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5E Lesson Plan

This kindergarten math lesson plan aims to teach students to count to ten and distinguish greater than and less than relationships between numbers. The teacher will engage students by asking how many siblings they have and comparing the numbers. Students will then explore numbers through hands-on activities using manipulatives like unifix cubes, coloring and gluing numbers on a worksheet, and building number stacks. The teacher will ask questions to help explain numerical concepts. Vocabulary like greater than and less than will be introduced. The lesson is designed to lay a foundation for future math topics by teaching essential counting skills.

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122 views

5E Lesson Plan

This kindergarten math lesson plan aims to teach students to count to ten and distinguish greater than and less than relationships between numbers. The teacher will engage students by asking how many siblings they have and comparing the numbers. Students will then explore numbers through hands-on activities using manipulatives like unifix cubes, coloring and gluing numbers on a worksheet, and building number stacks. The teacher will ask questions to help explain numerical concepts. Vocabulary like greater than and less than will be introduced. The lesson is designed to lay a foundation for future math topics by teaching essential counting skills.

Uploaded by

api-486334632
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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5E Lesson Plan

Teacher(s): Cassidy Holloway


Date: September 9, 2019
Subject / grade level: Math, Kindergarten
Materials: Unifix cubes, worksheet, colored pencils, glue, scissors, group tables and chairs.

State Standards: counting and cardinality

Lesson objective(s):
● Students will be able to count to ten.
● Students will be able to distinguish if the value of a number is greater than or less than
another number.

Differentiation/Accommodation strategies to meet diverse learner needs:


● I have a student with autism in my class that may need individualized care. I will make
accommodations depending on what teir this student with ASD is classified under.
● Teir 1: Like the rest of the class, this student will be placed in a small group to work on their
worksheet. The students are expected to complete worksheet on their own but can talk
with one another for help. Either the learning specialist or myself will stay close to the
exceptional student and help when needed.
● Teir 2: If necessary, I will place the student at their own desk/table and either the learning
specialist or myself will work one-on-one with the student on the assignment. By doing this
the student can do a modified version of the assignment by having a discussion with the
teacher and possibly pointing to correct numbers instead of coloring and glueing. The
teacher will be able to help the student focus.
● Teir 3: After giving instructions to all students on the rug I will let the learning specialist
place the exceptional student wherever needed and allow the specialist to proceed with the
assignment.

ENGAGEMENT
● I will open the class discussion by asking two students how many brothers and sisters they
have. I will write these numbers on the board along with tally marks and then ask the class
which student has more siblings? We will discuss why one number is greater than another
and how they have an order.
● I’m hoping the students will begin to wonder: What numbers are above 10? How high can
numbers go? How low can numbers go?

EXPLORATION
● Hands on involvement: We will use manipulates, scissors, glue and colored pencils.
● Students will color "X" amount of objects on the page then glue them with the coordinating
number. They will then build stacks on blocks with the correct number. This gives them
many ways to explore and notice how numbers get bigger in a pattern.

1
5E Lesson Plan

● What makes this stack of 7 blocks more than the stack of 5? Do you notice a pattern when
we set the stacks of blocks side by side? Are there numbers greater than ten? (What are
they?)

EXPLANATION
● Questions I will ask: How old are you? How old will you be next year? Will every five year
old turn six on their next birthday? Why is that? Do numbers have a pattern? Can you show
me with the blocks what the number after ten would look like?
● I expect there would be a lot of explanations using the manipulates. ( Adding one block to
the ten stack to show that the next number would be one more than 10. Showing 5 blocks
to represent five years and adding one makes it six.)

ELABORATION
● This lesson will set them up for future lessons on base ten and patterns.
● Vocabulary being introduced: Greater than and less than.
● This concept is needed to count money, understand time, knowing what is more and what
is less, etc. Counting is the first skill necessary to be successful in mathematics.

EVALUATION
● I will be circling the classroom to ensure that all students are successfully able to count and
identify all numbers up to ten. (in order.)
● At the end of the lesson we will do a group discussion and have volunteers draw numbers
on the board. (Actual number symbol and draw tally marks.)

Sources:

Coleman, Mary Ruth. Samuel Kirk. James Gallagher. Educating Exceptional Children. 14th Edition. Connecticut.
Cenage Learning, 2015.

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