Elizabeth Gilbert

Gwynedd Mercy University

School of Education
Lesson Plan: Math
PA Academic Standards:
Standard - CC.2.1.K.A.1
o Know number names and write and recite the count sequence.
Standard - CC.2.1.K.A.2
o Apply one-to-one correspondence to count the number of object
Standard - CC.2.4.K.A.4
o Classify objects and count the number of objects in each category.
Standard - CC.2.1.K.A.3
o Apply the concept of magnitude to compare numbers and quantities.
Standard - CC.1.3.K.G
o Make connections between the illustrations and the text in a story (read or
read aloud).
Big Idea: The number 6
Essential Questions: How do we write the number 6? How do we spell the word
six?
Objective/Performance Expectation: At the conclusion of the lesson, the students will
be able to recognize the numeral 6 and correctly be able to spell the word six.
I.

PLANNING AND PREPARATION:

1.

Briefly describe the students in your class, including those with special
needs, explain how you will meet the needs of all learners. Explain how
you will meet the needs of ALL learners (Differentiated Instruction).
This is a kindergarten morning class consisting of six students. There are
four boys and two girls. There are no students with special needs in this
class; however, I will meet the needs of all learners by working with them
one on one during individual work.
**The class size could be larger on this particular day because the local
school district doesnt have school. Therefore, students could attend Kids
Are First for the Full Day instead of their usual morning or afternoon
program. I could have up to twenty two students in attendance for this
lesson**
1

2.

Explain the psychological principles/theories you used in constructing this

lesson.
This lesson reflects Howard Gardners Multiple Intelligence Theory. This
theory was emerged from the idea that students all learn differently and
using different parts of their brains. In this theory, intrapersonal means that
individual work meets a students needs the best. These students will work
on their after lesson work individually however; will also work through
interaction, or interpersonally, when communicating during the group
instruction. Through Gardners idea of linguistic, students have highly
developed auditory skills and will demonstrate this when reading and
following directions. Bodily kinesthetic is shown in this activity as the
students will use hands on and manipulatives, such as, the materials and
when completing the handout and using the white boards to correctly
show their knowledge.

II.

CLASSROOM ENVIRONMENT:
3.

Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time.
Before beginning the lesson, I will ring the bell which will signal for
students to finish their prior activity and prepare for the next. The students
know how to clean up the classroom. I will then lead them into the math
and science classroom where the lesson on the number 6 will take place.

4.

Identify what you will do to set clear standards of conduct and behavior
management of student behavior.
There is a set of rules designated to individual work which is posted on
the front wall in the classroom. The students are expected to follow these
rules throughout individual work. These rules are reviewed each morning
during morning meeting.

5.

Identify what you will do to establish expectations for student

achievement.
I will model the lesson and directions for the students in order to achieve
student achievement. I will encourage students to work hard and motivate

them to continue helping each other. I want my students to achieve the

best work that they can do.
III.

INSTRUCTION:
Materials Needed:
Teacher White Board
White Boards (one per student)
Dry Erase Markers (one per student)
Worksheets (one per student)
Crayons
Pumpkin Countdown by Joan Holub
6.

Motivation Activities/Strategies:
How will you begin to generate interest or focus your lesson for the
students?
When students enter the math and science classroom they will take their
seats on the carpet. I will explain that we will be doing a guided reading
on the story Pumpkin Countdown. I will read the book which includes
illustrations and pictures that will help my students understand the words
in the text. I will also explain that the students will be using their own
personal white boards, just like me, in today lesson. This will engage the
students and generate their excitement to participate today in our lesson on
the number six.

7.

Prior Knowledge Activities/Strategies:

**See #8

8.

How will you activate prior knowledge, build background, or review

previous lessons?
To activate students prior knowledge I will have a pre-activity discussion.
I will remind the class of the previous numbers that we have been learning
throughout the school year. I will write the words representing each
numeral (three=3) on my board and then ask the students to identify both
numeral and word as a class. I will do this for each number 1-5 up until
todays number 6.

9.

Sequence of Lesson: What learning activities/strategies will you use to

engage the students in learning? What will students do to use and apply
new concepts or skills (independent practice if relevant)? How will you
monitor and guide their performance? Include relevant vocabulary.
3

Lesson Step by Step:

I will introduce the lesson to the class and start the story Pumpkin
Countdown at the front of the room. During the reading I will
encourage students to share their ideas and activate their prior
knowledge about the book.
I will activate students prior knowledge by asking the students to
tell me numbers that we have already learned. During this, I will
write down the numeral and word that corresponds.
For example, I will write the number 3 and next to it, write three.
I will continue to do this for numbers 1-5 and then introduce the
number 6.
Next, I will write the number 6 and the word Six on my board
in front of the class. When writing the number, I will use the short
phrase, Around to a loop, number six rolls a hoop. This rhyme
will help students to remember the first, middle and last steps in
writing the number 6. During this time, I will model how to
make the number and how to write the word six.
After modeling, I will give directions for practicing on their own.
The students will remain on the carpet as a group and rely on their
peers and myself for assistance. Students will write a full line
across their whiteboards the number 6. On the line below, they
will practice writing the word six. Once they have completed
two lines of the practice, then they get a Thumbs up to go begin
the follow up worksheet.
Since students work at different levels and some may be completed
the whiteboard activity before others, I will have the opportunity to
work with individuals who may be struggling with the writing of
the numeral and word. I will also be able to informally assess the
different levels through this.
Students will all complete the worksheet which entails writing the
numeral and word multiple times. On the flip side of the page, they
will have to correctly identify which pictures contain six object by
coloring. If they do not get to finish this page, then it will be taken
home to be completed later.
In concluding the math lesson, I will draw and write the numeral
and word for 6 on the front board. I will ask students to correctly
identify the number and spell the word out loud as a class.
I will thank the class for their hard work today and briefly
introduce the number 7 which we will be learning about next
week.
10.

Level of Learning/Assessment Evidence:

How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Blooms Taxonomy)?

Identify what informal and/or formal assessments you will use to monitor
student learning.
Throughout this lesson, I will incorporate questions using Blooms
Taxonomy. Questions testing the students comprehension of the topic
will be used as the students describe and identify pictures with six objects.
Questioning and discussion will occur at many times during this lesson
during guided reading. Questions may include: How many pumpkins do
we see? How do we spell the number 6? As I walk around the class
during the activity, I will observe how the students work individually and
see if they ask for help. I will informally assess each student as I walk
around the class and a formative assessment will be noted upon
completion of the activity.
11.

What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow?
To conclude, I will emphasize the number 6. I will also tell the students
that they will continue to work on counting for the next few weeks. The
students will have and Exit Ticket which will entail them to tell me a
picture from their worksheet that contained six objects. I also tell the
students that tomorrow we will be continuing our writing our numbers.

IV. Professional Responsibilities

12.

Identify the school districts policies regarding staff attendance and

punctuality on the job.
Punctuality as a teacher is very important. At Kids Are First, teachers
arrive around 8:00 and expect students around 9:00 for the AM
Kindergarten program. This allows the teacher plenty of time to prepare
and plan for the day and weekly lessons. Attendance is also important at
Kids Are First and teachers are expected to be prompt and present every
day of the week.

13.

Identify the school districts plans for professional development.

Kids Are First is located in the Pennridge School District therefore,
follows their plans for professional development. Currently, Kids Are First
staff has not attended any professional development meetings this school
year. However, I am looking forward to attending a professional
development on October 11 in the Pennridge School District on my own.

14.

Describe what you have done effectively communicate, both orally and in
writing, with your cooperating teacher, administrative staff, supportive
staff, students and parents.
In order to effectively communicate with my cooperating teacher, I have
been in contact with her since I was assigned to her classroom this
summer. I met with her before pre-student teaching began and have
formed a great relationship with her as my mentor through this process. I
have also been in contact multiple times a week, both in person and in
writing with the director of Kids Are First, who has been very welcoming
and helpful throughout this process so far. My relationship with both my
teacher and the director is great and I am fortunate to be able to learn from
both of these professionals. I have also stayed after pre-student teaching to
meet some of the parents at pick-up time and gain advice from other
supportive staff members at Kids Are First. I now stay until 6 each week
and help in their After School Program. This allows me to form
relationships with parents and other teachers in the program.

15.

Identify what you have done to participate in and support school building
or district projects and or events.
Kids Are First has not yet had any school events or projects to participate
in, but I am looking forward to attending different events during my time
at Kids Are First this semester. There will be a parent-day within the next
few weeks which I hope to attend.