Kaylee Jordan

Best Practice Lesson Plan

11/28/16

Tricky Teens (Math) lesson

November 7, 2016
12:45
Standards Addressed:
CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin
at 1).
CCSS.Math.Content.K.CC.A.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 objects).
CCSS.Math.Content.K.CC.B.4.a
When counting objects, say the number names in the standard order, pairing each object with one and
only one number name and each number name with one and only one object.
CCSS.Math.Content.K.CC.B.4.b
Understand that the last number name said tells the number of objects counted. The number of objects
is the same regardless of their arrangement or the order in which they were counted.
Learning targets:
I can count to 20
I can identify numbers 1-20
I can count up to 20 objects
Lesson Overview:
Group activity: push in chairs and stand behind seat
Listen and Do show card with teen number and say a command, the kids say the number and do the
command that many times.
10: kick your foot
11: jump up and down
12: tap your nose
13: blink your eyes
14: tap your toes
15: snap your fingers
16: tap your elbow
17: tap your knees
18: do jumping jacks
19: clap your hands
Group/individual activity: dismiss by tables to get a white board, marker, and eraser and sit at desks
I'm thinking of a number that is _______. Number line on the board as a visual aid and underline the
two numbers I say. Raise your slates *check and go over answer erase.
I'm thinking of a number that is between, or in the middle of, 11 and 13
I'm thinking of a number that is between, or in the middle of, 17 and 19
I'm thinking of a number that is between, or in the middle of, 14 and 16

I'm thinking of a number that is between, or in the middle of, 10 and 12

I'm thinking of a number that is between, or in the middle of, 18 and 20
Stations: listen for directions at each station and where to go
Constructing numbers with blocks stack of teen cards, take the top card and build with that many
blocks
Go fish play go fish with teen numbers
Trace numbers tracing sheet, identify the number, trace the numerals and letters that make the number
IXL teens practice on IXL
Assessment:
Activity 1: Listening for each child to identify the number and listening/watching each child count and
do the action for each number they say
Activity 2: Checking answers on slates (white boards) each round
Activity 3: Observation of group work following directions and identifying teen numbers
Demographics:
Cave Hill School is located in the town of Eastbrook, Maine.
Number of students at Cave Hill School: 85
Students eligible for free lunch: 57.6%
Students eligible for reduced lunch: 15.3%
Eastbrook, Maine
Population: 421 people
Size: 38 square miles
Mean resident age: 49 years
Median household income: $47,708
Race: 99.3% white
Married couple families: 62%
Average family size: 2.5 people
Residents age 25 and older with a bachelor's or advanced college degree: 10%
Waltham, Maine
Population: 344 people
Size: 33 square miles
Mean resident age: 49 years
Median household income: $53,194
Race: 99% white
Married couple families: 94%
Average family size: 3 people
Residents age 25 and older with a bachelor's or advanced college degree: 10%
Reflection:
Not all of our learning targets have been met by every student after this lesson, nor did I expect
that they would be. I also know that some of the activities we did this day, like the number tracing,
would be busy work for some students, while being really great practice for others. In the future, it
would be beneficial to challenge some of our students and differentiate their tasks some, keeping the
busy work activities for the students who really need that kind of practice. For the second activity,
many of the students didn't need the visual of underlining the numbers on the number line, but others

needed it to reinforce their learning of the numbers.

I found that the most successful goal, was that students could count to 20. Most students can
count to 20 on their own, a select few need guidance or can count to 20 skipping some numbers in
between. Because many of the students in this class were in pre-k or a daycare setting last year, they
can count easily, others never got that practice at home and are still learning. The best way to have
children meet this goal is through practice, both in school and at home. I have since made flip books for
a few of the children for them to practice identifying and counting numbers, the book is hooked into
their Bear Binder that they bring home each night so that they can practice at the after school program
(the only outside of the classroom practice that will happen for 2 of them that need it) or at home.
One of the students that could really use the practice just doesn't want to practice, she has
learned that it is easier to have someone else do the thinking for you. This is something that Jamie and I
have really been working on, she tries to get out of things often (and in many subjects) by making up
excuses. Another one of our students who needs the practice is very willing to learn, he just hasn't had
the learning opportunities that most of the other students have had and it is leading him to struggle. His
parents are newly divorced so dad is now seeing how far behind he is and is working really hard with
him at home.
Our least successful goal for this lesson is identifying numbers 1-20. Identifying numbers is
tricky for many of the students. Instead of 17, for example, many of them will say a 1 and a 7 or a 7
and a 1. While this still isn't what we're looking for, we need to first teach them that it is a 1 and a 7,
if it were a 7 and a 1, it would be 71. I think that the best tool for these students who are struggling, is
practice. Using the flip books and practicing counting every day. Being able to count from 1-20 is a
baseline for being able to identify those numbers. Example: show the student a set of cards 1-20, point
to 15 to have them identify. The student could say 43. If they can count to 20, they know that you don't
say 43. If they cannot count to 20, they may say random numbers because they cannot identify them.
The teens are very difficult to learn because unlike every other set of numbers that make sense (twentyone, twenty-two, twenty-three... thirty-one, thirty-two, thirty-three...etc.), the teens include eleven,
twelve, thirteen, and fifteen. Do those make sense? No. Should they? Not really. It should be tenty-one,
tenty-two, tenty-three, and so on just like any other number set. Teaching this concept is difficult for
someone who is new to teaching someone with very minimal background knowledge.
I think assessment wise, the most successful activity was the second one where they used slates.
It was an individual way of me checking to see if they could answer the problem with a clear visual.
The first activity wasn't very successful if I were to tie it to assessment because we have some students
who shout out the answer without giving everyone else a chance to think. This gives the opportunity of
thinking for oneself away when they hear the answer being called out. The stations were a great
individual assessment of how students applied their knowledge in play, it is just difficult to assess all
students individually during station work.
Student Learning Goal: 80% of students will be able to count to 20 and write and identify all
numbers between 1 and 20 by the end of the lesson.
Action Plan for Future Practice:
1. Differentiate activities to accommodate to multiple learning levels
2. Create and deliver lessons to teach, activities to practice, and systematic ways to review these skills
3. Give homework assignments, reflection activities, and self assessments that measure skills and
understandings
Professional Practice Goal: I will assess students using formal and informal assessments including,
homework, reflection activities, self assessments, observation, reflections and conversations with

students. I will then use the results from the assessments to develop and modify activities and stations
for individual, small group, and whole group instruction to meet the needs of all learners.
Action Plan for Professional Practice:
1. Create and deliver lessons to teach, activities to practice, and systematic ways to review these skills
2. Give homework assignments, reflection activities, and self assessments that measure skills and
understandings
3. Record observations of each student, based on recent performance on things listed above