Regis University

Lesson Plan Template

Name: Catherine Driggs
Title:
Exploring Numbers and Quantities
Content Area: Mathematics
Grade: K
Standards and
Benchmarks:

Objectives:

Duration: 2 35 Minute
Lessons
Compare and instantly recognize numbers. (CCSS: K.CC)
Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another
group (CCSS: K.CC.6)
Students will:
1) Accurately count the number of objects in five different groups
2) Classify groups according to the number of objects (more, less,
equal) with at least one successful attempt out of three.
Knowledge:
1.) Recognize the relationship between object quantities and numbers.
Comprehension:
2.) Extend the above relationship and apply it to sorting and grouping
objects.
Application:
3.) Accurately order groups of objects according to size, and identify equal
amounts of objects.

Pre-Assessment /
Activating
Background
Knowledge

Observe students during morning routine that includes identifying numbers

and counting out loud. Make note of students who do not participate or
seem to lose their place so they can receive additional teacher and/or para
support.

Assessment:

Students will perform a one-on-one assessment with teacher during math

stations.
1. Teacher will prepare five groups of objects: Two groups of five objects,
one group of three objects, one group of four objects, and one group of
seven objects. Students will be asked to count each group of objects,
then order the groups from the smallest number of objects to the largest
number. Students will then be asked to identify whether or not any of
the groups have the same amount of objects.
1.1. Students will be given three attempts to successfully complete the
exercise, first with five groups of objects, then with four groups of
objects, and lastly with three groups of objects. Once a student
successfully sorts and organizes one group of objects the
assessment is complete.
Students will be assessed using a three level rubric:
1=needs work: student properly sorted a group of three objects (or less) and

Resources and
Materials/
(Technology
integration is
REQUIRED)

Differentiation/UDL
Considerations
REQUIRED (Use
Modifications
Worksheet)

identified any equal groups

2= adequate: student properly sorted a group of four objects and identified
any equal groups
3=proficient: student properly sorted a group of five objects and identified
any equal groups
Computer
Projector
Smartboard
Dry erase boards and markers
o If needed for differentiation
Bear counters
o Alternate counters if needed for differentiation
Bear counter number cards
Scales
iPads
Tier 1: general class instruction
Tier 2: repeat directions as necessary, change positions in the room, use an
amplifier, adapt directions with different words to access student
knowledge, read aloud directions as a group
Tier 3: adapted grading scale, use of dry-erase board instead of counters,
extended time, one on one support with teacher or para
Scaffolding: students who need extra help can work with a teacher or para
at a different table. Depending on the student needs, teacher will ask
guiding questions and allow the student ample think time to discover the
answer on their own. Questions that probe student thought, like what
patterns do you see here, explain what equal means to me, etc.
Intervention: Daily math warm up, counting and cardinality review
General
Brain breaks for all students as needed
Small groups with teacher support
IEP/LD
Check plan for specific accommodations or needs
Pictures cards or visual cues
Extra Para support
ESL/ELL
Provide picture cards or visual clues
Use text to speech to convert story into other languages
Use multiple visual representations of concepts
GT/Twice Gifted
Incorporate dry erase boards to provide more challenging groups
Higher level thinking questions
ADHD
Student can work alone or with only one partner

Hearing Impaired
Provide visual diagrams and charts
Visually Impaired
Student can listen to book on tape or on computer
Extra support from Para or teacher to identify objects for activities
Provide larger counter objects and cards for student
Physical Limitations
Extend time for physical activities
Extra Para support with using manipulatives
Student Has Difficulty Comprehending the Material
Chunk the material into shorter sessions
Student Has Difficulty With Vocabulary
Utilize word walls
Preparing Students
for the Lesson:
Transitions
Expected
Behaviors

Teaching the Lesson

(Lesson Sequence/
Activities):

Motivation/
Anticipatory Set

Teacher Input,

1.) Students will be reminded of proper Rug Etiquette prior to being

asked to take their spots on the rug.
a. Stay in your square
b. Keep your hands and body to yourself
c. Be respectful of other students
2.) Students will be released to sit on the rug table by table while the
transition music plays.
3.) Prior to teacher modeling, students will be reminded of proper listening
behavior.
a. No talking to each other
b. Save questions for question time
4.) Prior to beginning the guided discussion students will be reminded of
behavior expectations while listening, answering, and responding to
questions.
a. Always raise your hand
b. Dont interrupt
c. Be respectful of others answers
5.) Once released to work at their own desks, students will be reminded of
proper desk work behavior:
a. Only work at your own desk, except for partner work
b. Use materials, pencils, and erasers properly
c. Work quietly
6.) Explain that half of the students will be able to use the scales while
working in pairs and the other will us iPads for todays lesson, and the pairs
will swap tools for tomorrows lesson.
Talk with students in large-group, praise them for all their hard work with
mastering counting and cardinality. Explain that the next step is building on
that knowledge and learning how to compare those numbers and sort them
based on the size of their object groups.
We will be able to use some fun new tools that will help us see which
groups are larger!
1.) Show the students the counters and other manipulatives they will be

Modeling, &
Checking for
Understanding

working with and explain to them how they will be using those materials.
2.) Model sorting two different groups of numbers, matching them with the
number cards, and determine which is largest.
3.) Model using the scale to weigh the groups of counters, show how its an
additional representation of the size of the groups because the larger group
weighs more.
4.) Show the new iPad tool theyll use to explore the numbers and
quantities. Model utilizing the iPad app to setup groups of counters that
match the problem shown on the iPad.

Guided Practice

Independent
Practice

1.) Ask the students to pick out three counter cards.

2.) Have students count aloud with you as you count the correct number of
bears for each card.
3.) Ask the students to raise their hands if they know which card has the
most counters, less counters, and least counters. Explain that sometimes the
groups will have the same amount.
4.) Weigh the largest and smallest group, ask students to identify which
side has the most counters.
1.) The half of the students with scales will work in pairs, the other half
will work independently.
2.) All students will have a selection of number counting cards with
matching counters, and will use at least three cards at a time to match
counters with, then will sort the groups in order from largest to smallest or
smallest to largest.
3.) The students with scales will work with their partner to weigh their
groups to make size comparisons after sorting.
4.) The students with the iPads will model the iPad scenarios with the
counters on their desks and compare results.

Review/Re-do

Closure

1. Students will be given a five minute notice that the activity is about to
finish
2. Students will be called up to the carpet one table at a time. Tables will
be called by their table colors.
3. Ask the students what some of their favorite parts of the lesson were.
4. Use a scale to weigh two identical groups of counters, ask the students
to explain why the scale is even.
1. Reinforce some key points and ideas presented by students on how and
what to count in the world around them.
2. Say: Wow, we just had a really fun lesson about grouping numbers and
objects! To bring this lesson to a close, I want you to turn to your elbow
partner and take a minute to share something youre excited to learn about
next. Now, turn and share.

Reflections

Were the students engaged during the lesson?

Were the objectives met?
Can I modify the lesson to increase understanding?
Did the students understand the relevance of the lesson?
Was there enough time? Too much time?
Were all the needs of all learners met?
Were the manipulatives effective?
Can I incorporate this lesson into regular math stations?