Basic Productivity Tools (BPT)

Lesson Idea Name: How Many Things are There?

Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed: MGSEK.CC.5 Count to answer ‘how many?” questions. a. Count to answer
“how many?” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array,
or a circle), or as many as 10 things in a scattered configuration.

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool: PowerPoint

URL(s) to support the lesson (if applicable): N/A

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☒ Level 3: Infusion ☐ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): The PowerPoint has the capabilities to allow students to rewind and
listen to it as many times as needed. All of the words said are typed onto the presentation along with pictures
that show and explain what is being said throughout the whole thing? The use of pictures, both the items and
the numbers, provides lots of context for all students.

Lesson idea implementation:

The lesson will begin by asking the students how many things they think they see and count in a day. Students
are allowed time to answer. The class will then chorally count to 20. After they count, I will play the book for
them, pausing on each slide to allow students time to count. Before moving to the next slide with the answer,
students will raise their hands and answer with how many items they think there are on the slide. The book
will continue in this format until completed. There will be centers set up around the room. Students will be
divided into centers where they will be completing other activities related to counting and cardinality. One of
the centers will have a computer and headphones for students to rewatch the presentation. There could also
be manipulatives of each of the items on the presentation for students to physically count out if counting on a
screen is difficult. I will walk around the room with a checklist of behaviors and guiding questions. Students
will be asked formative questions during their center work and their success will be determined through the
checklist of observations.

Reflective Practice: Students at this point know their numbers and know how to count. For those who may be
struggling to count or recognize groups, the manipulatives may be available for them to use to count out the
objects during the presentation at the center. This allows learners who are more kinesthetic to be able to
work with the objects. Learning cardinality for young students often requires them to physically move the
counter while saying the number to learn one-to-one correspondence as well. Seeing the objects on the
presentation and working with them can help to create the connections and increase their learning. The
objects on the presentation are things they also see in real life so the students can begin to make the
connections and see how they can count things in real life.

Spring 2018_SJB
 Basic Productivity Tools (BPT)

Spring 2018_SJB