Lesson Plan Template - Presentation

Model
Brigham Young University-Hawaii School of Education

Teacher: Grade Level & Content Area:

Emily King Kindergarten Math

Lesson Title:
Skip Counting by Tens

Materials:
-100 straws and extras
-Tape
-Hopscotch board
-Poster with outcomes written
-Poster with number table

Common Core State Standards and/or Content Standards:

K.CC.1 Count to 100 by ones and by tens.

Lesson Outcomes: (1-2 outcomes. NOT more than 3 outcomes)

1. Students can count to 100 by tens out loud independently.

2. Students can give an example of where they can use skip counting in their
life.

Background: (3 separate and complete paragraphs)

Learners: I will be teaching five kindergarten students. They come from
varying backgrounds and are at different levels in their language ability.
Some have attended preschool and have a firm grasp on counting, while
others were not as privileged. For this lesson, the students have already
learned counting to 100 by ones in class and have little to no experience
with skip counting. Most of the students are curious about numbers, but are
still learning how they can apply it to their daily lives. They may not have
as much practice counting in English as in their first language.

Content: This content is developmentally appropriate for my kindergarten

students because they arent being taught a lot of complex concepts at
once. They have already built a foundation of the subject by learning to
count from one to 100. The hands-on methods I plan on using will help
keep the students engaged. It will also allow them to see the abstract

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 concept of numbers in a tangible way. Learning to count by tens will be a
great introduction for them to learn addition later in the year and help them
when they learn to count money. It also lays the foundation for them to see
how one object can hold a value greater than one.

Lesson Justification: Teaching kindergarten level students how to skip

count by tens using objects, hopscotch, a number table, and short
discussion is the best way to teach the concept. By constantly using
differentiation, the students will continue to be engaged throughout the
lesson because they never know what is coming next. I am also catering to
the idea that kindergarteners learn kinesthetically and need movement in
their lesson by using hopscotch to practice skip counting.

Justify what you will teach, or why this is appropriate content for your
learners.

Instructional Sequence:

1. Anticipatory Set (pg. 288): Less than 5 minutes,

creative, engaging, participative, access prior
knowledge
How will you get learners interested and engaged with the lesson?
How will you activate and/or assess learners prior knowledge?
How will you introduce the concept/skill/topic?
What overarching framework/advance organizer will you use to organize
the lesson?
You dont have to directly answer each of these questions; instead, you
should develop an anticipatory set that addresses them.

Do: Have the class sit in a circle.

Say: I want each of you to count the straws I give you and raise your hand when
you get to ten, then I will come around with tape and we can tape them together
in a group.
Do: Pass out straws that have already been separated into groups of ten for the
students to count. Once they finish, go around and check that they have counted

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the correct amount before taping them together. Then, hand them each a second
group of straws that are already taped together so they have 100 as a class.

Say: Okay now I want you to count the total amount of straws I have given you
and when youre done quietly raise your hand.

Do: Watch as the kids count their straws and make sure everyone counts 20.

Say: That took a long time didnt it?

Anticipated Responses:
Why do we need to count so many straws?
-We want to find a faster way to do this. I am going to show you how.
What are all these straws for?
-We are going to use them to find a faster way to count.
Do: Collect the straws to save for later.

Differentiation: (Explain how you are using differentiation in your Anticipatory

Set.)
The differentiation I used in the anticipatory set was having the students sit in a
circle and giving them objects to count. Having students sit in a circle helps them
to feel a sense of community and work better as a class. Counting physical
objects is more engaging for the students.

Assessment: (Explain how you are using Formative Assessment in your

Anticipatory Set.)
Checking to assure each student counts the correct amount of straws is a type of
formative assessment. It allows the teacher to make sure students are capable of
counting to ten by ones before advancing to counting by tens.

2. State your objectives/outcomes (pg. 288). You will

tell your students the objectives/outcomes.

Say: Today we are going to learn how to count by tens

Say: By the end of the lesson you should be able to skip count to 100 and think of
an example where you can use skip counting in your life.
Do: Hold up the poster as I am reading the outcomes

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Differentiation: I am using a poster so the students can visually see their
expectations and reading it out loud so they can hear what is expected.

3. Advance Organizer (pg. 281, 290)

Say: As we look at counting by tens, I want you to think of ways you can use it at
home.

4. Presentation of the Content (pg. 290-296)

These three guidelines are important to keep in mind when presenting the
content: 1) Explaining links/examples, 2) Rule-Example-Rule technique, 3)
Signposts/Transitions.
You may not have time for three topics. You decide how many topics you
have time to present.

Topic 1 How do we count by tens?

Say: Now we are going to look at a number table and see how we can count by
tens

Do: Hold up a number table that shows the numbers one through 100.

Say: Count with me to 10.

Do: Count out loud with the class to 10

Say: Okay now what number is 10 more than 10?

Anticipated Questions:
How do we do that?
-See next say
A number that is incorrect
-Close but, see the next say
Say: Lets count and find out.

Do: Count out loud with the class from 10 to 20, showing them that ten more than
ten is 20.

Say: Now what is ten more than 20?

Anticipated Responses: Regardless of whether students get the correct answer

continue to the next step.

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Say: Lets count ten more together.

Do: Count off ten more to reach 30.

Say: What number is ten more than 30?

Do: Continue the same process until each student can figure out the pattern. If
they havent by 50, say what is written below if it hasnt already been stated by a
student.

Say: Notice how each time the number is on the end? That is because there are
ten numbers in each row. This helps us because we know that the next number
will always be on the last column.

Do: Have the students continue counting to 100. Have the students repeat the
process as a class.

Say: Can this number (pointing to a wrong number) be next? Why not?

Do: Allow kids to give ideas and give feedback.

Say: That number is not ten away from the last one we counted so we cant
include it.

Do: Have them count through the number chart two more times as a class or until
all the students
sound like they are able to count together.

Say: Now we are going to get more practice counting by tens doing hopscotch. If
you cant hop on one foot, it is perfectly fine to stand on two. Make sure to only
jump on one square at a time.

Do: Lay out the hopscotch mat and show them how to jump across it while
counting out loud by tens.

Say: As you jump across, make sure you are saying the number you are jumping
onto.

Do: Have each child take two turns doing hopscotch while counting the numbers.
Anticipated Questions
The numbers are just like counting to ten, but with more zeros.
-Response: Yes, when we count by tens, the first digit follows the same
pattern as counting to ten.
I still dont know how to count by tens

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 -Lets try it as a class again and I want you to think of patterns you can use
to remember the numbers
-Would it help if you used the language you speak at home to count?

Differentiation: (Explain how you are using differentiation in presenting Topic 1)

I am using differentiation by having the students both count as a class and on
their own. Counting as a class acts as a scaffold until they have more practice and
can do it on their own. I plan to use the poster as a visual way for children to
understand skip counting and then use hopscotch for children who benefit more
from kinesthetic learning. Looking at the number chart first allows children to see
how skip counting works before moving on to doing it more independently. The
reason I chose to avoid using the number chart the entire time is that children will
not be able to recognize the pattern in other settings as easily if they only see it
in one setting. Another reason I chose to have the students practice in two
different ways is to sustain their engagement. Kindergarteners lose interest in a
subject quickly and having them sit in a circle the entire lesson is unrealistic.
Assessment: (Explain how you are using Formative Assessment in Topic 1)
I use formative assessment by asking the children if they know what ten more
than the previous number is. This gives me a sense of how ready they are to
move on from understanding how skip counting works to practicing it. I also use
formative assessment while giving non-examples by testing to see if students
think random numbers can be a part of the sequence. If they think other numbers
can be used, I will know that they still need more practice before moving on to
using the hopscotch board. I continue to use formative assessment with the
hopscotch board because I require the students to count by tens individually. As
they go across the board, I can listen to see if they are able to count by tens on
their own. If they cant I will allow the class to help, but this lets me know whether
or not the student needs more practice.

5. Checking for Understanding (pg. 295 -296) (When you

use formative and summative assessments, you are checking for
understanding. You do not need anything written here) Extending
Student Thinking (pg. 296) (Extend student thinking by asking
thoughtful questions and allowing time for students to discuss their
answers. You could also extend student thinking in other creative ways).

Ask a question that will help students extend their thinking).

Say: (If the students havent already noticed the pattern) Have you noticed any
patterns that can help us remember how to count by tens?

Anticipated Questions/Answers

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 The numbers are just like counting to ten, but with more zeros.
-Response: Yes, when we count by tens, the first digit follows the same
pattern as counting to ten. However, there is an extra zero at the end.
Every time there are ten more
-Thats right. When we are counting by tens, we are really adding ten more
each time.
This is like when we use dimes
-Exactly. We will talk about this in another lesson. I do want to point out
that counting by tens only works when we have many groups of ten.

Say: Now I am going to test to see if you really know how to count by tens. This
time I am going to turn over the hopscotch mat and you have to count without
being able to see the numbers. Just like before, I dont want the class to shout the
answer until I say they can.

Do: Turn over the hopscotch mat to the blank side. Chose which student may go
in a random order. Listen as each child goes across the hopscotch board counting
aloud. Pay attention to whether they clearly know how to count by tens or if they
are hesitant between each jump.

Say: I am impressed by the hard work each of you have put in during this lesson.

Differentiation: Having the students jump on the hopscotch board without any
numbers written down, removes a second scaffold and requires them to apply
what they learned. The use of the hopscotch board will also help them to
remember the numbers better because it is tied to muscle memory. Creating a fun
way for the students to practice counting by tens will encourage them to want to
practice outside of class at recess. Having learning opportunities like this teaches
children that learning can be fun and a part of their life, even during play.

Summative Assessment: Having each child count by tens individually without any
numbers to look at allows the teacher to see whether or not they know how to
count by tens. This form of assessment is easily measurable because it is
individual and verbal. It may not be efficient in a larger class, but for this purpose
it is the best way to check if students have learned the material.

6. Closure: (Your closure can also Extend Student thinking)

Wrap up the lesson by deepening, extending, or clarifying the focus of the
lesson.
This is short (less than 5 minutes), participative, and powerful.
Students do the intellectual work.
Creative and engaging.

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Say: Remember the straws we counted at the start of class? I am going to pass
those back out.

Do: Pass the straws back out that have been grouped in tens.

Say: Now that we have practiced counting by tens, I want you to combine your
straws with your neighbor and figure out how many straws you have together. We
can have groups of three if we need to.

Do: Walk around and listen to assure students are on task and applying what they
learned in class. Give help if necessary.

Say: Now I am going to call on a few people and I want you to tell me how many
straws you have and how you used what we learned today to count the straws.

Do: Call on two students and repeat what they say in clearer language for the
whole class to understand.

Say: Now I want to count how many straws we have as a class. Lets go around in
a circle and when I point to you say the number we are at and put your straws in
the middle of the circle.

Do: Point to kids as they count the straws and provide assistance if needed.

Say: Wow, thats a lot of straws! See how much faster that was than counting the
straws one by one? What other things can we count by tens?

Do: Allow each student to respond.

Differentiation: (Explain how you are using differentiation in your Closure). I am

using differentiation by having the students work in pairs and then all together as
a class. I have also reverted back to the activity we did in the anticipatory set and
expanded it so that the students can see how it applies to the lesson.

Assessment: (Explain how you are using Formative Assessment in your Closure).

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Lesson Adaptations:
Based on learners IEPs, identify specifically what you will do to
accommodate their special needs. It should look like this:

Students Initials: Accommodation that you will make.

Questions: (Bullet points of appropriate and meaningful questions you

ask yourself Before, During, and After instruction.
What questions will you ask yourself before, during, and after instruction to
reflect on your teaching practice in general and this lesson in particular?
Use Before, During, and After as subheadings for this section.
Before
How can I best explain counting by tens so that students move beyond rote
learning and see how it is useful in their lives?
How can I reach students who are struggling with counting as well as those
who already know how to count by tens?
How can I assess the level each student is at before I begin teaching the
lesson?
How can I help my students develop an interest in mathematics?
During
Can my students count by ones?
Can my students count by tens?
Can my students notice similarities and differences between counting by
ones and by tens?
Am I speaking slowly and clearly enough for my students to understand?
Am I waiting long enough after asking a question for my students to
formulate answers?
Are my students engaged and if not, how can I change that?
After
Do my students still need more practice?
Were my methods of teaching the most efficient to accomplish my
outcomes?
What was most successful in my lesson to accomplish student
achievement? What was least successful?
Was I requiring too much of my students to come up with their own
examples?

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 How can I help students who are still struggling with the concept to get
extra practice?
How can I add more challenges for students that already know how to
count by tens?

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