Focus: Questioning Techniques
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
S.O.1 (Level 3)
September 29, 2016
Lesson Content
MAFS.K.CC.3.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of
objects in another group, e.g., by using matching and counting strategies.
http://www.cpalms.org/Public/PreviewStandard/Preview/5290
MAFS.K.CC.3.7
Compare two numbers between 1 and 10 presented as written numerals.
http://www.cpalms.org/Public/PreviewStandard/Preview/5291
How many ways can 10 be written or drawn out?
How can you read and write 10 with words and numbers?
Given a worksheet, students will be able to read and write out then number 10 in numerical and written
form, and count from 1-10, with no errors.
Given a worksheet, students will be able to identify whether the number of objects is greater than, less
than, or equal or not equal, to the number of objects in another group with no errors.
Students will be able to draw out a set of the number 10, using ten frames, tallies, or dominoes. With
50% accuracy.
Focus: Questioning Techniques
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
S.O.1 (Level 3)
September 29, 2016
I will be teaching this objective because students would need to know how to count from 1 to a
larger number for the real world and apply it to real life situations.
I will be teaching it this way because students have not yet seen the number ten and would need
to trace the number 10 and the word 10 out to be able to distinguish between the to.
Students need to learn this concept to be able to handle money, count and to accomplish higher
level math problems.
Formative
I will go around and observe the students and see which students need help.
A teacher would need to be able to know the numbers 1-9 and the different strategies for written or
drawing out each number. For example: ten frames, tallies, dominos/dots.
I will go over the numbers 1-9 for clarification and the different methods used to write and
draw the numbers 1-9 and apply those strategies to the number 10.
Students need to be able to count from 1-9 and know that 1 comes before 2 and 2 after 1 and so
on and so forth.
They would need to recognize the difference between numbers and if they are greater, less or
equal to one another.
I have 4 students that would need the support of a teacher to help them better understand what
needs to be completed and clarification on the assignment.
Focus: Questioning Techniques
readiness for this content?
What misconceptions might
students have about this
content?
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
S.O.1 (Level 3)
Adding a zero to 1 is 10, but that will just be 1.
Skipping a number while counting.
Adding a number while counting.
Lesson Implementation
Questioning
Observations
I do, We do, You do
Time
Who is
responsible
(Teacher or
Students)?
1:00
Teacher
5:00
Both
5:00
Both
5:00
Both
5:00
Both
5:00
5:00
30
mins
total.
Students
September 29, 2016
1. Introduce the number 10 by playing a video on youtube, called The
Number 10 by Storybots.
2. I will pass out a number booklet that students have been working on
from the numbers 1-9 and will add on the number 10.
3. In their number booklets, students will write the ten in word form, and
draw the set of the number 10 in 3-4 different ways.
4. When students have completed the booklet students will work on
Lesson 4.2 worksheet. The classroom helper will pass the worksheet
out.
5. Students will use counters to help with counting to number 10.
Remember to go over the rules for the materials. Not throwing,
hitting, and poking holes in the counters. If counters land on the
floor make sure that the class picks them up and places them in
the bin.
6. I will go over pages 139-140 so students have clarification.
7. I will go over p.137-138 and the students will do pages 139-140
independently.
8. On p.140 students must draw a set of 10, 3-4 different ways.
Focus: Questioning Techniques
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
What will you do if
What will you do if
Meeting your students needs as
people and as learners
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
S.O.1 (Level 3)
Students
September 29, 2016
9. After students have completed the assignments have them place their
worksheets in their mailboxes and get ready for lunch.
a student struggles with the content?
I will sit one-on-one with the student and clarify and misconceptions. Also, if a student is done have
them help the student that struggles.
a student masters the content quickly?
Have student help another student that struggles.
How many are there in the picture?
Count the individual pictures and write the number down.
What is making you struggle?
Have the students that need enrichment, I will have them complete the number 11 worksheet to
introduce them to the number 11.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Students will connect to the number booklet because they can take it home and review it. The students
can connect to the video I showed because they are 4 or 5 years old and they like cartoons. They
wouldnt even think that they are learning by watching a video. By using the Elmo, students can see
what I am doing and copy what needs to go down on their paper.
If applicable, how does this lesson connect to/reflect the local community?
Math is necessary for the real world and counting can relate to money and how to save it and spend it.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Have students represent the number 10 in 3-4 ways.
How will you differentiate instruction for students who need additional language support?
N/A
I would need to consistently repeat myself so students can follow step-by-step. Redirect students in a
positive way. Tell students what to do, instead of what not to do. One of my students needs to have
priority seating, because he is only four and struggles to pay attention and what to do, even though I
have told him the directions multiple times.
Focus: Questioning Techniques
S.O.1 (Level 3)
September 29, 2016
implement for these unique
learners.)
Materials
The number booklet, Computer for video, Elmo, Read and Write to 10 worksheet, Counters, Pencils
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
