USF Elementary Education Lesson Plan Template Name: Kimberly Pridgen

Grade Level Being

Taught: K

Subject/Content
: Math

Group
Size: 16

Date of Lesson:
02/24/15

Lesson Content
What Standards (national or
state) relate to this lesson?
MAFS.K.CC.1.1 Count to 100 by ones and by
(You should include ALL
tens.
applicable standards. Rarely do
teachers use just one: theyd
never get through them all.)
Essential Understanding
(What is the big idea or essential
EQ: How can you use tools to count to 100
question that you want students
by tens?
to come away with? In other
words, what, aside from the
standard and our objective, will
students understand when they
finish this lesson?)
Objectives- What are you
teaching?
Objective: I can use a tens frame to help me
(Student-centered: What will
count by 10s to 100.
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree
of mastery, i.e., "C: Given a
sentence written in the past or
present tense, A: the student B:
will be able to re-write the
sentence in future tense D: with
no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following questions:

Why are you teaching this

objective?

Where does this lesson fit

within a larger plan?

Why are you teaching it

this way?

Why is it important for

students to learn this

I am teaching this objective because I want to

provide opportunities for students to become
familiar with the rote counting process so that they
will be better able to construct meaning behind the
counting process in future learning.
I know that in first grade students will be asked to
count, write, and represent numbers to 120. In
second grade, the students will need to be able to

concept?

Evaluation Plan- How will you

know students have
mastered your objectives?
Address the following:

What formative evidence

will you use to document
student learning during this
lesson?

What summative evidence

will you collect, either during
this lesson or in upcoming
lessons?

skip count by 5, 10s and 100s from any point, and

manipulate numbers through addition and
subtraction. This lesson is laying the foundational
understanding of counting to 100 by tens (decades)
and, in extension, by other numbers by using a
hundred chart. This will equip students to be
successful in their future math learning.
To show mastery of the objective in _______, the
students will
During this lesson I will be using formative
assessments to show evidence of student learning.
During the partner activity I will be monitoring for
student understanding by looking at the ways that
the students are using their number cards and math
tools to help them count by 10s.
After the partner activity the students will complete
a counting by 10s sheet individually to show
understanding of a pattern in the hundred chart, as
well as how to count by 10s using the decade
numbers (10, 20, 30).
At the conclusion of the lesson the students and I
will discuss what has been learned during the
lesson. Here I will use student questioning and turn
and talks to collect evidences of student learning,
thinking, and misconceptions.

What Content Knowledge is

necessary for a teacher to
teach this material?

What background knowledge

is necessary for a student to
successfully meet these
objectives?

As the teacher I must be capable of rote counting

by 1s and 10s to 100. I should be familiar with a
hundred chart and the ways that it can be used to
help me count. I should also be aware of the
patterns that it holds, and how I can show these
patterns to my students.

A student must understand the basics of rote

counting, 1-10. They must also realize that a
number is representative of something so that they

How will you ensure

students have this previous
knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

will be able to conceptualize what they are

counting.
Students should also understand what a pattern is.
I will ensure that the students have this background
knowledge by teaching prior lessons on these
specific topics. An earlier unit in kindergarten
addressed conceptualizing numbers through writing
and representing to provide students with a
foundation for rote counting and understanding that
a number is representative of something.
During calendar (social studies) we discuss patterns
and how they can be identified to prepare students
for pinpointing patterns in other subject areas (such
as on a hundred chart in math!).

What misconceptions might

students have about this
content?

Students might conclude that there is only one way

to count by 10s 10, 20, 30, 40
Students might become confused when counting to
100 by 1s because they feel that it is always
acceptable to count by 10s, or vice versa.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided release,
5 Es, direct instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to do
in teaching this lesson? Be

In this lesson I am using portions of the 5 Es

lesson planning model. I am incorporating an
engage by using a song, explain through carpet
discussion, explore through a hands on activity,
evaluate by providing independent counting by 10s
sheet, and extend by discussing patterns in a
hundred chart.

1. With students on the carpet, sing

counting by tens song. (5 minutes)
2. Discuss with students the daily

thorough. Act as if you needed a

substitute to carry out the lesson
for you.)
3.

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
4.

5.
6.
7.

objective. (5 minutes)
a. Why do we need to know how
to count by tens?
Model the activity expectations for
students:
a. Dump a pile of beans on the
floor. Then say, if I wanted to
count all if these beans I know I
could, but I think it would be
confusing. I am going to use a
10 frame to help me keep track
of the beans I am counting.
Ask: how many boxes are on
this 10 frame? Right10. So if I
fill the whole 10 frame, I know I
will have 10. How many 10
frames will I need to reach 100?
Count by 10s to show that you
will need 10 10 frames. I am
going to use this 10 frame to
help me keep track while I
count. After I fill up one 10
frame, I will use a number card
to show how many I have. I can
use the 10 frame to help me
count out 10, but then I can
scoop them into a pile and label
the pile with 10 (20, 30, 40).
Whole group: Today you will count
with your partner. You will use the 10
frame to make ten, then scoop them
into a pile and label them like I did.
See if you can reach 100! Provide
students 15 minutes to complete.
2, 19
12, 11, 5
13, 14, 8
15, 16
4, 1
17, 20
7, 9
Clean up time (3 minutes)
Bring students back to their seats and
provide individual work expectations.
Say: you will now have an opportunity

to count by 10s to 100 on your own!

This is what you will need to do
model how to complete the
worksheet. (5 minutes)
8. Students complete individual tasks. (7
minutes)
9. If a student finishes early, pull them
to count to 100 in order to complete
the performance task.
10.Bring students back to carpet to
debrief lesson. Ask: what did we learn
about today? What is one way that we
can count to 10s using math tools?
Extension: are there more ways that I
can count by 10s? Think about the
patterns that we notice when looking
at the hundred chart. (5 minutes)
11.Count by 10s aloud one last time at
conclusion of lesson (decades and one
new way). (5 minutes)

What will you do if

a student struggles with the

content?

If I notice a student struggling, I will pose a few

questions to gauge how many other students are
harboring the same misconception. I will then pull
the students/student into a small group to address
the misconception. If the misconception is held by
a majority of students, I will revisit the hundred
chart and discuss how it helps us count. I will also
consider re-modeling the activity or counting with
the students as a whole group as a reminder.
What will you do if

a student masters the content

quickly?

I will pull the student individually to count to 100

for me (fulfilling this units performance task), or I
will provide the student with a counting by 10s
sheet that has less scaffolds.

Meeting your students needs

as people and as learners

If applicable, how does this lesson

connect to the interests and cultural
backgrounds of your students?
N/A
If applicable, how does this lesson
connect to/reflect the local
community?
N/A
How will you differentiate instruction
for students who need additional
challenge during this lesson
(enrichment)?

Students are paired by ability during this lesson to

allow students to support each other in their
learning. I have also created individual work that is
scaffolded in different ways to allow each student
to complete work on their learning level.
How will you differentiate instruction
for students who need additional
language support?

I will utilize visuals (hundred chart, number cards,

tens frame, beans as counting tools) as well as
hands on activity (counting by tens to 100 with
beans, singing to 100 by 10s) for students who need
more support during this lesson.
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then
explain the accommodation(s)
you will implement for these
unique learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any resources
you used. This can also include
people!)

None.

I Can Count by 10s CD track

Portable stereo
Large hundred chart
Pencils
Counting by 10s sheet
I can count to 100 sheets as needed for students
who finish quickly

700 beans
7 tens frames
Number cards