I.

Title/Topic and Grade Level:

Kindergarten

II. Lesson Essential Question:

How are we going to discover if this is a pattern? And compare it to a number line

III. Standard: Lesson Plan

Grade Kindergarten- Measurement and Data- Measure and estimate sequencing in

standard units-CCS. Math. Content. KMD.A1

IV. Objectives and Assessments:

SWBAT students will be able to engage TWBAT assesses students acquired

in conversation about the story, and knowledge by observing students

recognize mathematical, and colorful discovering a pattern by counting

sequence by adding and subtracting. numbers while discovering a sequence.

Rhyme words will help them to write a

story, draw a picture showing what they

comprehended.

V. Materials:

One Fish Two Fish Red Fish Blue Fish story

Paper
 Crayons

Go Fish playing cards

Add and subtract worksheet

Colored paper

Scissors

glue

VI. Pre-Lesson assignment and/or prior knowledge:

The students will read a book about different colored fish. The teacher will talk about

how many fish you can add. Then how many fish you can subtract by taking away

some fish. We will talk about different ways to count, forward and backwards. We

will talk about he number line sequence. We will discuss literacy, math, and social

skills and fun words to rhyme.

VII. Lesson Beginning:

We are going to excite the kids by reading the story One Fish, Two Fish, Red Fish,

Blue Fish by Dr. Seuss. We will share words that rhyme. They will add and subtract

the fish. They will discover a pattern with colors, and numbers. The students will

draw a picture and create a fish story. The students will make a fish craft, using

materials provided, and the students will play a fun friendly game of Gold Fish. This

will give the students an opportunity to make pairs of two cards that will enforce a

pattern.

VIII. Instruction Plan:

1. Students will be put in groups of 4. There will be 5 centers total.

2. Crayons and paper will be in one center

3. Colored paper, scissors, and glue in another

4. Gold Fish playing cards will be in another center

5. Puppets will be in another center

6. Number sequencing worksheets will be provided in another center.

7. Paper and crayons will be given to center one to draw a fish picture they may

have experienced and write a story.

8. Colored paper, scissors, and glue will be given to center two and the students will

cut out along the dotted lines of their favorite color paper and make a fish using

glue.

9. Gold Fish game will be at center three were the students will memorize and recall

matching up the fish cards, and keep a pile of the pairs they matched.

10. Puppets will be in center four where the students can act out a real fish story,

fiction, or non-fiction.

11. Math number sequencing will be provided in center five

12. Students will rotate every 15 minutes. The teacher will use a timer.

IV. Analysis:

Children identified different colored fish listening to the teacher read One Fish, Two

Fish, Red Fish, Blue Fish story to the class. After the teacher read the story they

recognized a pattern right away. The students discovered a colorful pattern, and a

sequencing pattern. The students designed their own fish art work and wrote a story

about it. The students played a friendly game of Gold Fish, and were able to

memorize where each different fish card was and make pairs of two. The students
 role played taking turns being fish using puppets. The students identified real fish

versus imaginary fish. Students identified number patterns, and color patterns.

IX. Formative Assessment:

Students described their physical world by using puppets and drawing pictures. The

teacher did these formative assessments to identify if the students comprehended the

story and the lessons. The students discoveries helped them demonstrate they

comprehended the story by using skits, counting numbers by adding and subtracting,

recognizing different types of patterns, colored and numbers. Understanding rhyming

words to form a sentence, and tell a story of the picture they made. Participating in a

game managing self-regulation through the demonstration and experiencing social

skills. In this informal assessment I can identify the students who understood and

grasped the concept through multiple formative assessments. First, the students used

rhyming words such as two fish, and blue fish and wrote a sentence, that tells a story

about the fish. Next, the students demonstrated a skit using puppets where they had an

opportunity to act out like a fish, and tell a silly story. Lastly, they students were able

to demonstrate addition and subtraction using a math worksheet, that had fish to add

and subtract. In addition, the students were able to recognize various patterns, such as

colored patterns, by seeing red fish, blue fish from the book ONE Fish, Two Fish.

Furthermore, the students created art work to display in the class. This highlights the

importance of the students feeling proud of their work they produced through the

intangible four corner assessment I provided for them. Their display of art work

signifies the students pride.

X. Citations:

https://betterlesson.com/lesson/582934/one-fish-two-fish