RU Teacher Education Lesson Plan Format

Candidate Name:
Anna Jones
Date:
10/10/16
Grade Level:
K
Lesson Title/Topic: 3 Math lessons
Standards:

1: Morning meeting
o Whole number concepts - SOL K.4: The student will
a. Count forward to 100 and backward from 10;
b. Identify more than a number and one less than a number; and
c. Count by fives and tens to 100.
o Instruments and Attributes - Math SOL K.7: The student will recognize a
penny, nickel, dime and quarter and will determine the value of a
collection of pennies and/or nickels whose total value is 10 cents or
less.
o Data Collection and Display - SOL K.13: The student will gather data by
counting and tallying.
o Data collection and Display - SOL K.14: The student will display
gathered data in object graphs, picture graphs, and tables, and will
answer questions related to the data.
2: Writing Numbers
o Whole Number Concepts SOL K.2 - The student, given a set containing
15 or fewer concrete objects, will
o a) tell how many are in the set by counting the number of objects
orally;
b) write the numeral to tell how many are in the set; and
c) select the corresponding numeral from a given set of
numerals.
3: Skip Counting Lacing Plates
o Whole Number Concepts SOL K.4 - The student will
c) count by fives and tens to 100.

Specific Observable Objective(s):

I
I
I
I
I
I
I
I

can
can
can
can
can
can
can
can

count to 100 and backwards from 10.

tell you more than a number and less than a number.
count by fives and tens.
find a penny, nickel, dime, and quarter and tell you the value.
collect data and make a graph.
count out loud.
write a number.
find the number out of a group of numbers.

Essential Vocabulary:
Graph - something that shows us data we collect
Data - collection of facts
Penny, nickel, dime, and quarter.

Assessment:
Morning meeting:
o I will assess my students during morning meeting by asking questions
and observations. I will call on students or at points have them all
answer as a group. I will be able to observe and listen to their answers
to know if they understand the content.
Writing numbers:
o I will assess the students by collecting their paper and observing to see
if they understand as they are writing. This activity will be done in a
center with me, so I will be able to ask questions and observe how they
are thinking.
Skip Counting
o I will assess the students in this center by looking at their lacing on
their plates and determining if they skip counted correctly.
Student Considerations:
Morning meeting:
o During morning meeting I will have students who have a visual
impairment sit closer to the smartboard so they can see better.
o For students who have a hard time remembering to raise their hands, I
will use popsicle sticks labeled with their names to call on students.
Writing:
o Pencil grips will be provided for students who have low fine motor
control.
Skip Counting:
o Shoe laces will be used for the string to provide an easier way to lace
through the holes for children with fine motor difficulties.
Instructional Resources, Materials, and Technology:
Morning meeting:
o Web access to the weather channel
o Smart board
o Pointer
Writing
o Pencils
o Paper
o Dice
Skip Counting
o Plates
o Shoe laces
PROCEDURES:
Morning meeting will consist of checking the weather, then graphing the
weather day-by-day. Then, I will ask the students questions, Were there
more sunny days than cloudy days? Then, I will have a slide that is for
counting. As I touch the numbers they will turn red, and I will have the
students group count by 10s, 5s and to 100. I will then have the star
helper drag a penny to our line of change (representing the amount of days
weve been in school). The star helper will point as we all group count.

At the writing area, I will have paper and dice. The students will roll the dice,
write the number, tally the number, draw objects, draw the dice, and the
draw the base ten of that number. For example, if the student rolled a five,
they would write 5, draw 5 objects, draw what the 5 on the dice looked like,
tally 5, then make 5 dots on the base ten.
The children will independently lace their plates to practice skip counting.

The Beginning (a.k.a. Anticipatory Set): (Specify time)

Morning meeting:
o I will always start with a greeting for morning meeting, and the math
will be embedded into my morning meeting.
Writing:
o I will introduce this activity by doing it with them. I will do my own
example and provide it for them at the writing area.
Skip Counting:
o I will introduce this activity by doing a skip count lacing plate together
with the students before giving them the plates and strings.
The Middle: (Specify time)
Morning meeting:
o I will transition from slide-to-slide on the smartboard. I will have the
star helper help me do calendar, weather, counting money, and
counting. To keep the students engaged I will use the popsicle sticks to
call on them and ask them questions about each concept on each
slide.
Writing:
o The children will be doing this in the writing area as one rotation of
math centers. They will roll the dice and write all of the items listed
above. This will be done in a center with me so I can observe and ask
them questions as they are working.
Skip Counting:
o The students will thread the shoe laces around the plate to the number
(by fives and tens).
The End (a.k.a. Closing): (Specify time)
To end morning meeting, we usually end it by counting to whatever day of
school it is, and then counting by tens, backwards, or by fives.
To end the writing of numbers, I will have students hand me their papers, and
we will all together go over them and I will ask questions.
I will go to the students skip counting and ask them to show me how they
laced the plate with their finger, and ask them to count aloud.