Lesson Plan

Making Meals to Match

Teacher: Leandra Pasion Date and Time: March 27, 2017

10:30 11:00 a.m.
Class (Content Area): Math Grade Level: Kindergarten

Purpose: To teach students the number names for the teen numbers, beginning with those for
14, 16, and 17.

Objectives:
1. Students will be able to recite number names for 14, 16, and 17.
2. Student will be able to match numeral card and represent the number items required.

Common Core Standards:

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further
ones, e.g. by using objects or drawings, and record each composition or decomposition by a
drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten
ones and one, two, three, four, five, six, seven, eight, or nine ones.

GLOs:
GLO #1 Self-directed Learner (The ability to be responsible for one's own learning)
GLO #2 Complex Thinker (The ability to demonstrate critical thinking and problem solving
GLO # 5 Effective Communicator (The ability to communicate effectively)

Hawaii State Teacher Standards:

Standard #1: Learner Development 1 (a), 1(b), 1(k)
Standard #2: Learning Differences 2 (a), 2 (b), 2(c)
Learning #3: Learning Environments 3 ( b), 3(d), 3(f)
Standard #4: Content Knowledge 4 (a), 4(d), 4(f), 4(g)
Standard #5: Application of Content
Standard #6: Assessment 6 (a), 6(b), 6 (c), 6(e), 6(h)
Standard #7: Planning for Instruction 7 (a), 7(b), 7(c)
Standard #8: Instructional Strategies 8 (a), 8 (b), 8(e)

Assessments:
1. Students will be able to recite and write number names for 14, 16, and 17.
2. Students will be able to match number with correct manipulative.
3. Students will be able to complete Stepping Stone Journal and/or Practice Worksheet
independently.
4. Walk around and check for answers during partner work time.

Materials/Set-Up:

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
 Stepping Stone Teaching Manuel Module 10.3
Number Names Cards 60: Making Meal to match
Counters (Straw and pom-poms)
Plates
Matching Representation for 14, 16, and 17 Worksheet
Dry Erase board and marker

This lesson will be done on the carpet area in front of the classroom. I will ask the children to
sit with their partners. Students will then return to their seats to complete their worksheet. This
lesson will take one (1) day to complete.

Procedures:

a. Introduction: First, I will start with counting from 1 20. Then I will ask the question, Do
you remember the word teen and what it stands for? I will write the answer on the board. I
will explain to the students that we will do an activity that connects with teen numbers 14,
16, and 17.

b. Developmental: Next, I will show the materials and demonstrate step by step the activity
that the students will be doing. They are going to be making a meal with spaghetti and
meatballs using teen numbers 14. 16, and 17. I am going to tell them that they are going to
work in pairs. One will be the customer and the other will be the chef. The customer gives a
meatball card and a spaghetti card to the chef. The chef cooks the order by placing the
number of lengths of spaghetti (straws) and meatballs (pompoms) on a plate to match the
number cards. The customer checks the order. Roles are then reversed and the activity repeats
until all the cards have been used.

c. Concluding: Finally, I will ask students to come back together in a circle. We will review
number cards and materials. I will ask for volunteers to come up and do problem.

Adaptations and Extensions:

Adaptations:
1. Put up a teens chart with numeral and word spelling.
2. Have separate picture chart of each teen number with corresponding item.

Extensions:
1. Students will create their own set of number cards with matching counters (14, 16, and
17)
2. Match Number Representation Activity
3. Practice to write numbers 14, 16, and 17.

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
 Management Considerations:

1. Partners (2 to 3 students)
2. Independent

I will be having certain students sit next to certain students due to special needs, behavioral
needs, and special learning abilities. Special needs student sit with S & Ra. Behavioral
needs and special learning ability student #1 will sit with K and student #2 will sit with Re
& Si. Students will go with their designated partners.

Reflections:
The activity started off with excitement. The students were very happy and eager when I told
them that they will be pretending to make spaghetti and meatballs using yarn as the noodles to
make ten and pompoms to make ones as the meatballs. I feel that the overall hands-on
experience of having them use materials to touch and hold helps them to count one by one and
visualize ten pieces of yarn makes one ten and the pom-poms as ones (more).

The children listened very carefully when I was giving and showing directions about the
lesson. They also worked with their partners cooperatively. They each took turns and helped
each other as they worked. At the end of the lesson the students asked if they could continue to
have more teen numbers to work on.

Rubric for Teens

Stepping Stones Module 10 Lesson 10.3 Part 2

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu
 Proficient Developing Well B
3 problems 2 problems 0 to 1 pro

Able to show and compose 10 pieces of Able to show and compose 10 Unable or partially ab
yarn for one ten and use pom-poms as pieces of yarn for one ten and use compose 10 pieces of
ones to reflect teen numbers. pom-poms as ones to reflect teen and use pom-poms as
numbers with some difficulties. numbers with

Chaminade University of Honolulu * 3140 Waialae Avenue Honolulu, Hawaii 96816-1578 * (808) 735-4711 * www.chaminade.edu