CEP Lesson Plan Form

Teacher: Lori Cronquist Date: 9/21/17

School: Meeker Elementary Grade Level: Kindergarten Content Area: Math

Title: organizing/counting up to 5 Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1. 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 (K.CC.4a)

2. Understand that the last number name 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 (K.CC.4b)

3. 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 1-20, count out that many objects (K.CC.5)

Understandings: (Big Ideas)

1. To be able to count up to 5.

2. To recognize that numbers remain the same even when in a different configuration.

3. To understand that digits are a symbol for the number of objects represented.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

1. Why do we count things?

2. Is there a wrong way to count? Why?

Evidence Outcomes: (Learning Targets)

1. students can count to five regardless of arrangement

2. students can say the number names in standard order

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using
student voice)

I can count to 5.

This means I know my numbers and their order.

I can move my cotton balls to count in a different way.

This means I can rearrange them and still get the same answer.

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CEP Lesson Plan Form

I can complete my worksheet accurately.

This means I can recognize numbers between 1-5.

List of Assessments: (Write the number of the learning target associated with each assessment)

Children can count to five accurately.

Students can answer questions about numbers based on their arrangement.

Children can rearrange the cotton from a linear arrangement into a 2x2 array and realize that it is still the same amount.

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CEP Lesson Plan Form
Planned Lesson Activities
Name and Purpose of Lesson
Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and
what materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures
(Include a play-by-play account of what students
and teacher will do from the minute they arrive to
the minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Colorado State University College of Health and Human Sciences
Name: count and organize up to 5
Purpose: to count in standard order regardless of their
arrangement or the order in which they were counted
Materials: 5 markers, 5 cotton balls, personal white board
and problem set worksheet, colored pencils
Time: 20 minutes
Today, we are going to make animals with cotton balls and use
them and our personal white boards to work on our counting.
Teacher Actions Student Actions
1. (Begin with 4 markers 1. You can count them.
scattered) How can I Find out how 2. 1, 2, 3, 4
many markers I have? 3. Move them into a line. Put
2. Count with me. them in a row. Line them up.
3. What is another way to organize 4. 1, 2, 3, 4
them? 5. Point to each one and
4. (move them) Lets count again. count.
5. It's the same! (put markers in 6. Take out cotton balls and
dice formation) put them in a line, array, and
6. How would I count these back, counting each time.
without putting them in a line? 7. Students put cottons balls
7. When I touch and count, I am into a line, counting as they
going to go from left to right. are placed.
Touch and count with me. 8. Push into a cotton kitty
8. Give each student 5 cotton balls and count.
in bag. Have them take out four, 9. There are the same in both
put them in a line, move them animals.
around (2x2 array), back in a line 10. Put away one cotton ball
and counting each time. and make a caterpillar. Then,
9. We are going to make cotton make two caterpillars (2x2)
pets. When I call out a number, I 11. 1, 2, 3, 4
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CEP Lesson Plan Form

want you to put that many cotton 12. 1, 2, 3, 4

balls in a line to make a caterpillar.
5. 13. Yes.
10. Now push them together to 14. Touch and count as
make a cotton kitty (push the balls needed each time.
together). Count them. Are there 15. Practice worksheet as a
the same # in the caterpillar as the group with our fingers. Do
killy? individually.
11. Put one cotton ball away.
Make a caterpillar again and
count. How many? Ok. Now, take
those and make two caterpillars
that are exactly the same.
12. Have students take out their
personal boards. Draw four circles
in a line to show a caterpillar.
touch and count together.
13. Erase. Now, draw a circle in
each corner. Touch and count
14. Is that the same number?
15. Continue with 4 and 5 linear
and array configurations.
16. Present worksheet, model and
practice with students.

Closure Today, we counted to four and five. If we put them in a different

Those actions or statements by a teacher that are place or order, does the number change? Thank you for
designed to bring a lesson presentation to an participating in class with me today; it is important to understand
appropriate conclusion. Used to help students bring numbers. I had fun with you playing this game.
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is
used:

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CEP Lesson Plan Form

To cue students to the fact that they have

arrived at an important point in the lesson
or the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
I will adjust the size of the caterpillar, so that they can try countin
to three.
I will have the children make different animals, model a giraffe,
with 10 cotton balls.
1. Students will remain engaged and participate properly.
2. Children will be able to discuss that the number stays the
same even if arranged differently.
3. Children can count to 5 accurately.
4. Children can move the cotton from a linear arrangement
into a 2x2 array.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement)
The students were able to complete the problem set accurately and quickly. They understood that there are
four objects, whether in a linear or array arrangement. The students would either double check and count the
manipulatives or be able to identify that they were just moved and that there were none added or taken. Some
of the students understand the concept of plus one, minus one and can show it to a range from the number 1-
10. The kids treated the tools I brought with respect and treated one another nicely, and I was also able to
work with a few students who are needing extra attention during my short, small group lessons.

2. What changes, omissions, or additions to the lesson would you make if you were to teach again?
The second lesson went too long and the behavior of the kids was a distraction and difficult for me to handle
throughout. I would start by trying to bring children back into the lesson and ignore the behaviors unless they
were a problem for their learning or the groups. If I engage children who appear off-task and ask them to
count for me it will help them to focus on what they should be learning. It also helps me to understand to
what extent they know what I am teaching. Next, I would choose one of the two tools I used during the lesson.
The second group did not get to use the whiteboards because I took too long with the first group. In the
future, I will have to talk less to allow more time for the students to show me what they are understanding
and learning and to what degree.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson, I will make sure to make it less complicated and try to not squeeze everything in if it is not
necessary. I will keep the objective in mind and teach around that. If there are behaviors that are not causing a
disturbance to the group or themselves I will try to redirect the behavior instead of trying to correct it. On task
behavior is different for each child and I need to be more aware of that moving forward. I also envision doing
more whole group lessons, so I must learn to be explicit and less wordy. I feel like the class is ready to move a
little faster so I will also try and keep them on task by doing so. If there are students struggling I can always
reteach a lesson or provide more one on one help to students struggling to understand content.

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