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Lesson Plan Format: Counters

This lesson plan is for a Kindergarten mathematics class on counting backwards from 10 and identifying numbers before and after a given number. The students will first count out 10 counters and then push them away one by one counting backwards to 1. The teacher will then ask students for the number before and after randomly called out numbers. Student understanding will be assessed through observation of their participation and work samples demonstrating their conceptual understanding of key concepts like before and after numbers. The lesson uses counters as a resource and will be delivered through teacher-led questioning and student responses and activities.

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99 views4 pages

Lesson Plan Format: Counters

This lesson plan is for a Kindergarten mathematics class on counting backwards from 10 and identifying numbers before and after a given number. The students will first count out 10 counters and then push them away one by one counting backwards to 1. The teacher will then ask students for the number before and after randomly called out numbers. Student understanding will be assessed through observation of their participation and work samples demonstrating their conceptual understanding of key concepts like before and after numbers. The lesson uses counters as a resource and will be delivered through teacher-led questioning and student responses and activities.

Uploaded by

api-284314498
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Format

Class: Date: Tuesday 23rd May 2017 Time: 15minutes Start:


Kindergarten Finish:
Key Learning Area: Lesson Topic: Count backwards from 10. Before and after a given number.
Mathematics
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
ES1 outcomes, previous counting to 10

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:


One or two only. Please note the syllabus Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
reference number AND write out in full. Quote syllabus numbers. Must be clear, specific, observable. learners attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.

By the end of this lesson, the students will:


- MAe-4NA counts to 30, and orders,
reads and represents numbers in the - Obervation teacher/student discussions,
- identify the number before and after a given number
range 0 to 20 students participation in activities.
- read numbers to at least 10, including zero, and represent these
using objects (such as fingers), pictures, words and numerals - Students work samples - student
- MAe-3WM uses concrete materials manipulation of materials to demonstrate
and/or pictorial representations to - conceptual understanding of key concepts.
support conclusions
-

Any safety issues to be considered: Resources:


List resources you used in preparing the lesson AND those used in the lesson implementation.
Counters

Australian Catholic University 1 2013


LESSON SEQUENCE 1

Lesson Content / Indicators of Learning Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(What is Taught): (mins) (How it is taught)
Note key skills, concepts and values Write detailed steps showing what the teacher (T) will do and
addressed in each section. Link to your what students (Ss) will do.
Indicators of Learning.

INTRODUCTION

Learning Intention Students will be able to T will call Ss out one at a time. Other Ss will have set class
write the Before and After Numbers One to work to complete. A teachers aide will be in the classroom
Six supporting the Ss with the set class work.

DEVELOPMENT

T will ask Ss to count out 10 counters. Ss can count on to 20 if


able to.
T will ask Ss to push one counter at a time away from the pile
of counters, counting each counter from 10 back to 1.
T will say to the student in random order
what is the number before 5, 3, 8?
what is the number after 4, 6, 9?
T will record Ss answers on an assessment table.

Australian Catholic University 2 2013


CLOSURE

When finished Ss will be asked to go back to their table and


start with previously prepared work which the teachers aide
will help the student with getting started.
T will call next student.

Australian Catholic University 3 2013


Name Able to count to Able to count Able to verbalise the Able to verbalise the Count to and
10 backwards from 10 number before a given number after a given from 10. Before
number number and after a given
Matty Can only say numbers before 5 number.
Sarah
Jenny Struggled with before numbers
Danny Counted to 6

Australian Catholic University 4 2013

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