University of Kansas Department of Special Education 1

SPED 775 Lesson Plan Template

Lesson Plan
Unit Title
Subject Area
Lesson Title
Length of Lesson
Audience Description

IEP Goals (where available)

Objectives

PLANNING
Math to 100
Math
Math Bingo
1 hour
Number of students: 24
Race: 17 hispanic, 1 Native American, 4 black, 2 white
English Language Proficiency: all 24 students are English speakers
Gender: 14 female 10 male
Exceptionalities: 2 boys and 1 girl have IEPs where the resource teacher pulls them for reteach. This
happens 4 times a week, for 30 minute sessions. Assistance and reteach is done for reading, writing and
math.
Cultural Considerations: students are 98% low SES. Students do not have a lot of access to technology
in home environment. Most students in my class have never traveled outside of Tucson, besides
traveling to Nogales, AZ or Nogales, Mexico.
Other information: One boy is identified as AD/HD and takes medication when parents bring the pills to
school.
Given 10 number combinations, students will identify the missing number by counting on from a given
number 9 out of 10 times as measured by teacher created assessment. Numbers will range from 1 to 100.
Data will be collected weekly for the remainder of the school year.
An accommodation for students with IEPs will be that they can verbally provide the answer if they are
struggling with visualizing and/or writing the number on paper.
A modification will be that one of the students with an IEP will work on numbers to 50 instead of
numbers to 100. Another medication will be that students with IEPs will be able to use a number chart
to help guide them in finding the correct answers
Students will be able to identify the missing number in a number sequence pattern 9 out of 10 times by
filling in the missing numbers on a worksheet as measured by a teacher created assessment.

Standards

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

K.CC.A.2. Count forward beginning from a given number within the known sequence (instead of having
to begin at 1).

Assessment (formative
and/or summative)

Formative: During the introduction, I will observe students while they are counting to see if
they count the entire time. This will show which students are still struggling with counting to
100 and which students have mastered this standard. During Bingo, I will observe students
while they are finding the correct number on their bingo cards.
Summative: I will pass out a teacher-created assessment where students will fill in the missing
numbers. This will show whether or not students are able to count on independently, as well as
write the correct number.

Resources (texts,
technology, materials, etc.)

Introduction: I will need a projector connected to a laptop with internet connection. I will need access
to youtube.
Lesson: I will need access to powerpoint through a laptop. Also 8 math bingo cards with numbers in
the 10s row (10, 20, 30, 40, 50, 60, 70, 80, 90, 100) in random order. I will need calling cards with
numbers before the number in the 10s row (66, 67, 68, 69, ___). I will need counters for students to
place on bingo cards.
Assessment: Students will need a worksheet and a pencil.
Closure: I will need access to powerpoint through a laptop.

Incorporation of other
subject areas

We will incorporate physical education by exercising while we count to 100.

LESSON DELIVERY

Introduction (anticipatory
set, thinking device,
advance organizer, lesson
hook)

# of minutes: 10
Teacher will explain to students that we are at the end of Kindergarten, which means we are going to be
focusing on bigger numbers. We focus on numbers to 100 because the older we get, the more things we
need to count and if we can count to 100, counting higher than that will be easy. Explain to students that
we will be trying to find missing numbers today. We will be working on finding missing numbers
because it will help make us better counters.
Teacher will ask students why they thinking finding missing numbers is important.
Teacher will play a youtube video for counting to 100 through exercising to help activate prior
knowledge.

University of Kansas Department of Special Education 3

SPED 775 Lesson Plan Template

Description
UDL Engagement: Activate or supply background
knowledge

Lesson activities (content,

methods, strategies,
procedures, formative
assessment)

1.
2.

3.

4.

Rationale
I chose this strategy because at the beginning of a
lesson, I want to be able to hook students into the
learning. I will activate background knowledge
by allowing students to count (as a group) to 100,
which is a task that students have been doing
since the beginning of the school year.
# of minutes: 45
While students are sitting on the carpet, show students a powerpoint that has a number sequence
(36, 37, 38, 39, ___). Explain that there is a missing number and I am going to figure out what
number it is.
I will model figuring out which number is first, making sure to mention the tens and the ones
areas, the pattern in the ones area, and how thirty sounds kind of like three (the first number I
see). I will show another number sequence (86, 87, 88, 89, ___). I will also talk about how
after nine, we are moving to a NEW group of ten. I will model counting by 10s to figure out
which group of ten is next.
I will have students help me figure out two more missing numbers. Next I will pass out chalk
boards and have students write down their answers in a few more number sequences. We will
continue this process until I see students are understanding the concept by writing the correct
answer on the chalkboards. I will then collect chalk boards.
Explain to students that they will be able to practice finding the missing numbers in number
sequences by playing Bingo! I will explain how the game is played: In groups, students will
have their own number card and some manipulatives. I will call out some numbers in a number
sequence, and students will see if they have the next number needed to count on. If students
have the number on their board, they can cover it with a manipulative. If students do not have
the number, they do not put a manipulative on their board. The first group to fill up their card
wins! After explaining directions, I will have a student come up and explain the instructions to
the class one more time. Next I will divide students into 8 groups, and they will sit in groups
around the room (on the floor).
Begin the game as described until a winner is found. Collect the game and manipulatives and
have students return to their carpet squares.
After cleaning up the activity, explain to students that now it is time to check what they
understand. Put worksheet on hoverboard and tell students they will need to read the numbers

and write the missing number for each problem. Students will take their worksheet to their seat
at the tables, and work independently. Once they are finished, they will raise their hand and
teacher will check their work. When students are finished with their work, they will practice
writing their numbers to 100 on the back of their worksheet.

Description:

Rationale:

UDL representation

Helping students recognize the many different

patterns in math is a great way to ensure they
will be successful.

Highlight patterns, critical features, big ideas and

relationships

Closure

UDL engagement:
Foster collaboration and community

While playing the Bingo game, students will

have to work together as a team to make sure
they are putting manipulatives on the correct
number on their Bingo card, as well as taking
turns when putting manipulatives down when
needed.

UDL action & expression:

Use multiples tools for composition and
construction

Students will not only work with chalkboards to

help find their answers, they will play a game to
support their learning, as well as use pencil and
paper. The game will be a great accommodation
for students who have a hard time writing the
numbers, but are able to rote count to 100.

# of minutes:5
Students will gather on the carpet, handing their work to the teacher before they sit down. Teacher will
keep worksheets to assess student work. Teacher will use the powerpoint to display a number sequence,
writing an incorrect number in the missing number area. Teacher will ask students to check teachers
work. Students will talk with their neighbor about whether or not the answer is correct and why. Teacher

University of Kansas Department of Special Education 5

SPED 775 Lesson Plan Template
will call on students to explain their thinking. Teacher will have students help fix the problem. Explain to
students that this is the end of the lesson, and tomorrow we will continue exploring with numbers to 100.
UDL principle & description (at least 1):
In the closure I will be developing self-assessment and reflection. This will be done in a non-threatening
way, because I will be the one answering the question incorrectly. Students will be able to share with oneanother about my mistake, and then share out if called on, reflecting on the process of recognizing numbers
and figuring out which number should be next.