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Concept: Patterns

## What is a pattern? Patterns foster choices.

How do patterns help make predictions? Predictions can be made through patterns.

Subject: Math

understanding.
LESSON PLAN 2

## Prerequisite Skills: ability to speak and listen

Objective(s): At the end of this lesson students will define what a number is and what counting
is.

Body of Lesson:

Pacing Guide:

## 9:15 - Read Chicka, Chicka, 1,2,3

9:25 - Talk about book and what they noticed in comparison to the video

## 9:35 - what is counting?

LESSON PLAN 3

Evaluation: Group discussion - determine if students are actively participating in discussion. Exit
ticket - on iPads students give statement about what a number is and what counting is.

Count 1-10

## Prerequisite Skills: Know what a number is and what counting is

Objective(s): At the end of this lesson students will demonstrate the concept of counting and
count up to 10.

Motivation: Hide transparent squares around the room while students are not in the room. When
they come back, give them 30 seconds to find as many squares as they can. Then have them get
into groups and count how many squares they found.

Body of Lesson:

Pacing Guide:

## 9:10 Record the number of different colored squares on the board

LESSON PLAN 4

9:15 - Read Ten Apples Up On Top! - talk about book and what stood out to them

9:20 Ask students to tell what counting is and why they use it (recall from day before)

## 9:25 Teach the sequence of numbers, up to 10

9:50 Have students work with a partner to practice counting to 10 forwards and then backwards

## Day 3: Talk about each number and its worth

Count 1-20

Prerequisite Skills: Count from 1-10, know what a number is and what counting is

Objective(s): At the end of this lesson students will demonstrate the ability to count from 1 to 20.

Motivation: Have zoo animal pictures around the room. Several tigers, several elephants, etc.
Students find as many as they can and we record the numbers on the board.

Vocabulary:

Body of Lesson:

Pacing Guide:

## 9:00 Explain task for motivation

9:10 Class meets back at the rug to see how many animals they found and record answers
LESSON PLAN 5

9:20 - Read 1,2,3 to the Zoo - talk about book - how does it relate to our motivator? How does it
relate to what were learning?

## 9:35 Teach about how much a number is worth

Evaluation: Exit ticket on iPads - students draw and record their explanation. Task shows a
picture of 14 bears, students have to explain how they got 14 (or whatever number they did get).

Count 1-30

## Prerequisite Skills: Know what a number is. Count from 1-20.

Objective(s): At the end of this lesson students will demonstrate the ability to count from 1 to 30.
At the end of this lesson students will model and write numbers from 0 to 9.

Motivation: Set out play dough mats with number outlines on them. Students use play dough to
model the number and fill in the counting boxes.

Vocabulary:

Body of Lesson:

Pacing Guide:

9:00 - Have student helpers pass out play dough and mats.

## 9:05 - Allow students to use materials to model the numbers.

LESSON PLAN 6

9:20 - ask students what they noticed about what they were making - introduce how to write
numbers.

9:30 - model numbers and have students copy on a dry erase board.

## 9:55 - Teach counting from 1 to 30.

Evaluation: Observe students numbers on dry erase boards. Ask them to write all numbers from
1 to 30.

Materials: play dough, mats, dry erase boards, markers, The Twelve Days of Kindergarten

Count 1-40

## Prerequisite Skills: Count from 1-30

Objective(s): At the end of this lesson students will demonstrate counting from 1-40.
At the end of this lesson students will create an image that includes at least one
number in it.

Motivation: Show images that are made from numbers and have students identify which
number(s) are being used in the drawing.

Vocabulary:

Body of Lesson:

Pacing Guide:

## 9:00 Explain task for motivation

LESSON PLAN 7

9:05 Motivation

9:15 Students choose any number they want and turn it into a drawing. For example, an 8 can
be a snowman.

## 9:50 Read Quack and Count - discuss book

Evaluation: Give a pass/fail grade on whether or not students incorporated a number into their
drawing. Do popcorn counting - one student will count to a number, then teacher chooses another
student to count on from there, and so on.

## Adaptations: extra time, one-on-one support

Day 6: Touch

Count 1-50

Prerequisite Skills:

Objective(s): At the end of this lesson students will demonstrate that they can count at least 50
cheerios on their necklaces.

Vocabulary:

Body of Lesson:

Pacing Guide:

## 9:00 Have student helpers pass out cheerios and string

LESSON PLAN 8

9:05 Give demonstration on how to put cheerios on string and explain task

## 9:20 - Teach how to count from 1-50

9:40 When students finish they will have a mini conference with teacher and count their
cheerios

## 9:50 Students can eat cheerios during reading time

Evaluation: When students finish their necklace they have a student-teacher meeting and count
their Cheerios. There are 3 options: 1. Got it. 2. Working on it. 3. Needs practice.

Count 1-60

## Prerequisite Skills: counting 1-50, what a pattern is

Objective(s): At the end of this lesson students will demonstrate counting from 1 to 60.

At the end of this lesson students will identify how counting and numbers relate
to patterns.

## Vocabulary: pattern, relationship

Body of Lesson:
LESSON PLAN 9

Pacing Guide:

9:00 - Have student helpers pass out blocks and numbers. Tell students to create any type of
pattern they want.

## 10:00 - Exit ticket

Evaluation: Exit ticket on iPad. Make any pattern with numbers. Describe your pattern. Describe
how counting is a pattern. Count 1-60 on iPad and record.

Count 1-70

## Prerequisite Skills: Have basic understanding of counting and be able to count to 60

Objective(s): At the end of this lesson students will demonstrate counting from 1 to 70.

At the end of this lesson students will make use of different counting strategies to
assist them in counting.
LESSON PLAN 10

Motivation: Ask students to name all the different ways to make a dish using pasta.

Body of Lesson:
Pacing Guide:

## 9:00 - Motivation/make list on board

9:10 - Ask students how many counting strategies they know/make list on board

9:20 - Model new strategies - counting on, manipulatives, benchmark numbers, number line, 100
chart, patterns. Incorporate new strategies to count 1-70.

## 10:00 - Exit ticket

Evaluation: Exit ticket - talk about your favorite counting strategy and why you like it. Then talk
about your least favorite counting strategy and why you dont like it. Show work to count the
following sequences, explain what strategy youre using. Use 3 different ones. Answer questions
such as: What would the number be if there was one more? How does the number relate to the
number 5 and the number 10?

## Adaptations: extra time, one-on-one support

Day 9: Counting On

Count 1-80

## Prerequisite Skills: Count 1-70

LESSON PLAN 11

Objective(s): At the end of this lesson students will utilize the counting on strategy to count from

## 1-80 and from any given number to 80.

Motivation: Ask students what their favorite math game is. Take a poll.

Vocabulary: Counting on

Body of Lesson:

Pacing Guide:

9:00 - Motivation

## 9:10 - Play Zap!

9:25 - Ask students what they learned by playing the game (should be reminder from day before)

## Read One is a Snail, Ten is a Crab

Evaluation: Have a class meeting at the end of the lesson. Give each student a number and ask
them to count on from that number. There are 3 options: 1. Got it. 2. Working on it. 3. Needs
practice.

Materials:

Count 1-100

## Prerequisite Skills: Count 1-80

LESSON PLAN 12

Objective(s): At the end of this lesson students will demonstrate counting by ones and tens up
to 100.

At the end of this activity students will take part in several counting games that
will enhance their knowledge of counting.

Motivation: Who knows who Curious George is? What do you know about him?

Vocabulary:

Body of Lesson:

Pacing Guide:

## 9:55 Rotate to new game

10:05 Read One Hundred Hungry Ants - talk about what strategies were used

Evaluation: While students are at games, teacher will call back students one at a time to
demonstrate counting to 100 by ones and tens. This will be the final assessment.

## Materials: Math games

Adaptations: Visual 100 chart for reminders, extra time, one-on-one support
LESSON PLAN 13

1 2 3 4

Count to Does not Counts to 100 by Counts to 100 by ones Counts to 100 by ones
100 by count to ones with support. with little prompting or without prompting or
ones 100 by Skips 3-10 support. Skips 0-3 support. Does not skip
ones. numbers. numbers. any numbers.

Count to Does not Counts to 100 by Counts to 100 by tens Counts to 100 by tens
100 by count to tens with support. with little prompting or without prompting or
tens 100 by Skips 2 or more support. Skips 0-2 support. Does not skip
tens. numbers. numbers. any numbers.