Counting is Fun!

McKenzie Radde
Kindergarten

Common Core Standards:

Know number names and the count sequence.

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).
K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
Lesson Summary:
This lesson plan is to build students knowledge on counting numbers in different ways, as well as writing
them. If I have 24 students in my class, they will be divided into 2 groups, 3 stations within each group, and 4
people in each. The groups will be separated on different sides of the room. On one side, the first session will
be counting to 100 by ones and tens. The next session will count forward beginning from a given number in
the known sequence. And finally, the third session will be writing numbers from 0 to 20. This will happen on
the other side as well.
Estimated Duration:
This will take about 100 minutes but I will divide it into two days. 70 minutes on the 3 stations and explanation
and a review for 30 minutes on the next day.
Commentary:
I will tell the students what will be expected. I will tell the students how this will help them when they move
on to first grade because they wont just be counting numbers anymore. I dont think this will be too hard to
teach. The only difficulties I will have is probably making sure that the students dont run off to the other
stations until I tell them to. I will probably have to tell them over again that they will get a chance to be at
every station. Other students may also distract each other.

Instructional Procedures:
Day 1:
For the first 15 minutes, I will introduce the students to the activities.
For the next 10 minutes, I will divide the students into their groups and tell them what station to go to.
For the next 15 minutes, students will then begin to start working at their first station. This could either be
students working on the computers, working on the smart board, or listening to a CD on a radio.
Students will go through each station once, for 15 minutes.
Day 2:
For the rest of the time (30 minutes), the students and I will all talk about what they learned and individually
can count in their tens for me or write numbers down. Then, we will come together as a class and count by
tens.
Pre-Assessment:
For the pre-assessment, I will ask the students individually questions such as, Can you count by tens? or
Can you count to a certain number? I will then have a sheet for the students where they can write their
numbers down. I will say a number and they will then write it, the way they think it is correct, in one of the
boxes.
Scoring Guidelines:
I will determine the scoring guidelines for the pre-assessment just based off of what the student does and does
not know. This will help me get a better understanding of what, I as a teacher will, need to teach more of or
less of.
Post-Assessment:
I will determine the scoring guidelines by having a checklist. The first question on the checklist could be did
they write all of their numbers correctly? I will also use what I did for the pre-assessment. I will have them
count for me aloud by ones and tens. Then I will hand them the sheet with boxes on them, because they will be
familiar with that and what to do, and then have them write their numbers. I will then use that worksheet and
grade it, as well as listening to them count.
Scoring Guidelines:
If they made anywhere from 1-5 mistakes, they will get a 90 or 95 percent depending on how many questions I
ask, for example 15 questions. If they receive an 85% or above, then I believe they mastered that lesson.
Anything below that, I will work with them personally and see if they did better without other students
possibly distracting them or if they clearly do not understand it.

Differentiated Instructional Support:

I would change the lesson plan to meet the needs of gifted or accelerated students by asking them to write
bigger numbers or ask them to count further in tens.
For students who are struggling, I would have them work with another person who understood the lesson. That
way maybe the student who is struggling will pick up what to do.

Extension:
This is a great website where the students can count and even differentiated students can use! There are many
different kinds of games the students can play to keep them entertained.
http://www.topmarks.co.uk/maths-games/5-7-years/counting
This website shows different worksheets that students can practice their numbers! Although, this is not like the
worksheet I will be giving them to assess their understanding on how to write them. But it is great practice!
http://www.first-school.ws/theme/printables/number-worksheets.htm

Homework Options and Home Connections:

Outside of the classroom, students will be working on worksheets where they can trace the numbers and
prepare themselves for the test. They can also use the websites that will help them count and. Parents will
probably need to be involved in this part to help get their child to the website(s).

Interdisciplinary Connections:
If a student is counting a picture, then they are using the subject art.
If a student is listening to a song, then they are using the subject music.

Materials and Resources:

For teachers

Paper, 8 computers, smart board (students will share a half), 2 radios, CD, 8 pairs of
headphones

For students

Computers, worksheets, pencils, headphones, smart board

Key Vocabulary:
Naming the numbers (ex. one, two, etc.)