Lesson Plan Outline for Teaching with Technology (Games)

Beverly Kissane

Mathematics

Standards: State and/or Common Core

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.
Subject(s) of the lesson Prerequisite Knowledge: What do they need to know? What will you
Counting and Cardinality have them recall?
Number automaticity
1:1 correspondence, each number said corresponds to a quantity,
Understand that each successive number name refers to a quantity that
is one larger.
Content
Students will learn strategies to name quantities that are viewed as objects and
pictures in different arrangements. This lesson will increase fluency in counting and
cardinality.
List the objectives for this lesson. They should include what the students will learn from your
instruction
Students will be able to name how many objects regardless of their arrangement as evidenced by
explaining how they know to their partner and teacher.
Students will understand that grouping small quantities together to name bigger quantities
improves counting fluency.
How will you teach the content? Details help. Include the game(s), what do you do before the
games and how do you follow-up.
Modeled/guided practice: In whole group, the teacher will present groups of objects in different
arrays in a Smart board activity. The teacher uses the Notebook screen shade to hide pictures of
objects. She explains to kindergarten students that their job is to tell how many. But the twist is that
the screen shade will only stay down for 3 seconds, and the student who tells how many must
explain how they know by the object arrangements.
Independent practice: Student will work in pairs, viewing a Scratch game designed to flash
quantities on the screen. One student will operate/monitor the game while the other student names
the quantities. Each student will complete 4 slides/backgrounds. After they name the quantity, they
will write the number of the quantity and show the quantity in a drawing on a graphic organizer. The
student must explain how they know the quantity by describing the arrangement.
Closure: Students will reconvene on the carpet and share the ways they explained quantities from
the arrangements on the Scratch game. They will use their recording sheet to help them explain
their mathematical thinking.
Additional materials you will use and how will you use them.
Smart board/projector: Whole group/guided practice instruction.
Smart Notebook Lesson: Students will view the pictures/objects to learn how to build fluency
with naming quantities. Teacher will utilize the screen shade as an important timing aspect of
building automaticity.
iPads: In pairs, students will complete the pre-made Scratch games.
Graphic organizer: Students will write the number of quantities and draw a picture to explain how
they organized their thinking.
Evaluation Strategies
Teacher observation/questioning
Student graphic organizers.

Name ____________________________ Number Flash K.CC.B.4.B

I can name number quantities because I explain arrangements of pictures/objects.

Write Number

Draw group