Ferris State University

Lesson Plan Template

Lesson Information

Name: Date: November 28, 2022

Kelsey Berry
Curriculum/ Course: Grade Level(s): Kindergarten
Bridges/Math & Workplaces
Time/ Period: Materials: SmartBoard, Projector, Ten frame dot cards 4 of each
Approximately 50 minutes (11:25 am - number 1-5, Large group gathering area
12:15 pm)
Community and Classroom profile: (demographics- such as age, race, gender identification, religious
preferences, SES, disabilities, etc.)
19 Students; 8 female, 11 male. All first year kindergarten.
Race: 3 Caucasian students, 9 Black students, and 7 Latinx students. – We have 4 students who are multi-lingual
and receive EL intervention. One student who has diagnosed ASD with an IEP. We have another student who is
in the process of being tested for ADHD and is receiving KSSN intervention once a week.
Godwin Heights is a Title 1 school, which means that the mass majority of our students are at risk of failure and
living at or near poverty.

Standards Alignment

Create a table line for each standard Objectives (both ABCD
with teacher language
and “I Can” with
student language)
Content Standards: 1. Students will be able to
1. CCSS.KOA.4 For any number 1-5 find take any number 1-5,
the number that makes five when added to and find/identify the
that number. number that makes five
when added to it with
some assistance and
80% accuracy. – I can
add numbers so that I
can make five.
Appropriate
Assessment(s) (formative
and/or summative)
2. Formative Assessment;
aiding students and
observing them while
playing the game with their
peers. I will know the child
is successful when they are
able to play the matching
game cooperatively and
effectively with their peers
and/or by themselves.

Technology Standards MiTecs/ISTE 1. N/A 1. N/A

1. N/A

SEL Competencies 1. Students will be able 1. Formative

1. 4A: Children/students use positive to effectively assessment;
communication and social skills to communicate and Listening to
interact effectively with others; K-2: interact with each students’
Demonstrate the use of verbal other by using verbal conversations when
etiquette. etiquette with they are
2. 4A: Children/students use positive occasional reminders collaborating (turn
communication and social skills to from the teacher and and talk), and
interact effectively with others; K-2: 80% accuracy. – I allowing students to
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 Effectively and appropriately can use manners share their stories
communicate needs, wants and ideas when talking with out to the class.
in a respectful manner. my classmates.
2. Students will be
able to communicate
their ideas in a
respectful manner
when talking with
peers with the
occasional reminder
from the teacher and
80% accuracy. – I
can be kind and
respect other
peoples’ ideas when
working together
and playing games
together.
Lesson Procedures
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of
previous day’s lesson, check for understanding of previous knowledge, questions you will ask)
Students will be transitioning out of and cleaning up their literacy centers/interventions and should already be
sitting on their ‘sit spot’. The teacher will then signal to the students that they are going to be starting their math
lesson.

Steps in the Lesson: (provide enough detail to fully explain what will happen; what will you be
doing and what will the students be doing? Identify the core teaching practice(s) and SEL
competencies utilized)

 Students should still be sitting on their ‘sit spot’ and the teacher will be in front of the class, sitting on the
wooden stage.
 To begin, the teacher will start by beginning a warm-up with the students to get their brains into ‘math
mode’.
o The warm-up today will be the teacher holding up five fingers and ask the students how many
fingers are being held up. Once students say how many fingers are being held up, have students
count on from five up to twenty. Once they reach twenty, have students count backwards from
twenty back down to five.
 After the warm-up, the teacher will tell students that they are going to be learning a new game where we
add numbers in order to make five.
 The teacher will have students all find a spot on the blue or black line in the large group gathering area.
 The teacher will hold up a ten frame dot card, quickly flashing the card to the students, and will then tell
students that they need to tell the teacher how many are on the card by using only their fingers to show
how many.
o Tell students the problem in this game is to find cards that can be added together to make 5 dots
exactly. If you can find the cards that go together, your get to keep them.
o Show some examples of ten frame dot cards that would make five (2&3, 4&1, 5&0). The teacher
would also show some ten frame dot cards that would not make five.
o Have students restate the object of the game.
 The teacher is going to place the ten frame dot cards upside down, and have a student turn one card and
see if it makes five. (If the card that they turn over is a five, they get to take it). If the card does not make
five, the student will turn over another card and see if they make five together. If the two cards make
five, the student gets to keep the two cards. If the two cards do not add up to make five, they will keep

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 the two cards face up and draw a new card.
o The student can match the new card with any card face up to make five. Before turning over a
new card, talk about what cards we would need to match the ones that are already face up, in
order to make five.
 The team with the most cards win. The teacher will tell the students that they get to lay their cards
parallel in a line to compare who has more.

Extension Activities:

Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit
restatement of the goals/objectives of the lesson.
 After finishing the game and explaining the rules to the students, the teacher will tell students that they
will be playing this in workplaces tomorrow.
 The teacher will then have students move back to their ‘sit spot’ in the large group gathering area to go
over the different workplaces that students will be transitioning through that day.
 Once the teacher has explained all of the workplaces, the students will look at the Smartboard to find
where they are supposed to go and begin working at their workplace.
 While students are working at their workplaces, the teacher is able to pull students for intervention and
working one on one to aid students who are struggling with specific math skills.

Diversity/Equity/Inclusion/Belonging
Whole group Individual
Differentiation Accommodation Modificatio
s ns (if needed)
Instruction Student  ASD  N/A
Content/Activity/Product/ Readiness/Interest/Learn Student:
Environment; ing Profile/Affect This student
 For students with could play
 Students who need the extra specific learning the game at
assistance/visual aid can be profiles, the amount their own
given an enlarged copy of the of times they would table instead
ten frame dot cards. like to collaborate of the whole
 To differentiate processes, with their turn and group
students will be able to just talk partner can be instruction.
verbally tell the matches of adjusted. There are This student
what can make five or write the also times where will also
different numbers that make teachers or support have
five, rather than match the staff can check in different
cards. with the students choices
 Students will be able to sit on based on needs, during
swivel seats or on the floor of level of completion workplace
the classroom while they are and different time.
listening to the teacher explain learning profiles.  EL
the game and workplaces and  Students should Students:
participating. They will have respect the These
that privilege as long as they classroom students
are focused and not being environment, follow could be

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 disruptive. directions, provided
encourage with ten
themselves and their frame dot
peers to be on task, cards and
and make translated
appropriate choices numbers
when working at based on
their workplace and their home
playing the game. language if
they have a
hard time
understandin
g the
numbers in
English.
Diversity
Reflecting on Knowledge of Self and Students: How did you draw on knowledge of students’ personal,
cultural, and/or community attributes to inform instructional decisions? What did you include in the
lesson to offer your students opportunities to expand their knowledge of personal bias, and local
and/or global cultural or community attributes? Give specific examples.

I know that my students really enjoy games and that can be a huge cultural aspect, so incorporating games into
their education is incredibly important to me and to my students. That is why I choose to create games for
students to play while they are learning.

Technology
Integration of Select the appropriate ISTE For each ISTE Educator role you selected, provide a
technology for Educator role(s) you used to description explaining how you played this role(s).
designing design digital experiences: N/A
and/or 1. Learner
delivering the 2. Leader
Lesson 3. Citizen
4. Collaborator
5. Designer
6. Facilitator
7. Analyst

Student Select the appropriate ISTE For each ISTE Student role you selected, provide a
technology Student role(s) students will description explaining when/how the students will be in
experiences use: this role(s).
during the 1. Empowered Learner N/A
lesson 2. Digital Citizen
3. Knowledge Constructor
4. Innovative Designer
5. Computational Thinker
6. Creative Communicator
7. Global Collaborator
Reflection/ Teacher Notes:

These are found within the lesson.

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