Name: Diana Simmons LESSON PLAN GUIDE

TEKS: (C2) – Math TEKS 112.b2A - count Objective: (C3) Students will count to 20 with or
forward and backward to at least 20 with and without objects to a partner during the 2 minute
without objects station. Students will collaborate with partner to count
to 20 forwards. Students will collaborate with partner to
count from 20 backwards.
Grade: Kindergarten Subject: Math
Specific Measureable Attainable Relevant _Time

Task Analysis: (C4) What lang. must be taught: count, hand Strategy to teach Language: (C4)
What skills must be taught: The students will need to understand Word Wall
counting first. To teach the language of counting, we will use a word
wall with a picture showing how to count to five on your fingers.

Assessment: (C5)
During group work time, I will assess the knowledge and ability of the students by listening to them count with a
partner. I will also have the whole class count to 20 forwards and backwards with me to model the activity. Then, I will
let them split back into their partner groups to continue counting together. I will ask the students to teach their partner
how to count to 20. I will then ask an open-ended question: “What number comes after 20? If 21 comes after 20, Can
you count to 30?”

Strategies for Success: (C6) Think-pair-share will group the students Element of Technology: (C6)
randomly to think how to count to 20, pair up with the person next to
them, and share with a partner how they count. Students will use smartboard as a visual and to
write numbers on the board to show they can
Learning Styles Addressed: (C6) count to 20
Visual – Number Line on board
Auditory – Counting out loud Resources / Materials needed: (C6)
Kinesethic – Use blocks to count to 20

Higher Order Questions to ask: (C6)

1. “What number comes after 20? If 21 comes after 20, Can you count to 30?”
2. Can you show me how you count backwards using blocks?

3. What else in the room can you use to count to 20? Show me how you count.

Hook: (C7) Who am I / What am I – “I come before 5 but after 3. Closure: (C7) Pair/Share – Turn to your partner
What number am I?” After I ask the question, we pass the ball to and tell them one thing you learned today and
the next person and I ask another number question. This hook will one thing that was difficult. (This allows for
get the students moving and will help their brains to think about reflection and conversation)
what number comes before/after another number. This is a great
warm up for counting to 20!
 1. Teacher Input / Direct Instruction / Modeling: (C6) The teacher will explain what the activity will be. The teacher
will allow random grouping for the students to pick a partner (person sitting next to them at their table). The
teacher will demonstrate how to count. “Start at 1… count to 20. Use fingers if necessary.” I will then model how to
count to a partner and let the student demonstrate how to count to me to model for the class.

2. Student Activities / Guided Practice: (C6) The students will count with a partner to practice their TEKS in counting
from 1-20 with or without an object. They will show they can count to 20 by teaching the class and showing the
class they can count. We will then count as a class.

3. Independent Practice: (C6) The student will use blocks to count to 20 at their desk on their own.

Modifications / Accommodations: (E6) – Some Comprehensible Input Techniques: (R6)

modifications when working with students could be
smaller number goals (counting to 5 instead of 20)
An accommodation would be using objects or a number
line to practice counting, but giving the student the best
opportunity to overcome their disability.

Notes:
 Name:
DELIVERY PLAN (C8)
OBJECTIVE: The students will count to 20 forwards and backwards. They will do this with a partner to help
assess progress and keep them accountable, since the partner will make sure they are counting correctly.
Rigor

OPENING: Who am I / What am I – “I come before 5 but after 3. What number am I?” After I ask the question,
we pass the ball to the next person and I ask another number question. This hook will get the students moving
and will help their brains to think about what number comes before/after another number. This is a great warm
up for counting to 20!

This activity will allow students to connect prior knowledge of numbers and counting. They will also understand
what the expectation of the lesson is as they practice counting as a group.
Retrieval

TEACHER INPUT: The student will need to understand basic numbers and basic counting (such as using
fingers to count to 5).
Relevance

MODEL: I will use another higher level student in the class to show how to count to 20 with a partner and
what it looks like the correct and teach. I will model counting.
Routing

GUIDED PRACTICE: Students will demonstrate their knowledge when they count with a partner and then
teach their counting to me or the class as I walk around. I will praise, prompt, and leave.
Retaining / Rehearsing

INDEPENDENT PRACTICE: Students will use blocks to practice counting to 20 independently.

CHECK FOR UNDERSTANDING:

1. “What number comes after 20? If 21 comes after 20, Can you count to 30?”
2. Can you show me how you count backwards using blocks?
3. What else in the room can you use to count to 20? Show me how you count.
Recognizing

ASSESSMENT: How will I know when the student has counted to 20? I will listen and assess at the end of the
classroom time to see if they are successful counting to 20 and teaching the class. It will be a very informal
oral assessment.

RESOURCES / MATERIALS: Blocks, Smartboard, Listening Ears, Partner

CLOSURE: Pair/Share – Turn to your partner and tell them one thing you learned today and one thing that was
difficult. (This allows for reflection and conversation)
Re-exposure