USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math

K

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

Lesson Content
MAFS.K.MD.2.3 Classify objects into given categories; count the number and sort the
categories by count.

What Standards (national

or state) relate to this
lesson?
(You should include ALL
MAFS.K.CC.3.6 Identify whether the number of objects in one group is greater than, less
applicable standards. Rarely do than, or equal to the number of objects in another group, e.g., by using matching and
teachers use just one: theyd counting strategies.
never get through them all.)
MAFS.K.CC.3.7 Compare two numbers between 1 and 10 presented as written numerals.
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Students will understand that numbers can be represented through using objects such
as candy.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
K

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

Objectives- What are you

teaching?
(Student-centered: What will
Students will be able to match written numbers 1-10 represented with objects on a
students know and be able to paper that has the number on it
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e., "C:
Given a sentence written in the
past or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in tense
or tense contradiction (i.e., I
will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
I am teaching this objective because students need to work on 1-to-1 counting while not
questions:
getting too far away from the curriculum.
Why are you teaching this
This lesson fits in because it is a huge building block on other mathematical topics.
objective?
Where does this lesson fit
I am teaching it in this way to show counting does not change based on what you use to
within a larger plan?
Why are you teaching it this count.
way?
It is important because students need this skill reinforced while still moving ahead.
Why is it important for
students to learn this
concept?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
K

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

Evaluation Plan- How will

Formative evidence will be the students work. They will be placing the matching
you know students have
number of candy corns on the paper pumpkin that has the matching number as well.
mastered your objectives? The evidence will be the final product that the pairs work on.
Address the following:
Summative evidence will be observations made by giving checks on paper beside the
names of the groups that show they are mastering the content with their work and also

What formative
their behavior.
evidence will you use to
document student learning
during this lesson?

What summative
evidence will you collect,
either during this lesson or
in upcoming lessons?

What Content Knowledge is Matching, counting 1-10, teaching these concepts in a way that is effective for the
necessary for a teacher to students.
teach this material?

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
K

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

What background
I have taught a connected lesson so I know where they are at.
knowledge is necessary for
a student to successfully
My learners are my students.
meet these objectives?
I know they are active learners and show great enthusiasm with counting.

How will you ensure

students have this previous I know they are ready because in the connected lesson they did a wonderful job of
labeling 1-10 on the number line correctly. 6 out of the 7 groups shown mastery of the
knowledge?

Who are your learners? lesson.

What do you know about

them?

What do you know about

their readiness for this
content?
What misconceptions might
students have about this
They can eat the candy as soon as they get it.
content?
That they are adding more candy on the pumpkins to increase the number.

Lesson Implementation

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
K

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

Teaching Methods
(What teaching method(s) will Direct instruction to explain what they will be doing, and partner work to get all the
you use during this lesson?
matching done.
Examples include guided
release, 5 Es, direct instruction,
lecture, demonstration, partner
word, etc.)

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
K
Step-by-Step Plan
Time
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:

What Higher Order

Thinking (H.O.T.) questions
will you ask?

How will materials be

distributed?

Who will work together

in groups and how will you
determine the grouping?

How will students

transition between
activities?

What will you as the

teacher do?

What will the students

do?

What student data will

be collected during each
phase?

What are other adults in

the room doing? How are
they supporting students
learning?

What model of coteaching are you using?

Who is
responsible
(Teacher or
Students)?

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
How many candy corns are there in all? What do you think you will
do with the candy corns other than eat them? What other objects
can you use to count with?
I will be distributing materials prior to the lesson.
I will group students differently than on the previous day based on
what I saw that needed to be changed. This time placing students
with a partner who is at the same level as them.
I will call them by their table colors for transitions.
The students will work with their partner to match the candy corns
on the pumpkins.
Observations will be made the entire time to see who is on task.
Other adults are observing.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
K

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

What will you do if

a student struggles with the content?

Offer assitance, promote the partner to help, remind of the number line in the
class.

What will you do if

a student masters the content quickly?

Put them in greatest to least.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Counting is a part of their every day lives, and they love candy!
If applicable, how does this lesson connect to/reflect the local community?
Students can use anything they have around them to count, such as candy.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Encourage them to place the pumpkins with the candy in order from greatest
to least.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Math
K

Name: Casey Creamer

Group Size: Date of Lesson: 10/29/14
16

How will you differentiate instruction for students who need additional
language support?
Allow students to count in their native language and then work with their
partner to count in English and then begin the activity.

Accommodations (If
One student may need the directions explicitly explained to him individually after the
needed)
whole class has been instructed.
(What students need specific
accommodation? List individual
students (initials), and then
explain the accommodation(s)
you will implement for these
unique learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Pumpkin cut outs with numbers, candy corns. I chose these materials because they are
a great way to get students to think outside the box about counting and also because of
the time of the year!