Lesson Plan Form

CSUDH Teacher Education Department

Candidate:
Mireya Palencia
Subject:
Mathematics
Grade Level:
Kindergarten
Teaching Date:
November, 2014
Standard:
Counting and Cardinality K.CC
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.

Standard: Written Language
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.

Standard: Oral Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.

I. Description of Content & Content Type (Fact, Procedure, Concept, Principle):
Students will relate a number to an amount of objects. (Concept)
II. Learning Outcome:
The students will to relate the amount of objects (Goldfish Crackers) to a particular number.
III. Curriculum Connection (How lesson fits into larger unit sequence):
Yesterdays lesson was on the numbers and their counting sequence. Todays lesson was about the
correlation between numbers and quantities. Tomorrow we will compare the number of objects in a
group and identify which is greater than, less than, or equal.
IV. Instruction
A. Engagement (Motivational Activity):
Teacher will show and read the book One Fish Two Fish Red Fish Blue Fish by Dr. Seuss, and
ask students to predict what the story will be about. Tell me what you see in the cover of the
book. Who has ever seen real fish swimming? Teacher mentions she had a pet goldfish.
B. Instructional Sequence (Teaching Methodology):
Step #1: Correlation Between numbers and quantities.
a. Who can tell me how many fish they have? Show me the card for that tells me what the
number looks like. (Teacher will repeat question with various numbers)
b. Teacher listens to students responses.

Step #2: Counting a set of objects
a. In pairs students will work together to show a set of four fish? How did you get four fish?
(Teacher will ask the same question up to the number 6)
b. Teacher walks around the classroom to monitor work.

Step #3: Counting and adding numbers.
a. Using your fish, show me the number of people that live in your house? EX: I have 4 family
members. What if two more people tag along, show me the number?
b. Students hold up their number cards.




Step #4: Students categorize objects.
a. What are some things we can do with are fish? Show many red fish were in their bowl?
Show me how many green ones were in their bowl? Show me how many gold fish were in the
bowl?
b. Teacher listens to students responses.

Step #5: Counting and adding two different quantities of objects.
a. Show me the number for both the Green and the red fish? What does the number look like
for the gold fish and the green fish?
b. Students hold up their number cards, while teacher walks around the classroom to observe
work.

Step #6: Fish Bowl Worksheet.
a. (On the worksheet) Students will place the amount of fish that correspond to the number that
is written on each fish bowl.
b. Teacher walks around to monitor students work.

C. Application Task: Fish Bowl Worksheet
Students will practice what they have learned on a worksheet where they have to match a
particular number to a corresponding amount. (See attachment)

D. Materials & Resources:
Goldfish crackers (red, green, gold)
One Fish Two Fish Red Fish Blue Fish by Dr. Seuss
Fish bowl worksheet
Matching worksheet
Fish bowls (clear cups)
Six sets of number cards (up to the number 10)
Pencils
V. Assessment Strategies:
Formative: See Step #6, and Application Task.
Summative: Students will write/draw in their math journal to explain what they learned and
liked/disliked about todays lesson.

VI. Accommodations for Individual Learners:
For ELL: Working in pairs: Proficient English Learners with ELL to practice oral language
Used visual aids, (ie: charts, vocabulary cards, white boards) and manipulatives as artifacts to
guide student understanding
For visually and hearing impaired students, have them sit in the front of the class.
For hyperactive students: Give them a specific task (monitor/helper)
1-1 assistance
VII. Homework: Matching the number sets worksheet
(On the worksheet) Students will draw a line from a particular number to the matching set of objects.
See attached worksheet.