kindergarten classroom I understand that I could lose the students interest fairly
quickly, so I decided to incorporate the three-question assessment with my own personal
observations I took note of during the lesson. As I walked around during my lesson I
noticed certain students who were struggling with writing their numbers. Throughout my
lesson I stressed for students to leave a spaghetti space in between numbers; example, for
the number thirteen there should be a spaghetti space in between the 1 and the 3. I also
stressed that students have to leave a one finger space in between two numbers; example,
students had to write the number 14 twice I directed students to leave a one finger space
in between the two number 14s. Some students were not able to follow these directions.
Student S.S was not leaving spaghetti spaces in between their numbers, they were too far
spaced. Students C.M and C.J were writing their numbers backwards. I noticed with
student J.S as she was counting they kept getting their numbers confused and counting
them out of order or saying they were the number 20.
I noted that all students participated through out the entire lesson, but only 7 out
of the 15 students present in class that day were able to get all three of the assessment
questions correct. 6 out of the 15 students got one of the assessment questions wrong, and
2 students got two questions wrong. 2 of the 6 students who got one question wrong both
got number one wrong. Student D.K counted 12 elephants when there were really 14. I
noticed that the student skipped the two elephants that were at the bottom; I am not sure
if this student was rushing to get an answer or forgot to cross and count those elephants
because they were not crossed off. Three of the students all got number three wrong.
Number three on the assessment was crossing and counting giraffes and instead of
circling the number they had to write it. Answers for this question varied form 13 to 17.
Student A.W did not space out two numbers so their answer looked like 1616. For the
two students that got two wrong on the assessment they got the same questions wrong.
They got question one and three wrong; the same ones students who got one wrong
struggled with. I was surprised that student S.S got that many questions wrong since they
are good at math; thinking of possible factors I assumed that maybe they were having an
off day because their clip got moved earlier in the morning (a behavior management
system, where they could lose recess time).

Chart
Student

Counting

Reading

Writing

T.B

S.S

C.M

J.H

A.W

J.M

M.C

C.J

Z.S

M.P

J.B

A.B

N.B

K.B

D.K

Rubric: Criteria for Success

Category

Reading 13, 14, 15

-2

Based on
observation and
from the
assessment the
student is able to
read 13, 14, and 15
on their sheets
accurately and can
tell the difference
between the three
numbers.
Writing 13, 14, 15
Based on
observation and
from the
assessment the
student is able to
write the numbers
nice and clear,
there are no errors
and has correct
spacing; neatly
written.
Counting 13, 14, 15 Based on
observation and
from the
assessment the
student is able to
count up to the
numbers accurately
and without
hesitation.

-1

-0

Based on
observation and
from the
assessment the
student can some
what recognize and
read the numbers
13, 14, 15 but may
need prompting and
extra help.

Based on
observation and
from the
assessment the
student is not able
to read and
recognize the
numbers 13, 14, 15.

Based on
observation and
from the
assessment the
students numbers
are accurate but
numbers may be
written backwards
and the spacing
may not be correct;
somewhat neat.
Based on
observation and
from the
assessment the
student takes some
time to count the
numbers and may
mix up or leave out
one.

Based on
observation and
from the
assessment the
student is unable to
write the number
accurately, there is
no spacing or the
number is
completely wrong;
not written neatly.
Based on
observation and
from the
assessment the
student is unable to
count the numbers
correctly or in
order.