Title of Lesson: Counting from 1-10 Date:

Duration of Lesson
(start/end time; 40 minutes Time/Class
number of Period:
minutes)

Author(s): School District:

Cooperating
Campus:
Teacher:

Subject Area:
Identify core discipline
strand; indicate if Mathematics Grade/Level: Kindergarten
integrated with other
content areas

Safety:
Consider the misuse of
manipulatives, pencils, Discuss how to use the objects in a safe way. Students are not to drop, throw or
scissors, markers, etc. put any objects in or near their mouth. Students are to use their own
Consider classroom
manipulatives and not share to prevent spreading germs.
environment: Are
routines, transitions, etc.
in place?

Components Detail

Student Population This lesson will be taught in a heterogeneous kindergarten class with
(Demographics; school district & students of varying abilities and levels of achievement. The class is a
campus classification; classroom dual language group. There are 7 students in the classroom: 3 males
context) and 4 females. There are 9 students virtually.
TEKS TEKS: (K.2) Number and operations. The student applies
(Texas Essential Knowledge and mathematical process standards to understand how to represent and
Skills) compare whole numbers, the relative position and magnitude of whole
numbers, and relationships within the numeration system. The student
ELPS is expected to:
(English Language Proficiency
Standards) (B) read, write, and represent whole numbers from 0 to at least
20 with and without objects or pictures;

English Language Proficiency Standards: (C.3) Cross-curricular

second language acquisition/speaking. The ELL speaks in a variety of
modes for a variety of purposes with an awareness of different
language registers (formal/informal) using vocabulary with increasing
fluency and accuracy in language arts and all content areas. ELLs may
be at the beginning, intermediate, advanced, or advanced high stage of
English language acquisition in speaking. In order for the ELL to meet
Revised July 2019 Teacher Education Advisory Committee pg. 1
 grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically
accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency.
The student is expected to:

(E) share information in cooperative learning interactions;

Content Objective: The student will represent whole numbers from 0-

Content, Process, and 10 and write the number.
Language Objectives Process/Language Objective: The student will orally share the
(Math)
number represented with the entire class.
Anticipatory Set:
Let’s Learn Our Numbers 0-10 with Jack Hartmann Video -
https://www.youtube.com/watch?v=pzmB0GoEKkA

Instruction/Modeling:
Anchor Chart
Ten Frames and Counters

Check for Understanding:

Ten Frames and Counters
Dry Erase Markers
(2) flashcards (illustrated)

Materials/References Guided Practice:

Flashcards (1-20)

Independent Practice:
Pre-made Number book

Reteach:
Manipulatives to count with
Flashcards
Small dry erase board/marker

Extension:
iPads/tablets provided by the district (for Dreambox), headphones

 Students may get confused with the numbers 6 and 9 as they

Misconceptions/Confusion look similar.
 Students may have trouble writing the numbers correctly.

Revised July 2019 Teacher Education Advisory Committee pg. 2

 1. I will tell the students that the past two weeks, they had been
learning to read, write, and represent numbers from 0-10.
2. I will tell the students to show me a random number from 0-10
with their fingers a couple of times. For example, “Can you
show me _______ fingers?”
3. I will tell the students we will talk about all the numbers from
Anticipatory Set
0-10 and go over what each number looks like and how we
write it.
4. I will then ask the students to count together from 0-10.
5. I will then show the students the video, Let's Learn Our
Numbers 0-10 | Counting Song for Kids | Jack Hartmann
Writing Numbers.
Input or Procedure 1. After watching the Jack Hartmann video, I will ask the students
(Instruction/Modeling) to write the numbers from 0-10 in the air, one by one while
Includes differentiation of instruction modeling.
2. I will ask the students, “Can you write a 0 in the air? Can you
write a 1 in the air? Can you write a 2 in the air, etc.”?
3. I will then create an anchor chart of the numbers 0-10 with the
name of each number, the numeral form (what it looks like),
and will include a ten frame to represent the number.

Ex.

4. As I fill in the anchor chart with the class, I will ask the students
to count out loud with me when making the ten frame and read
out loud when reading the name of each number.
5. After making the anchor chart, I will ask the students to take out
their ten frames and their counters.
6. I will ask the students to represent the numbers I write on the
Revised July 2019 Teacher Education Advisory Committee pg. 3
 white board on their ten frames.
7. I will remind the students to count and move while counting out
loud and completing the ten frames.
8. I will model what count and move means and looks like.
9. I will then ask them to count out loud and share the number
they are representing orally.
10. I will ask the students to do this for every number from 0-10.
11. I will then ask the students to say, “Today we learned how to
read, write and make numbers from 0-10”.
Materials for students: A bag with counters and a ten frame for each
student, a dry erase pocket sleeve and marker for each student.

How I will model and how students will record their answer. I will
show the students a picture of different that will represent a number.
Then I will show them the dry erase boards and tell them if the answer
to my question is 6, they will write the number 6 on their dry erase
pocket and put 6 counters on their ten frames. I will write 6 on my dry
erase pocket and hold it up for them to see. Then I will count and move
6 counters on to my ten frame.

Question 1: Class I will show you a flashcard with objects on them and
I want you to play close attention to the number represented. Then, you
will write down the number of objects on your dry erase pocket and
Check for Understanding hold up it up for me to check as well put down the same number of
Questions that check for understanding counters on your ten frames. “How many pumpkins do you see on this
with correct answer
picture?”
Ex.

Correct Answer: 3 - three

Question 2: Class I will

show you a flashcard with objects on them and I want you to play close
attention to the number represented. Then, you will write down the
number of objects on your dry erase pocket and hold up it up for me to
check as well put down the same number of counters on your ten
frames. “How many leaves do you see on this picture?”
Ex.

Correct Answer: 7 -
b b b b seven
y y y y
U bU bU bU
n yn yn yn
k Uk Uk Uk
n nn nn nn
o ko ko ko
w nw nw nw
n on on on
A wA wA wA
u nu nu nu
t At At At
h uh
Revised July 2019 Teacher Education Advisory Committee uh4
pg. uh
o to to to
r hr hr hr
i oi oi oi
s rs rs rs
 s
c lc lc lc
e ie ie ie
n cn cn cn
s es es es
e ne ne ne
d sd sd sd
u 1.e u I will
eu ask
e u the students, “If we take away two leaves from the
n dn d n dn
seven leaves, how many will we have left? Take two counters
d ud ud ud
e ne
offneyour
ne ten frames, and let me know how many you have
r dr now?”
dr d r
Guided Practice 2.e The e
e students will then orally share the number of counters they
Includes differentiation of instruction r r r
have on their ten frames.
3. I will then explain to the class that we will go over numbers 0-
20 using flashcards.
4. I will say the number on the card out loud and the students will
repeat after me.
1. I will give each student a pre-made number book.
2. The students will have to fill in the blank in the sentence frame
provided in each page using the unifix cubes as a
representation. For example, I see ____ pumpkins. The students
will have to count the amount of pumpkins, then write out the
number and fill in the ten frame.

Independent Practice
(Independent of Teacher)
Includes differentiation of instruction

3. I will model this activity, by completing the first page in the

book. I will count the number of objects on the page (in this
example it would be 2), then write the number 2 in the blank
space, and fill in the ten frame in the book.
4. Students will record the answer on their book. They will then
be allowed to color in the images in the book, once they are
done and if time allows.
1. The students will be assessed during independent practice.
2. The following rubric will be used to evaluate each problem.
Developing Unacceptable
Acceptable
The student has The student has The student has
accurate object accurate object inaccurate object
Assessment representation of representation but representation and
Includes differentiation of instruction numbers from 0-10. only writes 7 does not write any
Numbers are all numbers from 0-10 of the numbers
written correctly. correctly. from 0-10
correctly.

Students who are rated as unacceptable on any problem or developing

on more than one problem will be retaught.

Revised July 2019 Teacher Education Advisory Committee pg. 5

 1. I will write out numbers from 0-10 and ask the students to write
them under me.
Reteach 2. I will then go over each number in random order to identify
Includes differentiation of instruction
each one.
3. I will then use manipulatives to represent the given number and
practice counting and moving them.
1. The students will be told to take out their iPads/tablets
Extension (provided by the district) and headphones.
2. Students will go log on to Dreambox, an app in which they will
continue doing counting activities.

1. I will ask students to repeat after me and say, “Today I learned

how to represent numbers from 0-10 with objects.”
2. I will ask students if they will ever need to know how to count
Closure outside of school in real life. Possible answers may be: “I can
use it when counting the number of candies I have.” “I can use
counting to find out how many pencils I’ve got.”

Revised July 2019 Teacher Education Advisory Committee pg. 6