CEP Lesson Plan Form

Teacher: Brookie Hitt Date: 3/25/19

School: Shepardson Elementry School Grade Level: K Content Area: Math

Title: Math, Counting by Ones and Tens Lesson # 4 of 4

Lesson Idea/Topic Lesson 11-6: In this math lesson, students will be doing problems
and from the Pearson math curriculum. They will follow along whole
Rational/Relevance: group and then work independently at their tables. They are learning
how to count from tens and ones from any number up to 100.
Student Profile: This lesson ties in to what the students have been learning. It offers
good pacing and strategies since Kindergarteners are just being
exposed to math concepts.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard: 1. Number Sense, Properties, and Operations

Use number names and the count sequence. (CCSS: K.CC)
i. Count to 100 by ones and by tens. (CCSS: K.CC.1)
ii. Count forward beginning from a given number within the known sequence. 1 (CCSS: K.CC.2)

Students Can:

a. Count to 100 by ones and tens

b. Use the hundreds chart to count to 100

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Understandings: (Big Ideas)

1. Counting is used constantly in everyday life such as counting plates for the dinner table, people on a team, pets in the home, or
trees in a yard.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
1. Why do we count things?
2. Is there a wrong way to count? Why?

Evidence Outcomes: (Learning Targets)

Every student will be able to:
Count by tens and ones up to 100
I can:
“I can use the hundreds chart to fill in missing numbers.”
This means:
I can notice there are numbers missing, and use my knowledge of counting and the hundreds grid to fill in the missing numbers.
List of Assessments:
Once the students go back to their tables, I will be able to have an eye on all of them to see how they are doing. I may take notes if I notice
a few students are not grasping the concept. This allows me to quickly identify the students that are struggling and the students that are
ready to move on.

Planned Lesson Activities

Name and Purpose of Lesson Pearson Lesson 11-6: The purpose of this lesson is to work with on counting on
while using the hundreds grid. Students will be counting by ones and tens with the
ability to go to 100.

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Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this One teach one assist/station teaching
lesson? Yes X No ___
Why did you choose this model(s) and what are the teachers’ roles?
We have a child with autism that joins our class at the end of the day. We have found
that the strategy that works best for us is to have one teach the whole group, and one
work one-on-one with this child. Once the students get sent to their seats we can tag
team helping all students.

Approx. Time and Materials For the whole morning meeting and centers: from 9-10:05 (1 hour and five minutes)
1. Pearson math worksheets
2. Pencils
3. Clipboards
4. Erasers
5. Math games/cards (once students finish their math)

Anticipatory Set The students will be coming back from recess and the routine is to put their jackets
away, grab a clipboard and a math worksheet, and meet on the carpet. I plan to sing
these coin rhymes we learned a few weeks ago to get their attention. Once I have their
attention, I will start the lesson on the smartboard.
Procedures The strategy I intend to use is: Whole group smartboard instruction. It asks a question
whole group and then has a video to further explain it.
I am using this strategy here because: This is part of the math curriculum and it breaks
apart the lesson nicely for the students to understand.

Teacher Actions Student Actions Data Collected

Explaining the lesson Following along to whole I will jot down noticing’s I
whole group and then group instruction and have. If students are
dismissing students to then working struggling I will make note
their tables. independently at their of it.
table spots.
Closure The strategy I intend to use is: Math games
I am using this strategy here because: Once the students finish their work, they pack

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CEP Lesson Plan Form

up their belongings and can choose to play math card games with their peers. We
emphasize the importance of game manners. If they do not have game manners, we
ask them to grab a book and sit alone. Near the end of the day, we will gather up the
students and do a calming activity before they leave for the day.

Differentiation Content Process Product Environment

Modifications: Some students Students With this All of the
may need should be able particular students will be
more one on to complete math at the carpet to
one assistance. this math worksheet, begin, but then
independently, there may be they will break
but we some away to their
encourage differentiation own seat.
them to ask depending if
for help if the students
they are stuck. choose to do
11, 12, or 13.
Extensions: Some students No further No extensions No extension to
choose to processes on the the environment.
complete the needed. product!
homework
section as
well-however
this is
completely
optional.
Assessment
We will be able to asses if the students were able to complete their math
independently or if they needed extra assistance.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this
lesson of importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs?
Exceptionalities? Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?
Name and Purpose of Lesson: Should be a creative title for you and the students to associate
with the activity. Think of the purpose as the mini-rationale for what you are trying to
accomplish through this lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials
will you need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by
the teacher to relate the experiences of the students to the objectives of the lesson, To put
students into a receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the
minute they arrive to the minute they leave your classroom. Indicate the length of each segment
of the lesson. List actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson
presentation to an appropriate conclusion. Used to help students bring things together in their
own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move
on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the
end of a lesson.
 To help organize student learning
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CEP Lesson Plan Form

 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so
that they can be successful? To extend: If the activity is too easy for a child, how will you
extend it to develop their emerging skills? What observational assessment data did you collect to
support differentiated instruction?
Assessment (data analysis): How will you know if students met the learning targets? Write a
description of what you were looking for in each assessment. How do you anticipate assessment
data will inform your instruction?

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