TCNJ Lesson Plan

Number Line Star Counters

Student Name: Katie King
Grade Level: Kindergarten

School Name: Hopewell Elementary School

Host Teachers Name: Ms. Bradshaw

Guiding and/or Essential Questions:

Where do we see math in the real world?
How can we represent numbers and number sentences?
How do we add to numbers together?
What does a number sentence represent?
How can we use a number line to do addition with numbers 1-10?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students are able to count to 100 by tens and ones. Students have been working on
mastering addition before moving on to subtraction. They have worked with number lines one
time prior to this lesson. Students have also worked with tallies in the past.
Standards:
CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.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.
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
Learning Objectives and Assessments:
Learning Objectives
Students will use number lines to represent
numbers and do addition with numbers 1-10.

Assessment
Teacher will assess that the student correctly
uses the life size number line and number
ladders as tools to show numbers and do
addition problems. Teacher will assess that

Students will point out real world examples of

math. Students will use a book as evidence of
real world math.

students correctly answer problems on a

worksheet.
Teacher will assess students answers when
pointing out real world examples. Teacher will
also assess that students can make connections
to math in the read a loud.

Materials/Resources: (List materials, include any online or book references and resources)
10 paper stars
5 worksheets
5 number ladders
The Star Counters by Ida Luttrell
Plan for set-up/distribution/cleanup of materials:
Students will be given their number ladders and worksheet when we are finished reading
the book. The number line will be set up ahead of time and taken up during lunch.
Step by Step plan (numbered):
1. Lesson beginning (Should be detailed!) The lesson will begin at the writing table in the
back of the classroom. I will start by asking the students if they know any read world
examples of math. Where do they see math and addition in real life? I will lead a
discussion about this and I will ask each student to give an example. Then I will say we
can see math in books too. I will ask the students if they have ever read The Star
Counters.
2. Then, I will read The Star Counters. As we go along I will ask the students to make a
tally on their own index card for every time they think they see math being used in the
book. I will point out math I see in the beginning and I will make tallies as I continue to
read as well. If students struggle with spotting it on their own, we will spot it together.
3. After reading the story I will explain to the students that we are going to practice
counting and adding just like the characters in the story. I will say, In the story, the king
had different kinds of animals try to count and add up how many stars are in the sky. All
the different animals had different ways of counting and adding. So, we are going to
practice using different ways to count and add.
4. Then, I will bring out the number ladders. Each student will get a number ladder and a
worksheet. The worksheet will have single numbers in the beginning and students will be
asked to represent that number on the number ladder by sliding the bead on the ladder
and/or draw the number of things that number represents. For example, if the worksheet
says 6 students will be asked to find 6 on the number ladder and/or draw 6 of something
on the page. I will model this for the students before passing out the materials. Then, if
students understand this concept, students will be asked to complete the end of the
worksheet. The worksheet will have addition number sentences that add up to 10 or less
than 10. Students will be told they can draw the number sentence if that helps them
understand.
5. Once they are finished with this activity I will the star counters to go over to the carpet.
Students will all go over to the carpet together. If students finish the worksheet activity

early, they will be asked to fill in their drawings. If they finish that I will have index cards
for them to practice numbers and number sentences using their number ladders.
6. Then, once each student is finished and on the carpet, I will introduce the students to a
game to practice number lines. I will have flashcards with numbers and addition
problems on them. Each student will be given an index card and will show us the number
or complete the addition problem by hoping on the paper stars. I will model how to do
this first. For struggling students, I will do the activity next to them and show them the
answer on the back of the index card to help them understand.
7. Closure. To close the lesson, we will huddle as a group and I will ask the students to tell
one another one thing they learned while doing this center. When a student says what
they learned they can put their hand in the middle. Once all hands are in the middle we
can our hands in the air and whisper hooray, to not disturb what is going on in different
parts of the classroom.
Key Questions (that you will ask):
What are some places we see counting/addition in real life?
What are different ways we can represent numbers?
How can you represent this number/addition problem by drawing?
How should you hop to show this number? Number set?
What is one thing you learned today?
Logistics:
Timing: 25 Minutes
Beginning and Read Aloud: 7 min
Worksheet: 10 min
Number Line Game and Closure: 8 min
.
Transitions: Students will start off at the writing table. Once the read aloud is finished
they will be given the number line and worksheet. When everyone is finished with the
worksheet, we will all move over to the number line game. Once the number line game is
finished students will be directed to where they need to go next for their next activity.
Classroom Management: Because this center is being done with four students,
classroom management will be focused on making sure the students stay on task. There are only
four students in total doing the center. Students will be kept on task during the read aloud by
making tallies of the number of times they notice counting, addition, or other kinds of math.
Students will be reminded to work quietly on their worksheet. While doing the number line
game, students who are not participating will be asked to sit next to the number line so they can
see their friends go and follow along with the activity until it is their turn.
Differentiation
There will be four children in total at the center for 25 minutes. We will not be rotating.
The tallying, ladder, worksheet, and number line game will all be modeled for the students

before the activity begins, as modeling helps the students understand the activity. Early finishers
during the worksheet activity will be asked to go back and complete their drawings. Once that is
finished, I will have practice index cards that the students can use to practice representing
numbers and number sentences on their ladders. For students who are not challenged by the
activity, we will have some questions with addition problems with 3 numbers. To scaffold the
lesson, both the worksheet and number line game will start with having the students represent
single numbers. We will move on to addition problems once they are comfortable with the first
part. If students are not comfortable or are struggling with doing addition problems, I will do it
with them on my worksheet or we will do it together as a group. For the child who may struggle
with writing numbers because of difficulties with penmanship and fine motor skills, we will have
examples of how to write the numbers and dotted lines can be provided for her to trace. For
students who may get distracted, I will make sure to ask questions to the students while we are
reading, have them follow along on their worksheet with their finger, and have them counting the
steps that their friends are taking while we are playing the number line game.
Resources:
http://mrsbohatyskindergartenkingdom.blogspot.co.uk/2013/01/math-tools.html?m=1
https://www.teacherspayteachers.com/Product/Addition-on-a-Number-Line-differentiated399832