TCNJ Lesson Plan

Zero the Hero

Student Name: Kayla Taylor Grade Level: Prep (5s) Date of Lesson: Sept. 17, 2018

Guiding and/or Essential Questions:

What is zero? What patterns are found in counting? What is place value?

Pre-lesson Assignments and/or Student Prior Knowledge

Students have experience with counting, but may not fully understand how to represent zero.
Additionally, students have started to predict what happens at number nine when we count the
days in school, but may not understand the importance of zero for the continuation of numbers
after nine.

Standards (NJ Common Core-Kindergarten):

CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
(with 0 representing a count of no objects).

Learning Objectives Assessment

Students will identify the number
zero, identify groups with zero
objects and represent the number
zero.
Teacher will assess students’ participation in whole class
discussion for understanding that zero means none (and
helps us continue to count past nine) and record
observations. Teacher will also assess students during
small groups (and record data) for correct use of one-to-
one correspondence while counting, placing no counters
in the zero box, and proper writing of the numbers
(especially zero).

Materials/Resources:
Zero the Hero book, prewritten letter from Zero the Hero, cookies, counters, laminated sheet
with numbers zero to ten

Plan for set-up/distribution/cleanup of materials:

Teacher will prepare materials before pulling students to the activity. Cookies for the scavenger
hunt will be hidden while students are at lunch.

Step by Step plan:

1. Lesson Beginning:
1. During morning meeting, I introduced the idea that zero allows the numbers to
continue past nine. When counting the days of school, we created our first bundle
of ten and, therefore, had zero ones. I asked the students to think about why the
number zero is important because we will discuss it after lunch.
2. After lunch, we will read Zero the Hero and discuss why zero is important. I will
ask questions such as, “Why is zero an important number?” and “What numbers
have zero in them?”
 2. Scavenger Hunt and Counters Activity:
1. After reading the story, I will pull up a letter from Zero the Hero. The letter will
explain that he has hidden cookies around the room for them to find. Once the
children find the cookies, they will have time to eat them before being called to a
center.
2. In small groups of 2-3 students, I will ask the students to arrange the counters in
groups from zero to ten on a laminated sheet with the numbers and squares for the
counters to go inside. I will ask questions such as, “Why are there no counters in
the zero square?” and “How do you write number ten?”
3. Closing:
1. At the end of the day, I will ask the students to practice writing the number zero
on the board. I will also ask the students to put the appropriate number of buttons
on cards from 0-10 to see if they understand the concept that zero means none.
For some students, I will ask them to write numbers that include zero, such as ten
and twenty.

Key Questions (that you will ask):

Why is zero an important number? What numbers have zero in them?
How many sticks are in the “ones” cup? How do you write number ten?
Why are there no counters in the zero square?

Logistics:
All materials will be prepared before the lesson begins. Students are used to being pulled into
whole group settings for short periods of time.

Timing (approximate):
Lesson Beginning:
Morning meeting: 5 minutes
Story: 10-15 minutes
Scavenger Hunt: 15 minutes
Counters Activity: 10 minutes per group
Closing: 5 minutes

Transitions:
Students will be given time warnings before being pulled to whole group or small group
activities. Teachers will monitor transitions and provide reminders to children who need them.

Differentiation:
For more advanced students, I will introduce the idea of place value by showing them the bundle
again during small groups.
For children who are still developing counting skills, I will focus on one-to-one correspondence
and the idea that zero means none.