Grade Level Being Taught:

Subject/Content:

Group Size:

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson:
Name: Rachel Porter

Lesson Content
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.)

MAFS.K.CC.1.2: Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
MAFS.K.CC.1.3: Read and write numerals from 0 to 20. Represent a number of objects with a
written numeral 020 (with 0 representing a count of no objects).
MAFS.K.CC.2.5: Count to answer how many? questions about as many as 20 things arranged in a
line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 120, count out that many objects.
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.
MAFS.K.CC.3.7: Compare two numbers between 1 and 10 presented as written numerals.

Objectives- What are you

teaching?

Given a number of objects students will be able to count and order the digits 1-10.

Evaluation Plan- How will you

know students have mastered your
objectives?

Formative:
*Observation with notes
*Questions asked throughout lesson

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
Lesson Implementation

Summative:
Students will complete an activity in which they cut out
black and white apples, and order them correctly from
1-10 before glueing them down.

Grade Level Being Taught:

Subject/Content:

Group Size:

USF Elementary Education Lesson Plan Template (S 2014)

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.)

Time

5 min
Where applicable, be sure to address
the following:
How will materials be
distributed?
How will students transition
between activities?
10min
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the room 3min
doing? How are they supporting
students learning?
What model of co-teaching are
you using?

Who is
responsible
(Teacher or
Students)?
Teacher

Date of Lesson:
Name: Rachel Porter

Step-by-Step Plan:
Complete Calendar Math, students may have this responsibility which is
facilitated by the teacher.
Teacher: Read aloud of Ten Up On Top. by Dr. Seuss
Students: will count the different apples chorally in the story.
Teacher: will review with students how to represent the number 10 with fingers.
Students: who are supplies captains will ensure that supplies buckets are present at
tables.

Teacher

Teacher: Gives explicit directions on activity to students while modeling the

actions.
Today to help us practice counting and using the number ten we are going to put

Students

apples on top of our own heads.

When you get back to your seat you will have a piece of colored paper with your
picture on it, write your name and date on that piece of paper. You will also have a
paper with ten apples on it. You are going to cut out the apples on the square line,
cut out all of the apples first. After you finish cutting then put all your apples in
number order, on top of your paper head. Once you have put them in order put your
head down to show Mrs. Nelson and I that you are ready.
What do you do once you finish putting the apples in order?
Then when Mrs. Nelson or I tells you, you can glue the apples on your paper.

15 min

Teacher

Students: Complete activity when directed to their seats.

Closure:
Ask students to clean up area and hand in activity before transitioning to
science or lunch.

Grade Level Being Taught:

Subject/Content:

USF Elementary Education Lesson Plan Template (S 2014)

Meeting your students needs as

people and as learners

Group Size:

Date of Lesson:
Name: Rachel Porter

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
From observations I have learned that my students love interacting by counting during read-alouds.
Connecting to their love of humor and counting, the read aloud in this lesson will reinforce the counting order
of digits.

If applicable, how does this lesson connect to/reflect the local community?
Lutz is a city that is very literature rich. The old train station which was the beginning of the city
has since been transformed into a library, therefore students will be gaining the literacy exposure
that is so important to the community as a whole.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students who finish early will meet on the colorful carpet. As students begin to wrap up they may
play an I-Spy game looking for items numbering up to ten. This not only reinforced the standards
being fulfilled but also connects to their learning of the five senses in science.
Differentiationbased on the
Students will begin in a whole group setting then move on to a more individualistic setting, however
needs of your students how will you
some students work together so that both would benefit from the collaborative experience.
take individual and group learning
differences into account.
Relevant Psychological Theories
and research taken in
consideration when planning this
lesson

In Piagets theory of cognitive development students at this age, pre-concrete operational, struggle with
maintaining the amount of an object when it is lined up at a variety of distances. Students will deal directly
with this as they order the apples and move them about, this will challenge their thinking and help student
develop more abstract thinking.

Grade Level Being Taught:

Subject/Content:

USF Elementary Education Lesson Plan Template (S 2014)

Group Size:

Date of Lesson:
Name: Rachel Porter