Candidate:

Karina Montanez
Standard:

Lesson Plan Form

CSUDH Teacher Education Department
Subject:
Grade Level:
Teaching Date:
Mathematics
Kindergarten
TBA

Counting and Cardinality

K.CC
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; 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 if their arrangement or the order in which they were counted.
Speaking and Listening Standards K5
Comprehension and Collaboration
2. Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.
Writing Standards K-5
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
I. Description of Content & Content Type (Fact, Procedure, Concept, Principle):
Students will match objects to the number stated. They will be removing the objects one by one to
demonstrate the concept of subtraction. (Procedure)
II. Learning Outcome:
Students will recognize that numbers mean amounts and when one is subtracted the number
reduces.
III. Curriculum Connection (How lesson fits into larger unit sequence):
In the previous lesson, students have been practicing counting to 20 and adding and subtracting
objects from 1-10. In the following lesson, students will learn to compare number value.
IV. Instruction
A. Engagement (Motivational Activity): Teacher and students will sing and dance to a song
from YouTube, Subtraction Song | Five Finger Jive | Math Songs for Children, written by
Wendy Wiseman and Christopher Pennington. This song will refresh their knowledge
subtracting 1 number.
B. Instructional Sequence (Teaching Methodology):
Step #1: Follow along with the book
a. Teacher will read the book, Pete the Cat and his Four Groovy Buttons, by Eric Litwin and
follow along with the song that goes with the book. Students will each have a set of four circle
stickers stuck to their shirts and a yellow coat.
b. Teacher will observe students.
Step #2: Stop the music.
a. . After the first button falls off teacher will write 4-1=_ on the white board. (repeat for all of

the buttons) Who can tell me what happened? How many buttons are left? Lets remove one
button from our shirts and place it on the yellow coat. How many buttons do we have left on
our shirts? Who can give me a number sentence?
b. Teacher will listen to students responses making sure the students are on task.
Step #3: Review
a. In pairs students discuss what happened each time Pete the Cat lost a button.
b. Circulate to monitor conversations and understanding. Along the way, choose a pair to share
out with the whole class.
Step #4: Preview worksheet.
a. Student demonstrates how to subtract by doing an example from the worksheet.
b. Check for understanding with thumbs up / thumbs down.
C. Application Task: See step #4.
D. Materials & Resources:
Book, Pete the Cat and his Four Groovy Buttons, by Eric Litwin

Ipad to play Subtraction Song | Five Finger Jive | Math Songs for Children from
video from YouTube and Pete the Cat and His Four Groovy Buttons MP3 from
www.harpercollins.com

Music player to connect the iPad

Yellow construction paper coats (1 for each student)

Colorful circle stickers (4 for each student)

White board and erasable markers

Math buttons worksheets

Petes buttons matching activity set with buttons

V. Assessment Strategies:
Formative: See Application Task.
Summative: After the worksheet is complete, students will write in their journals. In writing or
pictures, tell what you and your partner discussed; give examples. Use vocabulary words and symbols.
What did you like about this lesson?

VI. Accommodations for Individual Learners:

Struggling students will be seated closer to the teacher as needed to ensure that they
understand the concept provided.

English learners will work in pairs with an English proficient student.

VII. Homework: None.