GENEVA COLLEGE

BEAVER FALLS, PA

MATH LESSON PLAN

Name: McKayla Jacobs Date: March 11, 2021

Course: EDU 374 Grade Level: Kindergarten

Source: NB Math curriculum and Self-Made worksheet Duration: 55 minutes

I. Topic and General Goal

Count to 50 by Ones: Identify number names and count the fifty sequence.

II. PA Common Core Standards

CC.2.1.K.A.1 Know number names and write and recite the count sequence.

1A.DA.06 Collect and present the same data in various visual formats.

III. Learning Objectives

1. Following teacher guided practice, during review, TSWBAT individually identify number he/she
drew ranging from one to fifty.
2. With teacher modeling, TSWBAT color their fifties chart with the correct colors.
3. Following along with the video, TSWBAT recite the count sequence to the number fifty.

IV. Materials

ELMO Projector {Teacher}

Math Packets (Classroom Curriculum) {Teacher and Students}

Pencil {Teacher and Students}

Cut set of Numbers (1-50) {Teacher}

Graph Worksheet (self-made) {Teacher and Students}

Video (Count by 1's to 50 - Forward and Backward | Counting Song for Kids | Count to 50 | Jack
Hartmann) 3.07 minutes
V. Lesson

A. Introduction

To introduce the lesson, the teacher will start by counting to ten with the class. Then the
teacher will ask the students to count to twenty. The teacher will then explain to the students that
when counting by ones, you are simply repeating the ten sequence but placing a number before the
single digit numbers and changing the number ten each time. {5 minutes}

B. Lesson Development (Activities, Procedures)

To start the lesson, the teacher will place her copy of the math packet on the ELMO Projector to
be seen by all students in the front of the room.

On the first page, the teacher along with the students will follow along the chart and count by
ten sequences to 50, pointing to each sequence as they say the numbers.

The teacher and students will then flip to the second page where they will see the same chart of
numbers one to fifty. The teacher will have a set of the numbers cut apart to play a game. The teacher
will walk to each student’s desk to have them individually choose a number out of the bowl. After
choosing a number, the student will identify the number they drew (ASSESSMENT #1) to the class and
choose a color from the rainbow sequence for their classmates and teacher to color that number. The
game will go on until every student and teacher has chosen and identified a number to color. {25
minutes}

After each student and teacher have chosen a number, identified it, and colored it on the chart,
the students will get out their graphing worksheet. The students will start by writing their name at the
top of the paper. The teacher will place his/her graphing worksheet on the ELMO projector in place of
the math packet. The teacher will then ask the students to read the first word underneath the graph
while the teacher points to it, seeking for the answer red. The teacher will then direct the students back
to their chart where they colored their numbers and ask the students to count how many red numbers
they colored. (ASSESSMENT #2) The teacher and students will then go back to their graphing paper and
color in that many squares. (ex: If there are three numbers colored red on their chart, they will color in
three squares red on their graph.) This process will be repeated with the colors orange, yellow, green,
blue, and purple. {15 minutes}

C. Closure (Summary)

To close the lesson, the teacher will direct the students to the last page of their packet to do
some review questions. The teacher will do these along with the students. When finished, the teacher
will say, when you have finished your math paper, flip it over and give yourself a smiley face or a star
on the front. {5 minutes}

The teacher will then tell the student to stand up behind their chairs for a song and show the
video Count by 1’s to 50 on the projector screen. In this video, the teacher and students will follow along
as the guy counts forwards and backwards to fifty while doing exercises that follow along in the video
(ASSESSMENT #3). {5 minutes}
VI. Assessment/Evaluation

1. The students will be informally assessed by their ability to identify the number they drew from
the bowl.
2. The students will be formally assessed by their ability to color in the correct number of
rectangles in the graph.
3. The students will be informally assessed by their ability to follow along with the video to recite
numbers one to fifty forwards and backwards.

VII. Differentiation

Alannah needs to sit in the front of the room in order to see the board clearly. Alannah has a hard time
seeing the board, so my co-op has moved her seat to the front. I am only differentiating the learning
environment for Alannah because of her sight.

VIII. Interdisciplinary Connections

Patience: the students will need to work on their patience skills while waiting their turn to pull a
number.

IX. Self-Evaluation

The students were having a rough day today while doing my lesson. On Wednesday, (the day before)
Mrs.Betke, my co-op, was absent and from explained in a note left, the day did not go very well with the
students. I think this had a huge impact on the students and their bad behavior showed. I did end up
playing the video once at the beginning and once at the end. The reason I did this was because the
substitute teacher the day before did not do the math packet with them, so they were not introduced to
numbers thirty to fifty until my lesson today. They were also full of energy, so I was hoping them getting
up and moving would help calm them down.

I enjoyed teaching this lesson today because I personally like math and it helped me grow in my
classroom management skills. It is a whole new experience when you are the teacher standing up there
in front of twenty five and six-year-olds and they are asking you what is going on. Their bad behaviors
today helped me to truly understand that not every day in the classroom is going to be the same. I have
never seen any of these students act the way they did today, but that is something I may have to handle
when I am the teacher in my own classroom, so the experience never hurts.