Melissa Diaz-Trejo

October 19, 2022

POP Cycle Lesson Plan #1

Count and Show Me!
(Using Number Racks)

Standards:
CA CSS Math- Content Standards
K.CC: Read numbers from 0 to 10

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

K.CC.4a Understand the relationship between numbers and quantities; connect counting to cardinality.
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.

K.CC.4b Understand the relationship between numbers and quantities; connect counting to
cardinality. 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.

K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from
1–20, count out that many objects.

Objectives:
1. Students will be able to show proper usage of the number rack, including moving red and white
beads correctly from right to left.
2. Students will be able to recognize number combinations of 5 and 10 and show numbers 0-20 on
the number rack.
3. Students will show understanding of the number rack by completing a count and cover numbers
to 10-20 activity that engage students in counting “how many '' and building on an individual
number rack.

Lesson Materials:
● Classroom Number Rack (1)
● Student Individual Number Racks (20)
● Wild Animal Count and Cover Activity (10 sets, 1 per pair)
● Unifix cubes: Colored Coded for students
● YouTube video: What’s on my Number Rack?

Lesson Length: 30 minutes

Instructional Methods: Whole Class Instruction, Independent Work Time, Partner Time
ELA Support:
● Vocabulary Words will be repeatedly shown so that students can see the words we are using in
the lesson.
● The usage of videos and hands-on tools will support students in their learning.
● Checking in with students throughout the lesson and during independent time will give the
teacher an opportunity to see how students are doing.

Classroom Management:
● As a class, go over expectations and review classroom guidelines.
● Teacher makes sure to call on students who have their hand raised and who may typically not
raise their hand, so they know the teacher notices them too.
● The teacher also gives others a chance to answer, and not always the friends who always raise
their hand. If the same students raise their hands, the teacher picks on them but makes sure to
give everyone a chance.
● When students answer incorrectly, the teacher acknowledges their answers and doesn't make
them feel bad for answering incorrectly. Instead, the teacher guides them to think a little more
until they figure out the answer. The teacher also acknowledges when they make mistakes, so
students know it is okay to make mistakes and that they can happen to anyone.
● When preventing/redirecting challenging behaviors, the teacher makes sure the student
interrupting knows they are being watched; the teacher also stops when needed to remind the
whole class of expectations. If the interruptions continue, the teacher will talk to the student after
the activity is over.

Lesson (Pre Discussion)

● Before doing this lesson, students have already been introduced to number racks. We have been
learning about different math tools and number racks have recently been added. I have
introduced number racks as a whole group, and will expand to small groups/partners in this
lesson. Today’s lesson will be an extension to number racks and to make sure that students are
understanding the concept and how to use them. Students already know how to show 0-10 on
rack, and I will be introducing 0-20, especially teen numbers.

Opener (5 minutes)
● After completing Number Corner, the teacher will transition into math, by pulling out the
classroom Number Rack. In a whole class setting, the teacher will ask students to think about
what they notice about the number rack and what details they can think about. The teacher will
have students give a thumbs up when they are ready to share their thoughts.
● To start the lesson, the teacher will have students do a Think, Pair, Share with the person sitting
next to them. After about 30 seconds, students will share out loud what they noticed or what the
item that is being held is called.
● Students get a chance to share and discuss their thoughts with each other and with the teacher.

Body ( 20 minutes)
● After discussing as a whole group, the teacher will be showing the class how the number rack
works, and how it can be a useful tool in math. The teacher will also show students how the
number rack can also be used to show numbers greater than ten, up to twenty.
● After a few examples, students will be asked to come up and show certain numbers on the
number rack. Students will show signs to show agreement or disagreement. The whole class will
 discuss if the correct number is shown. If not shown, students will work together to help each
other show the right amount.
● Once students are showing understanding, and reply at a quicker pace, the teacher will transition
into the YouTube video: What’s on my Number Rack? Teacher will pause the video at times to
get student answers before the answer shows on the video.
● Students will be interacting with the video until it is time to transition to the independent activity.
● Once the video is complete, the teacher will have students sit in a circle around the morning rug.
Teacher will be leading the circle by showing students the classroom number rack again and
having the students show a few more examples of certain numbers.
● Students will help guide a “lost” teacher to show the teacher how to represent certain numbers on
the number rack.
● Once students have shown understanding, students will move into independent work with
partners.

Closing( 5 minutes)

● Once students have shown more understanding of number racks and how to use them, the
teacher will move on to show the independent practice.
● Students will be paired up and will play the Wild Animal Count and Cover Activity.
● The teacher will show students how to play:
- You and your partner will each get 10 unifix cubes each.
- You will grab a mini card with a number rack on it. Count and cover the number that it
shows with your unifix cubes.
- Double check with your partner to make sure you have the correct answer and if both
agree, you can move on to the next card. This time your partner will go.
- Whoever gets a full line completed- one full line of the same unifix cubes- will win that
round. Winning is not the importance, it is the counting and showing understanding that
is- which is something the class always agrees on.

Assessments:

Formal:
- The teacher will be looking for students to show understanding when they are expressing the
number being asked to show on the number rack. How students are counting and making sure
they are counting using 5 or 10 beads at a time. Students will also be assessed at the end of the
unit.

Informal:
- The teacher will be observing and monitoring how students are communicating and expressing
their problem solving skills, as well as how they show understanding in whole group and partner
discussions.