Kindergarten Math Lesson Plan Template

Kindergarten Math Lesson Plan Template
Week 1: Day 1 – July 1, 2013

Number
Topic Title of Example/Description
Materials
Minutes
 Lead campers in counting by 1s and 10s to 100 from 0 and other
starting points while stopping at various points.
 Class Number
 Assess campers knowledge of even and odd numbers
Grid
Routines Counting 15  Review month, day of week, date and year. Campers should also note
 Calendar
how many Mondays in the month of July. Ask questions relevant to
 Daily schedule
“Today is…”, “Yesterday was…”, and “Tomorrow will be…”
 Review the daily schedule. This should be done daily.
Please read the book Even Steven and Odd Todd to the campers. Tell the
campers to be sure that they have their listening ears on because tomorrow
they will complete a fun activity based on the story. Although there is a
Math Read Aloud particular activity to go with each book that the campers will engage in
–  Even Steven and each week, please do not hesitate to ask students questions during reading
Math Read
Week 1 20 Odd that will allow for comprehension and math discussions, as well as small
Aloud
Even Steven and Todd activities that can be implemented during the reading of the book.
Odd Todd
 Retell the story
 Complete the activity, “It’s an Even, Odd World”
 Developing  Topic: Counting

Number Concepts  Week 1: Practicing one-to-one correspondence – campers may be able
by Kathy to rote count to 100 without having one-to-one correspondence
Richardson (KR),  Follow lesson as written, making variations upon observation
Activity 1-1 (pp.  Ask campers to show the class how they know the number is as counted
Opening Counting 20 26-27)  Clear up miscounts by clapping and counting aloud slowly with
 15 counters per campers.
camper, optional:  Be sure to associate the number with the numeral (this can be written on
rhythm a board or identified on the Number Grid)
instrument – see
“Variation”
1
 Campers will continue the activity with you randomly choosing
 KR Activity
numbers while circulating the classroom
1-1 continued
Counting 20  Campers should and check independently, then check with their
 Counters
assigned partner
Worktime  Number cards
 While circulating, you should be Kid Watching and documenting
 Tell campers they will do the same activity only this time they will
 Counters, draw the counters after counting them
Closing Counting 20 blank paper,  You only need to give them two numbers – you may want to include a
crayons number you noticed campers struggling with during your KidWatching
 Collect as a Quick Check/Exit Slip
2
Kindergarten Grade Math Lesson Plan Template
Day 2 – July 2, 2013
Number
Materials
Minutes
 Class Number  Identify even and odd numbers while counting.
Routines Counting 15 Grid  Review month, day of week, date and year. Campers should also note
 Calendar how many Mondays in the month of July. Ask questions relevant to
 Review daily schedule
 Even Steven and  Complete Activity #2 with campers
Extra
Counting 15 Odd Todd
Practice
 Activity #2
 Developing  Review “Slide and Check” with campers. You may choose the
Number Concepts designated number or allow campers to choose. Call about 2-3
by Kathy numbers.
Richardson (KR),  Tell campers you are going to continue practicing counting. Today, you
Activity 1-2 (p. will play “Count and Dump”. Follow directions in 1-2 Count and
28) Dump. Ask campers, “How do you know?” after each cup has been
 Counters – 15 per dumped and counted.
Counting 20
Opening camper  Be sure campers are exposed to the numerals for chosen numbers –
 Cups using the Number Cards will support this.
 KR - Number
cards 0-10 BLM
16-17 (pp. 192-
193)

3
 After 3-4 times as a whole class, allow campers to work with a partner.
They should take turns pulling a number card randomly. Encourage
them to ask, “How do you know?” It may be a good idea to have the
Same as question posted.
Worktime 20
Counting above  This is time for you to circulate, observe and take notes (Kid-Watch).
Make note of the numbers campers seem to struggle with – these are
numbers to review during the Closing. Be sure to watch for campers
unable to recognize numerals.
 Choose two numbers to review with campers and ask, “How do you
know?”
 Crayons  Campers should be given a clean sheet of paper, crayons and counters.
Closing Counting 20  Blank paper  Pose the following situation for them to respond to on the paper: If
 Counters there are 7 counters in my cup, draw the number of counters on my desk
when I dump my cup.
4
Day 3 – July 3. 2013
Number
Materials
Minutes
 Class Number starting points while stopping at various points.
 Counters  Using the data gathered from Days 1 and 2, campers should work with a
 Cups partner on either the Slide and Check or Count and Dump activity.
 KR activities 1-1  Teacher should be Kid Watching and taking notes. This is also a great
and 1-2 time to provide “on the spot” support to campers. You may need to pull
Counting 15
DI  KR - Number some campers with you one on one.
cards 0-10 BLM
16-17 (pp. 192-
193)
 Counters  Tell campers, “Today we will use number stories to help us count.”
 Blank paper or  Each camper will receive a blank paper or counting board and counters.
counting boards  Teacher should use stories within book unless he/she has created their
(KR BLM 2-6, own.
Opening Counting 20 pp. 178-182)  Ask campers, “What happens when you join the two numbers?”
 KR Activity 1-4  Complete two as a whole class with you modeling how to count out
Counting Stories each set and how you “join” the two.
Level 1, pp. 30-
32
 Continue with counting stories with campers working independently as
Same as you circulate.
Worktime Counting 20
above  Provide necessary feedback and support. Observe for campers to share
during Closing.
5
 Choose two campers to share their work. Campers should be able to
explain or show how they know they are correct. Ask if anyone knows
what will happen if the given numbers are joined.
 Blank paper
 Read another story to campers explaining that this time they will draw a
Closing Counting 20  Crayons
picture to represent the numbers. Campers should write a numeral for
 Counters their answer. ( Do not worry about asking what happens when numbers
are joined.)
 Collect as a Quick Check / Exit Slip.
6
Day 4 – July 8, 2013
Number
Materials
Minutes
 Lead campers in counting by 1s and 10s to 100 from 0 and
other starting points while stopping at various points.
 Class Number Grid  Review month, day of week, date and year. Campers should
Routines Counting 15
 Calendar also note how many Mondays in the month of July. Ask
questions relevant to “Today is…”, “Yesterday was…”, and
“Tomorrow will be…”
 Blank sheet of paper or counting  Open with a Counting Story.
board from previous day  Choose a camper to explain how he/she knows their answer
Opening
Counting 15  Counters is correct.
 Choose another camper to explain what happens when the
two numbers are joined.
 Today we are going to play “Count and Dump” again, but
this time with a twist!
 Let’s play a quick game and then I will show you the
“twist”. Give the designated number to count to and allow
 Developing Number Concepts by
the campers to count as before.
Kathy Richardson (KR), Activity
1-2 (p. 28)  Explain that the twist is after they count to the designated
number they will add 1, 2, or 3 more depending on the
 Counters – 20 per camper
Worktime Counting 20 number you choose.
 Cups
 Model the twist for campers until you think they are ready to
 KR - Number cards 0-10 BLM
try on their own.
16-17 (pp. 192-193)
 Give the designated number, then tell campers to add 1, 2, or

3.
 Kidwatch for children who have to recount or are able to
count on. Talk about what happens when you add more
counters.
7
 Review the activity and discuss what happens when you
“add” more counters. Help make the connection between
joining and adding.
 Cups
Closing Counting 20  Pose the following to campers: If your cup has 8 counters
 Counters
inside and the teacher tells you to add 2 more, how many
counters will be in the cup?
 Collect as a Quick Check / Exit Slip
 Navigating Through Problem  As directed on pages 10-12
Solving and Reasoning in PreK- Engage
Kdg, pp. 10-13 Explore – campers should explain their answers
Problem
Counting 20  12 counters per camper
Solving
 Paper, crayons, and pencils *This activity will continue tomorrow.
 BLM 30 – “The Teddy-Bear
House”
8
Day 5 – July 9, 2013
Number
Materials
Minutes
 Class Number starting points while stopping at various points.
 Navigating  As directed
Through Problem
Solving and
Problem Reasoning in
Counting 15
Solving PreK-Kdg, pp.
12-13
 BLM 31 – “The
Teddy-Bear Park”
 Developing
Number Concepts  Review activities/games learned this week: Slide and Check, Count and
by Kathy Dump, Count and Dump with a Twist, and Counting Stories
Richardson (KR),  Ask campers what all of the activities had in common (they were
Activity 1-1 (pp. counting, some were counting and joining/adding on).
26-27)  Play Slide and Check with campers (see Day 1)
 15 counters per  Model and review with campers how to work with a partner or group.
Opening
Counting 20 camper, optional: Make sure they are clear on using the numeral cards to randomly choose
rhythm numbers.
instrument – see
“Variation”
 KR - Number
cards 0-10 BLM
16-17 (pp. 192-
193)
9

Have activities set up in the classroom. Campers will be assigned (using
info collected from Quick Checks/Exit Slips) to either Slide and Check,
Count and Dump, or Count and Dump with a Twist.
 Slide and Check with a partner
 Count and Dump with a group no larger than 4
 Count and Dump with a Twist - teacher
Materials from Days
1-4 prepared for
Suggestion for rotations: Slide and Check rotates to Count and Dump,
Worktime Counting 30 rotation – every 15
Count and Dump rotates to teacher, Count and Dump with a Twist rotate to
minutes
Slide and Check (either they can on their own or you can assign them a

partner)
Look for campers who:

 Are able to show one-to-one correspondence
 Able to recognize numerals without counting dots on numeral cards
 Able to add on successfully

 Campers will clean up
Closing Counting 10  Keep information gathered during the Count and Dump with a Twist
activity
10
Week 2: Day 6 – July 10, 2013
Number
Materials
Minutes
 Class Number  Review month, day of week, date and year. Campers should also note
Routines Counting 15 Grid how many Mondays in the month of July. Ask questions relevant to
 Calendar “Today is…”, “Yesterday was…”, and “Tomorrow will be…”
 Count and stop at specified number, campers then must say the number
that would follow
Please read the book Quack and Count to the campers. Tell the campers to
be sure that they have their listening ears on because they will complete a
fun activity tomorrow based on the story. Although there is a particular
activity to go with each book that the campers will engage in each week,
please do not hesitate to ask students questions during reading that will
allow for comprehension and math discussions, as well as small activities
that can be implemented during the reading of the book.
 Campers will make their own Book of 7!
 Quack and Count • Explain that on each page of their book they will draw a picture of a
by Keith Baker different combination of numbers that add up to 7. They will also draw a
Read Aloud Counting 20  8 sheets of white cover page for their book.
paper per camper • Tell campers that they may choose one theme for the entire book (for
 Crayons example, draw different combinations of ice cream cones on each page), or
illustrate different objects on each page.
• Tell campers that they’ll have 5 minutes to start thinking about what they
will draw. Then have campers share the kinds of pictures that they are
drawing in
their books.
• Tell campers that this week they will have some time in class to work on
their books, but they may also have to do some work by themselves when
they have extra time in class, or they might take it home to work on it.
11
• Remind campers that they will share their books at the end of the week,
and that these books may become a part of the Gallery Walk that they
create for the end of camp.
 Review counting to a specified number and adding on/joining by
Opening  Connecting cubes playing Count and Dump with a Twist – use connecting cubes instead
Counting 15
 Cups of counters in order to transition into next activity
 Discuss what happens when you add on / join numbers
*Always attempt Level 2 unless directed not to.
Read directions for 1-3 Making Towers in order to be familiar with
concept. Lesson directions will be slightly different.
 Developing  Choose a number less than 6 for campers to begin with, then add 1,
Number Concepts 2, 3, and 4 cubes
by Kathy For example:
Richardson (KR), Have campers build a tower of 3 cubes. Add one cube. Ask – How many
Worktime Counting and
20 Activity 1-3 (pp. do you have? Follow the same procedure for 2, 3, and 4. Choose another
Comparing
29) starting number.
 20 connecting  Choose another starting number, tell campers to add 3 cubes. Ask –
cubes per camper, How many do you have?
 Campers should turn and check with a neighbor and give thumbs up
if they have the same number. Teacher should circulate as partners
are counting together. Address any thumbs down and investigate all
work as two thumbs up could still be a miscount.
 Choose a starting number for campers.
 Blank sheet of
 Add 4 cubes.
Counting and paper
Closing 20  Draw how many cubes you have.
Comparing  Connecting cubes
 Write the numeral.
 Crayons or pencil
12
Day 7 – July 11, 2013
Number
Materials
Minutes
 Class Number  Review month, day of week, date and year. Campers should also note
Routines Counting 15 Grid how many Mondays in the month of July. Ask questions relevant to
 Calendar “Today is…”, “Yesterday was…”, and “Tomorrow will be…”
 Count and stop at specified number, campers then must say the number
that would follow
 Quack and Count  Allow campers to work on their Book of 7
by Keith Baker
Read Aloud Counting 20  8 sheets of white
paper per camper
 Crayons
 Using the data from previous week’s Quick Checks/Exit Slips, group
 Connecting cubes students for:
D.I. Counting and
20  Counters  Slide and Check with you
Comparing
 Numeral cards  Count and Dump (original and twist)
 Making Towers
Model for campers:
 Build a tower of 4 cubes
 Build a tower of 2 cubes (differentiate the color if various colors are
Counting and  Counting cubes available)
Opening 20
Comparing  Direct campers to do the same and hold up the one that has more cubes.
 Which tower has more cubes? Less cubes? (identify by number)
 Direct campers to build towers with you.
 Give numbers to the campers and allow them to play on their own.
13
 Counting cubes Follow directions for Activity 3-1, Is it More or Is it Less?
Counting and  KR Activity 3-1,
Worktime 15
Comparing pp. 146-147
14
Day 8 – July 12, 2013
Number
Materials
Minutes
 KR Activity 1-13,  Calendar activities
p. 42  Introduce the Tell Me Fast activity – this will be done during Routines
 BLM 20-27 for the remainder of camp
Routines Counting 15  Counters
 Class Number
Grid
 Calendar
 Quack and Count  Allow campers to work on their Book of 7
by Keith Baker
paper per camper
 Crayons
 Counting cubes  Review Is it More or Is it Less?
15
Opening Comparing pp. 146-147

 Counting cubes  Read over directions for Activity 3-3 and model for campers.
Counting and  Paper bags  Follow directions for Activity 3-3, Two-Color Grab Bag.
Worktime 20
Comparing  KR Activity 3-3,
p. 149
From observations made during Worktime, choose two campers to come
Same as above forward to count and compare. Choose a level 1 and level 2 camper if
possible.
Counting and
Closing 20 BLM 60*Be sure to
Comparing Using BLM 60, pose the following task:
close the end of train
before photocopying  Color a train that is seven cubes long.
 Color a train that is four cubes long.
15
 Make a star (you choose the marking) next to the train that has
more.
 Color a train with less than the train you made a star beside.
 Collect as a Quick Check/ Exit Slip.
16
Kindergarten Lesson Plan Template
Day 9 – July 15, 2013
Number
Materials
Minutes
 KR Activity 1-13,  Calendar activities
p. 42  Tell Me Fast activity – this will be done during Routines for the
 BLM 20-27 remainder of camp
 Class Number
Grid
 Calendar
 Quack and Count  Allow campers to finish their Book of 7
by Keith Baker
paper per camper
 Crayons
 KR Activity 1-15, Follow directions for Activity 1-15, Tall and Short
pp. 43-44
Counting and
Opening 20  Connecting cubes
Comparing
 Numeral cards
instead of die
 KR Activity 3-6, Follow directions for Activity 3-6, Number Cards
p. 154
Counting and
Worktime 20  Connecting cubes
Comparing
 Number cards 1-
20
Complete one activity at Level 2 and collect as a Quick Check / Exit
Counting and Slip
Closing 20 Same as above
Comparing
17
Day 10 – July 16, 2013
Number
Materials
Minutes
 KR Activity 1-13,  Lead campers in counting by 1s and 10s to 100 from 0 and other
p. 42 starting points while stopping at various points
 BLM 20-27  Calendar activities
Routines Counting 15  Counters  Tell Me Fast activity
 Class Number
Grid
 Calendar
 Camper created  Allow campers time to share books with each other
Read Aloud Counting 10
Book of 7
 Review Making Towers, Two-Color Grab Bag, Tall and Short, Number
All materials Cards
Counting and
15
needed for  Ask campers what all of the activities had in common (they were
Opening Comparing this week’s counting and comparing).
activities

info collected from Quick Checks/Exit Slips) to:
Making Towers
All materials
Two-Color Grab Bag
used for this
Counting and Tall and Short
Worktime 30 week’s
Comparing Number Cards
activities
Teacher should circulate and take notes. Provide support where necessary.
Stop and clarify for whole class, if the need arises.
18
 Read over activity 3-9 Build a Stack to become familiar. Campers will
 KR Activity 3-9,
follow the same directions only they will draw the train/stack instead of
p157
building it with connecting cubes.
Counting and  Blank sheet of
Closing 20  Have connecting cubes available for campers who need them.
Comparing paper
 If a camper is struggling with drawing, allow him or her to show you
 Crayons
using the cubes.
 Connecting cubes
 Collect as a Quick Check /Exit Slip
19
Week 3: Day 11 – July 17, 2013
Number
Materials
Minutes
 KR Activity 1-13, starting points while stopping at various points
p. 42  Focus on counting on by 10s at various points – encourage campers to
 BLM 20-27 look for patterns on the Class Number Grid
Routines Counting 15  Counters  Calendar activities
 Class Number  Tell Me Fast activity – consider removing counters from this activity as
Grid campers become familiar with the cards
 Calendar  Be sure to compare numbers during your counts.
 Counting cubes  Review Is it More or Is it Less? With variation and extension

20
Opening Comparing pp. 146-147

 KR Activity 3-3,  Take time to review “Two-Color Grab Bag” (Level 1)from last week
p. 149  Lead this activity at Level 2 with campers (the Extension is optional)
Counting and  Connecting cubes  Circulate and take note of campers during this activity. Take note of
Worktime 20
Comparing of two colors, if campers unable to complete Level 2 and/or the Extension.
possible
 paper bags
 KR Activity 3-3,  Choose a struggling camper to pick cubes out of the paper bag and
p. 149 guide the discussion using the questions in Level 2. Notes from
Counting and  Connecting cubes observation should determine campers chosen to share their thinking.
Closing 20
Comparing of two colors, if
possible
 paper bags
20
 Navigating  As directed: Engage
Through Problem
Solving and
Problem Reasoning in
15
Solving PreK-Kdg, pp.
17-19, Shape
Families
 BLM 33-34
21
Day 12 – July 18, 2013
Number
Materials
Minutes
starting points while stopping at various points
p. 42
 Focus on counting on by 10s at various points – encourage campers to
 BLM 20-27
look for patterns on the Class Number Grid
 Calendar activities
 Class Number
 Tell Me Fast activity – consider removing counters from this activity as
Grid
campers become familiar with the cards
 Calendar
 KR Activity 3-6,  Guide campers through Levels 1 and 2, and the Extension activities
p. 154  Tell campers they will do these activities with a partner or small group
Counting and  Counters and will need to take turns displaying the cards to one another
20
Opening Comparing  Number cards –
see prep with
directions
 Group campers according to their level of understanding (determined by
previous exit slips and observation notes)
Counting and
Worktime 20-25 Same as above  Three groups: Level 1, Level 2, Extension
Comparing
 Leader visiting with and have discussion with each group – taking notes
of strengths and struggles
Same as above and  Allow one camper from each level to lead the group in their activity
connecting cubes  Lead campers in an activity similar to Level 2 of Activity 3-3 Two-
with paper bag for Color Grab Bag
Counting and teacher use (Activity  Grab a handful or two of cubes from the paper bag and snap the towers
Closing 30 3-3, p. 149)
Comparing of the same color together.
 Crayons – 3  Instruct campers to draw, for example, a train of 4 blue cubes and a
different colors tower of 8 red cubes.
 Blank sheet of  After campers draw the trains ask, “What would you have to do to make
22
paper both stacks the same?”
 Instruct campers to use their extra crayon to color in how many more or
less is needed for the trains to be the same.
23
Day 13 – July 19, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 15-20  Counters
 Class Number
 Tell Me Fast activity – consider removing counters from this activity
Grid
as campers become familiar with the cards
 Calendar
 KR Activity 3-6,  Guide campers through Levels 1 and 2, and the Extension activities
Counting and p. 154  Allow campers the opportunity to Turn and Talk with a partner or to
20
Opening Comparing  Counters work in small groups for discussion
 Number cards
 Campers should be grouped accordingly to do the following activities:
 KR Activities 3-
3-1 Is It More or Is It Less?, 3-3 Two-Color Grab Bag, 3-6 Number
Counting and 1, 3-3, 3-6
D.I. 30 Cards
Comparing  KR Activity 3-2,
 Activity 3-2 Stacks is a teacher-led activity. Work with no more than
pp. 147-148
three campers for this activity.
 Teacher will give each camper a number of counters from the paper
bag.
 Counters  Each camper will count his/her counters then write the numeral on the
 Paper bag blank sheet of paper.
Counting and
Closing 20  Blank sheet of  Teacher will pull a random number and campers will write on their
Comparing
paper papers, “M” if the number pulled is more and “L” is the number is less
 Number cards than the number pulled. For example: The teacher pulls 5. Camper A
has 9 counters. He/she should have written the numeral 5 and the
letter “L” because 5 is less than 9. Most campers’ answers will have
24
different numbers.
25
Day 14 – July 22, 2013
Number
Materials
Minutes
Routines Counting 15  Counters  Be sure you are allowing campers to compare numbers
 Class Number  Calendar activities
Grid  Tell Me Fast activity – consider removing counters from this activity as
 Calendar campers become familiar with the cards
 Review counting by tens

Counting and  Class Number  Practice choosing a number and adding 10 on
Opening 10
Comparing Grid
 KR Activity 1-3,  Review 1-3 Making Towers with campers. Tell them they will do
p. 29 Making Towers with a twist.
Counting and
Worktime 20  Connecting cubes  Today they will make towers, but add 10 just like they have been doing
Comparing
 Class Number during their counts at Routines time.
Grid
 Number cards  Pull a random number. Campers should add ten and write that number
Counting and  Blank sheet of on their paper.
Closing 20
Comparing paper  Repeat this 3Xs
 Crayons  Collect as Quick Check / Exit Slip
 Navigating Continuation of Day 11
Through Problem  As directed: Explore and Extend
Problem
25 Solving and
Solving
Reasoning in
PreK-Kdg, pp.
26
17-19, Geometry
Relationships
 BLM 34-35
27
Day 15 – July 23, 2013
Number
Materials
Minutes
Routines Counting 20  Counters  Be sure you are allowing campers to compare numbers
 Class Number  Calendar activities
Grid  Tell Me Fast activity – consider removing counters from this activity as
 Calendar campers become familiar with the cards
 Materials for  Review Making Towers with a Twist, Two-Color Grab Bag, and
Activities listed Number Cards
 KR Activity 3-18,  Ask campers what all of the activities had in common (they were
Counting and pp. 168-169 counting and comparing).
15
Opening Comparing  Counters  Introduce campers to Activity 3-18. This is a good place to assess if
 Paper bag campers are familiar with the symbols for <,>,=
 More/Less/Same
cards BLM 62
info collected from Quick Checks/Exit Slips) to:
All materials used for Making Towers with a Twist
Counting and
Worktime 30 this week’s activities Two-Color Grab Bag
Comparing
Number Cards
Comparing Handfuls – teacher led activity
28
 Clean up materials
Counting and  Collect work for formative assessment
Closing 15
Comparing  Notes from small group work with teacher to be used as formative
assessment and planning
 Time for campers to complete the Problem Solving, if necessary.
Problem
Solving
29
Week 4: Day 16 – July 24, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 20 look for patterns on the Class Number Grid
 Class Number
 Be sure you are allowing campers to compare numbers
Grid
 Calendar
 Tell Me Fast activity – no more counters
Please read the book Mission Addition to the campers. Tell the campers to
be sure that they have their listening ears on because they will complete a
fun activity tomorrow based on the story. Although there is a particular
 Mission: Addition activity to go with each book that the campers will engage in each week,
Read Aloud Addition 10
by Loreen Leedy please do not hesitate to ask students questions during reading that will
allow for comprehension and math discussions, as
well as small activities that can be implemented during the reading of the
book.
 KR Activity 1-25,  Read directions for 1-25 Roll-a-Tower Race, Level 1
pp. 54-55  Do as a whole group with teacher modeling, followed by campers
Comparing
20  Connecting cubes working independently
Opening numbers
 BLMs #30-31, 1-
6 dice
 KR Activity 3-8,  Read directions for 3-8 More-or-Less Counting Stories, Levels 1 and 2
p. 156  Follow the directions for Level with the whole class, then differentiate
 Counters or using Level 2
Comparing
Worktime 20 connecting cubes  Observe and note campers unable to identify more or less and/or unable
numbers
 Counting boards, to tell how many more.
1 per child BLMs  Make note of campers to share their work. You may choose strugglers,
2-6 as well as non-strugglers.
30
 Tell Me Fast activity with a twist…Tell Me Fast +10
 Teacher flashes a card to campers, campers add 10 and write their
Comparing  Same materials as
Closing 20 answer/sum
numbers Routines
 Do this with three numbers
 Collect as Quick Check / Exit Slip.
31
Day 17 – July 25, 2013
Number
Materials
Minutes

Lead campers in counting by 1s and 10s to 100 from 0 and other
p. 42
 BLM 20-27
Routines Counting 15-20 look for patterns on the Class Number Grid
 Class Number
Grid
 Calendar
Re-read the story aloud and solve each problem as a class.
With each story situation you may write or have campers write the addends
Mission: Addition
Read Aloud Addition 15 on the board. Use numbers and/or tallies.
by Loreen Leedy
Campers can turn and talk or work in small groups to solve the problem.
Campers should then share answers as a whole group.
 KR Activity 3-8,  Read directions for 3-8 More-or-Less Counting Stories, Level 2
p. 156  Follow the directions for Level 2 with the whole class
 Counters or  Observe and note campers unable to tell how many more.
Comparing
20 connecting cubes
Opening numbers
 Counting boards,
1 per child BLMs
2-6
 Read directions for 3-9 Build a Stack
Worktime
Comparing
20 p. 157  Refer to and follow directions for guiding this activity.
numbers
 KR Activity 3-9,  Campers will follow the same directions, only they will draw the
Counting and p157 train/stack instead of building it with connecting cubes.
Closing 20
Comparing  Blank sheet of  Have connecting cubes available for campers who need them.
paper  If a camper is struggling with drawing, allow him or her to show you
32
 Crayons using the cubes.
 Connecting cubes  Collect as a Quick Check /Exit Slip
33
Day 18 – July 26, 2013
Number
Materials
Minutes
Routines Counting 15
 Class Number  Be sure you are allowing campers to compare numbers
Grid  Calendar activities
 Calendar  Tell Me Fast activity – no more counters
 KR Activity 3-10,  Read the directions for 3-10 Grow, Shrink, and Compare
p. 158  Complete as a whole class activity
 Counters  Chart their responses…for example, 6…8…more…2 more, may find it
 Working-space helpful (see exit slip) to draw counters for numbers to guide campers
Opening Comparing
papers (1 per  This is a great opportunity to Turn and Talk to discuss more/less/how
20 child) BLM 1 many more
numbers
 Class Number  Observe and take notes of camper misconceptions
Grid  Refer campers to the Class Number Grid, if necessary.
 Chart paper or
chalkboard for
teacher charting
 Continue the Opening activity with a partner.
Comparing
 Teacher should call out the number, circulate, then chart
Worktime numbers 30 Same as above
 Campers should explain their answers in complete sentences.
 Be sure to ask, “How do you know?”
 Exit slip task -
Comparing
Closing 20 Same as above If I have 9 counters, how many more or less do I need to make 5?
numbers
If I have 3 counters, how many more or less do I need to make 7?
34
 Campers should draw pictures to represent their work. This will be
easier, if teacher models during Opening.
 Collect as Exit Slip / Quick Check
35
Day 19 – July 29, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 15-20 look for patterns on the Class Number Grid
 Class Number
Grid
 Calendar
 KR Activity 3-6,  Review Activity 3-6, Number Cards, Level 2
Opening Comparing p. 154  Do this activity with campers as a whole class
20
numbers  Connecting cubes
 Number cards
 KR Activity 3-11,  Read directions for Activity 3-11, More or Less
p. 159-160  Guide campers as a whole group through this activity. Writing number
 Connecting cubes sentences will be revisited during Day 1 of next week.
Comparing of two colors  Chart the comparison number sentences (can be used during Day 1, next
Worktime 30
numbers  Number cards week).
 More/less/same  Discuss what the symbols mean.
worksheets, 1 per  Look for campers already familiar with the symbols. Ask how they
camper, BLM 63 remember which is which.
 Exit slip…
Teacher rolls the die (number cube).
 Blank paper for
Campers build a train with that number of cubes.
Comparing camper
Closing 20 Teacher rolls die a second time and campers build another train with the
numbers  1 die for teacher
number of cubes just rolled.
Camper writes a number sentence comparing the two trains.
Collect as a formative assessment to inform next Monday’s lesson.
36
Day 20 – July 30, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 15 look for patterns on the Class Number Grid
 Class Number
Grid
 Calendar
 Review the Exit Slip with campers.
Opening Comparing
20
Exit slips from  Have campers create another more/less train and write a number
numbers previous day’s lesson sentence to compare them.
Materials necessary  Using Exit Slips/Quick Checks for the week, group campers for:
for Activities 1-13*, 1-13 Tell Me Fast +10 – small group
Comparing
Worktime 30 3-8, 3-9 with Number 3-9 Build a Stack using number cards with a partner
numbers
cards, and 3-10 with 3-10 Grow, Shrink, and Compare using number cards with a partner
Number cards 3-8 More-or-Less Counting Stories with the teacher
 Campers continue working
 After you have worked with your small group, observe for:
Comparing
Closing 10 Same Campers ability to determine more or less
numbers
…ability to determine how many more and/or how many less
…ability to verbalize the above
37
Week 5: Day 21 – July 31, 2013
Number
Materials
Minutes
 KR Activity 1-13, p.  Focus on counting on by 10s at various points – encourage campers
42 to look for patterns on the Class Number Grid
Routines Counting 15  BLM 20-27  Be sure you are allowing campers to compare numbers – be sure to
 Class Number Grid allow them the opportunity to express using number sentences and
 Calendar incorporate the use more/less/same symbols
 Tell Me Fast activity
Comparing  KR Activity 3-3, p.  Read activity 3-3 Two-Color Grab Bag, Level 1 (campers should be
Opening numbers and 149 familiar)
20
writing number  Connecting cubes  Allow campers to work with a partner through this activity as you
sentences  Paper bags circulate and observe.
 Read Activity 3-14 Two-Color Grab-Bag Station.
 If last week’s Exit Slips call for a lesson on writing number
sentences and the use of symbols…Introduce the use of symbols to
 KR Activity 3-14, p.
campers explaining symbols provide short cuts for writing.
163
 Find out how many campers have seen or used symbols for
 Connecting cubes of
Comparing more/less/same. (All campers should be familiar with same and the
two colors
numbers and equal sign =)
Worktime 30  Paper bags
writing number  Numerals can be used as examples of symbols for short cuts.
 More/less/same cards
sentences  Follow directions. Choose levels based on your previous and
BLM 62
present observations.
 More/less/same
 Do 2 or 3 whole group, then allow campers to work independently.
worksheets BLM 63
Observe for campers having difficulty in order to provide on the
spot DI.
 Allow campers the opportunity to verbalize “is more than”, “is less
38
than”, or “is the same as/is equal to” before releasing them to write.
 Collect number sentences and complete a few examples with
campers.
 Use BLM 63 as an Exit slip to inform decisions with lessons to
Comparing
follow.
numbers and  More/less/same
Closing 20  NOTE: When reviewing Exit slips, you may find some campers
writing number worksheets BLM 63
with writing difficulty. Call these campers one-on-one to hear their
sentences
thinking and learn if it is a math concept issue or a writing issue.
 Allow these campers more support with their writing so they do not
become frustrated.
39
Day 22 – August 1, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 15  Be sure you are allowing campers to compare numbers – allow them the
 Class Number
opportunity to express using number sentences and incorporate the use
Grid
more/less/same symbols
 Calendar
 Review more than, less than, and equal – interchange greater than with
more than so campers are not confused by language
Comparing  Use the large symbols when referring to the terms
Opening  Large
numbers and  Compare a series of numbers, such as 3 and 7, 10 and 5, 2 and 2,
20 representations of
writing number etc…write the numbers on the board and ask which symbol would fit
<, >, and =
sentences  You may want to call campers up to choose the symbol and place it
between the number
 Ask for campers to verbalize and help you write it.
 Repeat Activity 3-14 with campers allowing more practice.
 Circulate to provide necessary support. This is a good time to interview
Comparing
Same materials as campers you are questioning whether it is math concepts or writing (see
numbers and
Worktime 30 previous day’s note in yesterday’s closing).
writing number
Worktime lesson  Some campers may need one-on-one or you may need to pull a small
sentences
group.
 Pay attention to campers ready to move to Level 2
Comparing  Blank sheet of  Provide campers with a series of numbers to compare. Write the pairs
Closing numbers and 15 paper on the board or poster paper. For example: 6 8, 3 3, 10 5
writing number  Campers will write the numbers with the correct symbol between them
40
sentences  Collect and use as an Exit slip/Quick Check
41
Day 23 – August 2, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 15  Be sure you are allowing campers to compare numbers – be sure to
 Class Number
allow them the opportunity to express using number sentences and
Grid
incorporate the use more/less/same symbols
 Calendar
Comparing  Review comparisons from previous day’s Exit slip
 Chalk board,
numbers and  Have campers stand if it is more than (greater), remain seated if less
15 white board, or
Opening writing number than, and place both hands on their heads if equal
poster paper
sentences  Take notes as a quick formative assessment
 Read and follow directions in Activity 1-22 Creations Station
 Campers should count the cubes needed/used to build their creation and
write the numeral
 KR Activity 1-22,  Campers should share their creations with a partner and compare the
pp. 52-53 number of cubes used.
Comparing  Connecting cubes  Campers should write a number sentence about their comparisons.
numbers and  Creation cards BLM 63
Worktime 30
writing number BLMs 7-12  Campers have the option of using words or numerals and symbols.
sentences  More/less/same For example:
worksheets BLM Josiah’s creation used 9 cubes and Henry’s used 12. Campers could
63 write…
9 is less than 12 or 12 is more than 9
Campers could also write…9 < 12 or 12 > 9
42
Comparing  Campers should share their number sentences
 BLM 63
numbers and  Collect as Exit Slips/Quick Checks
Closing 20  Crayons
writing number  Allow campers to color their creations – collect and group with their
sentences  BLMs 7-12
written work
43
Day 24 – August 5, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 15  Be sure you are allowing campers to compare numbers – be sure to
 Class Number
Grid
 Calendar
 Review more than, less than, and equal – interchange greater than with
more than so campers are not confused by language
Comparing  Use the large symbols when referring to the terms
 Large
numbers and  Compare a series of numbers, such as 3 and 7, 10 and 5, 2 and 2,
15 representations of
Opening writing number etc…write the numbers on the board and ask which symbol would fit
<, >, and =
sentences  You may want to call campers up to choose the symbol and place it
between the number
 Ask for campers to verbalize and help you write it.
 KR Activity 3-18,  Read Activity 3-18 Comparing Handfuls and follow directions
pp. 168-169  Choose between Levels 1 and 2 appropriately – campers work
 Counters or independently
Comparing
connecting cubes
numbers and
Worktime 20  More/less/same
writing number
cards BLM 62
sentences
 More/less/same
worksheets BLM
63
Closing Comparing 10-15  Review the BLM 63 sheets
44
numbers and  Provide a list of activities (perhaps the most popular for each week of
writing number study) done during camp and allow campers to vote on their favorites
sentences NOTE:
Choose top 4-5 activities voted on. Prepare necessary materials for
tomorrow. Campers will spend the majority of tomorrow’s math block
rotating through activities.
45
Day 25 – August 6, 2013
Number
Materials
Minutes
p. 42
 BLM 20-27
Routines Counting 15-20  Be sure you are allowing campers to compare numbers – be sure to
 Class Number
Grid
 Calendar
 Inform campers they will rotate through their favorite activities per their
vote yesterday.
Stations set up for
Opening 15  Review each activity and its educational purpose
Review campers to rotate
 Explain they will have a Traveling Group and a Travel Route
through activities
(suggestion…number each station and direct groups to go in order)
 Station visits should last no longer than 15 minutes
Same as above  Assign campers to their “Traveling” groups and give them their “Travel
On the board or Route”
poster paper identify  Remind campers they will travel every 15 minutes so they MUST use
Worktime Review 30-35 groups (traveling their time wisely (perhaps set a timer and turn lights off – have some
groups) and where sort of signal for transition)
they will begin
(travel route)
 Ask campers what they learned in math during SDA 2012 Camp
Closing Review 15 Chart paper
 Chart responses
46

Kindergarten Math Lesson Plan Template

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Kindergarten Math Lesson Plan Template

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Kindergarten Math Lesson Plan Template

Week 1: Day 1 – July 1, 2013

 Developing  Topic: Counting

Look for campers who:

Have activities set up in the classroom. Campers will be assigned (using

 Counting cubes  Review Is it More or Is it Less? With variation and extension

 Review counting by tens

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