Lesson plan

Jennifer Smutek
Differentiating NYS common core math module.

Unit essential questions:

Can students make sense of and count groups of 0, 6, 7, 8, 9, and 10 objects?

Lesson question:
Using manipulative what different ways can we arrange them to make 10?

Common Core or other appropriate standard:

PK.CC.3 understand the relationship between numbers and quantities to 10; connect counting to
cardinality.
a. 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
b. Understand that the last number name said 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. c. Understand that each successive number name refers to a quantity that is
one larger.
CC.4 Count to answer how many? questions about as many as 10 things arranged in a line, a
rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number
from 110, count out that many objects.

Lesson objective: Assessment:

Count up to ten objects in varied Ticket out the door- Students must choose or
configurations. tell the correct number of seeds displayed in all
of our drawings for the day.

Opening:
Touch and Count to 10 (3 minutes
. T: Touch and count the cubes in your stick. Use a whisper voice for the bottom color and a big
voice for the top color.
S: (Use a whisper voice.) 1, 2, 3, 4, 5. (Use a big voice.) 6, 7, 8, 9, 10.
T: Touch and count again and use a big voice for the bottom color and whisper voice for the top
color.
S: (Use a big voice.) 1, 2, 3, 4, 5. (Use a whisper voice.) 6, 7, 8, 9, 10.
T: This time, use a growling voice for the bottom color and a high voice for the top color.
S: (Use a growling voice.) 1, 2, 3, 4, 5. (Use a high voice.) 6, 7, 8, 9, 10.
Show students the numerals 110, and ask them to say, Thats 10. Then, the teacher traces the
shape in the air with one finger while pointing to the number 10.
Procedure:
Gather students in a circle around the green construction paper.
1. Say, Maria and Ezras class wants to plant flowers outside their classroom window.
They each bring 5 seeds. Enlist 2 students to count out 5 seeds each and bring them to
the teacher.
2. . Say, Maria suggests that they make a line using her seeds and another line using Ezras
seeds. Place the seeds in 2 lines (5-group configuration), and have students count the
total number of seeds.
3. Say, The class works together to think about other ideas. They decide to draw each of
their ideas to remember it. Draw the 5-group idea, and have children count the seeds in
the drawing from left to right and top to bottom to make sure there are 10.
4. Say, Joshua thinks they should make a pattern in 1 long line. He shows his idea, saying,
Ezras seed (place a seed), Marias seed (place a seed), Ezras seed (place a seed) as
he places each seed. Have children count the seeds and draw this idea.
5. Say, Ezra shares that they planted the seeds in a circle in his garden. Try to make a
circle with the seeds, and help children see that there is only room for an oval, or the
plants will be too crowded. Repeat the sequence of touching and counting, and then draw.
6. Say, Kelly says that they could break the seeds into 2 groups and make 2 small circles.
Have 2 students break the seeds into 2 groups and make 2 small circles. Repeat the
sequence of touching and counting, and then draw.
7. After this short whole group lesson break the class into three groups based on ability.

Tiered by ___Complexity_______: (product, challenge, complexity, resources, outcome, or

process)
1. 3 different tiers Emergent group will work on displaying at least two rows of each
containing 5 to make 10.
2. On level group may pick a garden they liked and arrange their seeds to match give
students 10 seeds.
3. Advanced group will create their own garden using a new method.

Closure:
All groups come back to carpet and discuss which center they liked best?
Which idea made it easiest to count?
What is the same about all the gardens or all the seeds in our drawings?

Final assessment:
Arrange number cards 8-10 and have students come up and choose the correct one before
moving on to next activity for the day
Materials:
(S) Tower of 10 (5 of one color and 5 of another color)

(T) Long rectangle of green construction paper, 10 seeds, numeral card

White board
Note: Choose seeds that are large enough for the whole group to see, (e.g., sunflower,
nasturtium, lima bean). For this lesson, having two different types of seeds is helpful.
Numeral cards 8-10 for each student