Student Teacher: _Marinda McDonald

Date: _3-7-16__

Subject: Math
Lesson Topic:
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 from 120, count out that many objects.
Grade: K

Length of class:

30 minutes

Learning Objective (performance, conditions, criterion): Jane Doe will be

able to say the numbers up to 20 while doing one to one correspondence on the
smart board with 90% accuracy in 6 tries with in the 30-minute time period.
John Doe will be able to say the numbers up to 8 while doing one to one
correspondence on the smart board with 90% accuracy in 6 tries with in the 30minute time period.
Student Friendly Objective: Jane Doe: Today I will be able to count up to 20
using one to one correspondence and say the numbers in correct order while
counting to 20.
John Doe: Today I will be able to count up to 5 using one to one correspondence
and say the numbers in correct order while counting to 5.
State Core Standard Alignment: K.CC.B.5- Count to tell the number of
objects.
Core and Supplemental Materials:
Teacher Materials: Smart board

Student Materials: No materials

needed

Context for Learning:

Organization of the
students (e.g., small Small Group (2 students) in resource room
groups, whole
group, partners)
Pre-Lesson
Assessment Data
Jane Doe will have been taught numbers counting one to
one correspondence and grouping numbers up to 10
John Doe will have been taught numbers counting one to
one correspondence and grouping numbers up to 5
IEP Goal Links
(Also describe
individual student
modifications &
accommodations)
Pre-Instructional Set: (Approximately 3 minutes)
Gain students
attention (Activity
Ok students eyes on me My name is Mrs
and Script)
McDonald and I would like to go over the
rules of your class so we can all know what
is expected.

#/minut
es
(30
second
s to 1

Inform students of
learning objective(s)

This is important to
know because
(Informed
instruction)

Today we are going to work on counting. We will

count by pointing saying the number loud enough
so we can hear it. Then we will count out the
objects that are on the smart board. To be
followed by counting our jumps.
You need to know your numbers, because they are
important to know, they can help you with
knowing addresses, phone numbers, money, and
other math that we need to know as we get older.

minute)
#/minut
es
(30
second
s to 1
minute)
#/minut
es
(30
second
s to 1
minute)

Preparing students for instructional content: (Approximately 6 - 15

minutes)
Pre-requisite skills to Jane Doe needs to be able to count and group up #/minut
review, if applicable
to 8
es
John Doe needs to be able to count and group up
to 5
(2 to 5
minute
s)
Review of prior
#/minut
knowledge, if
es
applicable
(2 to 5
minute
s)
Vocabulary to preteach, if applicable

Array- Items that are arranged in rows and

columns. For example, if I have dinosaurs
lined in four rows of four and four columns it
is called an array.

#/minut
es
(2 to 5
minute
s)

Instruction: (Approximately 20 to 40 minutes depending on length of

class)
Explicit Modeling of
#/minut
Skill (what cognitive
On smart board start with numbers beginning with es
steps should the
one and model by saying one and then move the
students be using to
dinosaur to the line, then move another dinosaur
successfully perform
to the line and say two then move the teacher
the skill?)
pointer back to the beginning pointing and
(I DO IT)
counting the dinosaurs, one, two, how many are
there? Two... This repeats to twenty.
(10 to
15
minute
s)
Guided Practice
#/minut
(WE DO IT)
es
The next slide shows a circle. The dinosaurs are
to be placed around the circle to equal 20. I will
(5 to 25
model the number first and then ask the students minute

to do as I did. Move the dinosaur to the circle

doing one to one correspondence. Complete this
task up to 20 for Jane Doe. Jon Doe we do the
same only counting up to 5.
Strategies to check
for understanding

Independent
Practice
(YOU DO IT)

Teacher asks student to point to the number

selected and then count the number of dinosaurs.
Then give students an even number and tell them
to place them in an array on the smart board to
show understanding
Students will finish the dinosaur counting on their
own to the specified numbers
Jane Doe: 20
John Doe: 5

s)

If needed, how will you address re-teaching of specific skills.

Provide verbal que such as for John Doe: Go back to number one and lets try it
again.
Jane Doe: Go back to number 10 and lets try that again.
Another verbal que will be: What number is this? (The number prior to the number
missed)

Assessment:
Concrete and
tangible assessment
to know whether
students have met
learning objective

Keep data. Use a number chart with + or to show if they

know the number as well as grouping given 6 trials in 25
minutes.

Closure: (1 5 minutes)
Organization/transiti
on routines (e.g., put
assignments in
Great job, thank you for working hard. (Then they
folders, prepare for
are dismissed for recess.)
bell, transition to
next lesson/activity

#/minut
es

(1 5
minute
s)