Lesson Plan Template (Inquiryfor Math, Sci, SS,

Integrated Literacy)
HEADING:
Students Name: ________Courtney Panepinto______ Date: __4/4/16________________
Subject Area(s): _____Math______________ Grade Level: ___Kindergarten___________
Concept/Topic: ____counting/representation_____ Time: __9:30______
DESIRED RESULTS:
Big ideas/Key concepts:
Mathematical relationships among numbers can be represented and
communicated. Throughout the lesson the students should be able to identify and
count the numbers 1-50. It is important to make the connection between the
numbers and their values/meaning. Students will use animals cut outs to help count
and represent numbers. Students will cut out and color the different animals.
Objectives:
-Students should be able to identify numbers 1-50
-Students should be able to count from 1-50
Curriculum Standards:
Know number names and the count sequence.
Count to tell the number of objects.
CONTEXT:
The majority of the students have a basic understanding of numbers and may
be able to identify some of the numbers and also may be able to count 1-50. The
students have a strong understanding of how to identify the numbers, but need to
work on the sequencing and representation of the numbers. The current unit is zoo
animals and in the introduction I will identify the numbers 1-50 by using the animal
cut outs to visually show the students the numbers with their representation.
Identifying numbers and being able to represent them is important for the
foundation of mathematics and students will be able to build off this knowledge.
EVIDENCE:
What data will you collect to assess the extent to which the desired outcomes were
achieved? Explicitly state how the collected data are linked to the big
ideas/concepts and objectives identified above. You can consider the following
questions:
During and after the lesson, how you will determine if the students have
gained understanding about the big ideas/concepts?
When students are participating in the activity it will be clear if they
understood the concept of number identifying numbers and their
representations.
How will you know if they are able to perform the skills taught in your lesson?

The students will match the animals with the correct number card.
How will you hold the students individually accountable for their learning?
The students will have to do the activity and will receive help if
needed, but they will be able to take it home and use for practice on
their own.
LEARNING PLAN:
Pre-requisites: Students will need to have a basic understanding of the number 150.
Materials and Technology:
- Cards with numbers on them
- Different animal cut outs
- Crayons/markers
Rationale:
Students were able to identify numbers 1 through 50 previously and the
students needed to expand this knowledge. This lesson helps students better
understand numbers, counting, and the number representation.
Differentiation: This lesson is easy for all students because they are identifying
numbers, counting, and representing numbers. This can help students expand on
their previous knowledge on numbers. All students will be able to participate in the
activity even if they are not able to physically. Students who struggle with language
will be able to understand with the visual cues.
Step-By-Step Procedures: (although these lesson phases are listed separately, we
expect that students will be engaged in and exploring the content throughout the
lesson; that they will be explaining their ideas and thinking throughout the lesson;
and that teachers will be evaluating students performances and learning
throughout the lesson)
1. Engage: I will make students interested in the lesson by initially asking a
question. (Who here knows how to count to 50?) Then we will go through
identifying the numbers and how to count them. I will explain how to
represent these numbers and how to do the activity.
2.

Explore: The students will explore the activity by cutting out and coloring
these animals then with their groups will put all their animals together. Then
the students will get a stack of cards and the students will have to match the
number of animals with the cards.
a. What number comes next? How many objects are there? What number
is that?
b.

Students may confuse numbers with one another or the order of the
number and we will go back to initial cards when the students are
confused.

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3. Explain: If a student is having trouble remember what the numbers are or

what comes next they will be working in groups and can help each other.
Also, the number cards that we will go over in the introduction will be placed
in front of the students. The students
4. Elaborate: The students will complete the activity and are allowed to take
prints and number cards home to practice

5. Evaluate: I will be recording what they get right and what they get wrong
during the number representation activity. After the activity is over I will ask
the students a variety of counting and number representation questions. The
students will be working in groups and will help each other out while working
on the activity. The students can also take these home to work on with their
family members and classmates.

Activity:
Studentswillcutoutandcolortheseanimalsthenwiththeirgroupsputalltheiranimals
together.Thenthestudentswillgetastackofcardsandthestudentswillhavetomatch
thenumberofanimalswiththecards.
REFLECTION (AFTER THE LESSON):
Analyze the evidence you collected and reflect on how the lesson went:

What did the students learn? How do you know?

What went well? What makes you think so?
What would you change if you were to teach the lesson again? Why?
Explain how the evidence that you collected is also useful in thinking
about something more than the success of this particular lesson. For

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example, consider how your data support or conflict with theory and
research that youve read.

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