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Class/Subject Area(s):MathGrade Level:KindergartenUnit/Theme:Counting to 5Lesson Duration:45 minCommon Core State Standards: (Preparation) Know number names and the count sequence
K.CC.1 Count to 100 by ones and by tens
Count to tell the number of objects
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality
a. When counting objects, say the number names in the standard order, pairing each object with one and
only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
MP 3 Construct viable arguments and critique the reasoning of othersContent Objective(s): (Preparation)
I can count up to five dots.
Language Objective(s): (Preparation)
I can tell my partner how many dots I see and explain how I know how many there are.
HOTS: Higher Order Thinking Skills (Strategies, Interaction, Review/Assessment)
How do you know how many dots there are?
Is there another way that you can see it?
Key Vocabulary: (Building Background)Supplementary Materials: (Lesson Preparation)Content Vocabulary
One
Two
Three
Four
FiveFunctional Vocabulary
Count
Dot Cards (1 to 5, on HYPERLINK "http://www.dusd.net/cgi" www.dusd.net/cgi website)
Two-color counters 5 counters for each pair of studentsSIOP Features:PreparationScaffoldingGrouping Options xAdaptation of contentxModelingxWhole class Links to background xGuided practiceSmall groups Links to past learning Independent practicexPartners xStrategies incorporated xComprehensible inputIndependentIntegration of ProcessesApplicationAssessment ReadingxHands-onxIndividual Writingx MeaningfulxGroup xSpeaking xLinked to objectivesWritten xListening xPromotes engagementxOral Lesson Sequence:Connections to Prior Knowledge/ Building Background Information (Building Background)
1. If I wanted to know how many cookies my mom put in my lunch, how could I find out? -- Try to get out the ideas: you need to count them; possibly by lining
them up; possibly by touching each cookie; possibly just knowing the number by looking at it.
Lesson and Activities (Comprehensible Input, Strategies, Interaction,
Practice/Application, Lesson Delivery)Key Questions & Expected Student Responses (Lesson Delivery)
Opening/Routine: Dot cards (whole class)
Hold up one dot card for 3-4 seconds and then lay it down
Show the card again for 2-3 seconds
Have a couple of students come up and show how they found their number.
Repeat steps a-c with other dot cards following sentence frame structure.
3. Partners/Centers Counting 2-colored counters
a. Give each pair a baggie with 5 two-colored counters in it.
b. Partner A will take any where between 1 to 5 counters out and set them on the table
c. Partner B figures out how many dots there are on the table.
d. Both partners follow the sentence frame structure modeled by the teacher.
How many dots did you see? Put up your thumb when you have an answer. Call on a few students for just answers.
How many dots did you see? Show me how you know.
How did you know it so quickly? Did you need to count? What did you see?
Teacher/Partner A: How many dots do you see?
Partner B: I see _______ dots.
Teacher/Partner A: Show me.
Partner B: (counts are explains in some way)
Closure (Review/Assessment)Key Questions & Expected Student Responses (Review/Assessment)
3. Debrief (whole class)
a. Put 4 counters under the document camera. How many dots do you
see? Show me?
b. Discuss with students the different strategies that they used when they
were trying to figure out how many.
Key strategies/ideas to emphasize:
Easier to put the dots in an organized way
It is okay to just know the number by looking at the dots
Touching each item as you count
There is a number that corresponds to each dot as you are counting (one-to-one correspondence)
Knowing that the number 4 means that there are 4 dots the last number name said tells the number of objects counted
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