Bridgewater College Teacher Education Program Lesson Plan

Name: Caroline Fletcher

Subject/Grade Level:
Kindergarten Math

Lesson
Title:

Unit:
Number and Number Sense

Number
Monsters

Date or
Lesson
#:
January
14, 2016

Virginia SOL/National Standard:

K.2 The student, given a set containing 15 or fewer concrete objects, will
a) tell how many are in the set by counting the number of objects orally;
c) select the corresponding numeral from a given set of numerals.

Measurable Lesson Objective(s):

Students will be able to match pictures that represent a number to the correct
number.
Students will be able to sort pictures representing a number to the correct written
number.
Materials/Technologies/Resources Needed:

Number monsters 7-14 for students

Number monsters 6 and 15 larger for the whole class to see
Paper clips for hands of monsters
Document camera
Cutouts for the arms and legs of the number monsters with different
pictures representing each number

Assessment (Formative and/or Summative):

As each group finishes their number monsters, I will go and see if their answers
are correct. I will ask them if they can explain their thinking on why each picture
does or does not match their number.
Anticipatory Set (Hook & Agenda)

Teacher will:
Today, we are going to get
to make number monsters!

Students
will:

Accommodations/Differentiat
ion:

Listen

Anticipat
ed Time:
<1
minute

Access /Review Prior Knowledge

Teacher will:
Say I know you have
worked a lot with Mrs.
Remnant on your teen
numbers, so can you tell
me what these numbers
are? Raise your hand if you
know. (use the large
rekenrek and do a few
numbers between 6 and 15)
Be sure to ask how they
know what the number is

Students
will:

Accommodations/Differentiat
ion:

Anticipat
ed Time:

Listen
and then
raise
their
hand if
they
know
the
correct
answer

Can give out individual

rekenreks to students if
necessary

3-4
minutes

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the
content. This should be the longest portion of your lesson plan.

Teacher will:
Teaching
Process/Modeling/Guided
Practice:
Bring out number monster
6 and number monster 15.
Say This is Mr. 6 and Mr.
15, and they needs help
finding their hands and
feet! And I think that all of
us can help them do that!
What do you think? I have 8
pictures here, and 4 of
them go on Mr. 6 and 4 go
on Mr. 15. Who wants to
come up first and see
where a piece goes? (show

Students
will:

Come up
if they
are
called on
to help
figure
out
which
monster
the
piece
goes to

Accommodations/Differentiat
ion:

Some students will need

more assistance in figuring
out what each picture
represents.

Some students will finish

each monster quickly, so
there will be extra monsters
in the middle of their table
so that they can move on

Anticipat
ed Time:

5-6
minutes

some of the pieces to

explain what each picture
has on it)
Call on quiet students to
come up and pick up circles
that either belong on the 6
or 15. They can paper clip
them to the correct
monster.

Independent Practice:

when they are done.

25
minutes

Work
with
their
partners
to
complet
e the
number
monster
s

Explain that: Students will

work with their partner at
the corner of the table to
figure out which 4 pictures
go to their number monster.
(2 pictures will have the
wrong number of items on
it) Once they are finished,
they will raise their hand,
and I will come around to
make sure their pictures are
correct. Once their answers
are correct, they will get
another monster from the
center of the table. Each
table will have three extra
monsters for groups to
grab. This will continue until
time is almost up or they
have gone through all of
the numbers.

Closure:
Teacher will:
When all groups are done,
they will come back to the
carpet, and we will check
each monster to make sure
it is correct! (put each
monster under the

Students
will:
Bring
their
monsters
to the rug

Accommodations/Differenti
ation:

Anticipate
d Time:
6-8
minutes

document camera)

Declarative Summary Statement:

Today, we got to make our own number monsters!
Activity If Extra Time Remains or Technology Fails
Teacher will:
Bring out the rekenreks to
get students to show each
other different numbers! For
example, have students ask
another student to show
them 16 and see what
they can do.

Students
will:

Accommodations/Differenti
ation:

Anticipate
d Time:

Practice
with the
rekenreks

Note: Attach or provide hyperlink to all handouts, external documents, resources,

etc.
Example of a number monster 1: