Planning for Technology Template and Lesson Plan

IWU Lesson Plan Template

Candidate: Beverly Strong

Teacher:  Dr. Franciamore

Grade Level: Kindergarten

Content Area: Math

IWU Course: EDUT-534-01A

Date: 1/27/2025

I. Planning

Standard

K.NS.3 Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. (E)

K.CC.5 Follow simple two or three-step oral directions.

Learning Objective

(A) Students will be able to (B) identify the given number of items, (C) forming groups with five or ten objects, representing the number five and ten counting by ones (D) with 80% accuracy.

Differentiation

Students with learning disabilities use manipulatives with varying levels of complexity, provide tiered activities based on student ability, offer different visual representations via online platforms, incorporate real-life scenarios, and allow students to choose their preferred grouping method while still focusing on the core concept. 

Resources

• Count to tell the number of objects - https://www.youtube.com/watch?v=4ER7bTQOPkg
• Counting Fun - Count to 5 - Learn to Count - Fine Motor Skills - Toddler Lesson - Preschool Lesson- Video
• Count and Sort activity box
• Five-frame sorting tool
• Whiteboard Lucidspark app
• Machine learning algorithms-online assessment

II. Delivery & Assessment of the Lesson

STEP A:

Anticipatory Set

1. Activating Prior Knowledge: 

Counting Familiar Objects: Who can count fingers, toes, or manipulatives. Observe who can already understand one-to-one correspondence during counting tasks. Can students count small groups accurately?

Provide pre-lesson sorting activities: Who can sort objects into groups (not necessarily 5s and 10s yet).  Do students understand the concept of grouping?

2. Hook:

I'm going to incorporate movement and music: Using a song that involves counting by 5s or 10s ( "Five Little Monkeys," or a custom song about counting fingers and toes). Students will perform actions like clapping in groups of 5. Students will draw groups from the lesson on the Whiteboard Lucidspark app.

3. Statement of Learning Objective:

Today you will count how many things there are. You will make groups of five or ten things. Showing what the numbers five and ten look like. Learning to count one by one is useful in many areas of real life when working with numbers. 

STEP B:

Sequential Step-by-step Procedures

1. Development:

• Students will be placed in groups of threes to engage in sorting/counting activity with peers.There will be five groups of three students since there are fifteen students in the class.
• Students will be asked to count fingers on both hands (All fingers are in what group, 5 or 10?) ( Answer: group of 10)
• Students will listen to the teacher  sing the “Five Little Monkeys” song, when the song is completed students will be asked “What group were the five little monkeys in before each monkey fell off the bed, 5 or 10”? (Answer: group of five)
• Students will then watch Count to tell the number of objects - https://www.youtube.com/watch?v=4ER7bTQOPkg video. 
•  After we finish the above task, you'll get some fun things to use to make groups.
• A bucket of manipulatives and a five-frame sorting tool will be given to each group.
• Students will have to work together to make groups of 5 and 10. 
• Students will fill each frame, counting aloud as they place manipulatives. Each frame will only fit 5 manipulatives.
•  Students will work together to put together frames that show groups of ten.
•  Before the lesson ends each group will make six groups of 5 or 10, that's two groups for each person in the group!
• Students will engage with Whiteboard Lucid Spark app, drawing groups from the lesson as a post-lesson engaging activity. 

*Check for understanding #1 (Per instruction above): Watch how students interact with manipulatives during group work. Can students accurately count items by ones? Can they successfully form groups of five and ten? Do they use effective strategies? (Can students put two five-frames together to make a group of ten without assistance.)

2. Modeling:

I will Demonstrate Grouping. Using different Objects (manipulatives) "Let's try making groups of ten with these small cubes. One, two, three, four, five, six, seven, eight, nine, ten. Here's one group of ten!" I will show students the connection in counting by ones: "We can count by ones to make our groups. One, two, three, four, five...that's one group of five!"

*Check for understanding #2 (Per instruction above): If you understand how to perform these examples, give me one group of five hand claps. If you don’t understand, give me a thumbs down.

3. Questioning: 

• "How many [objects] are there?" (various of manipulatives)
• "Can you show me [number] [objects]?" ("Can you show a group of 5 blocks?")
• "Can you count these [objects] by ones?"

*Checks for Understanding (integrated into the Development and/or Modeling)

STEP C:

Student Practice

Technology: Students will watch Count to tell the number of objects - https://www.youtube.com/watch?v=4ER7bTQOPkg video to gain concepts about grouping of 5 and 10. Students will use what they learned to make their own groups, one group of 5 and 10.  

STEP D: 

Assessment

• Observe if students can quickly identify a group of five or ten without recounting every item? Document if students are showing number sense developing, which is the key to counting by ones. Which students aren’t able to make groups of 5 and 10 with 80% accuracy. Provide extra support to these students, relate grouping to real-world situations ( "We have five fingers on each hand," or "Let's count how many groups of ten crayons we have"). This helps students see the purpose of what they're learning. Students who have mastered grouping with 80% mastery will be given a more challenging grouping task ("If you have 12 counters, how many groups of five can you make, and how many will be left over?" (This introduces remainders in a concrete way, while counting by ones).
• The teacher will use Machine learning algorithms-online assessment to collect student data of the learning objective. 

*** NOTE***

Add rows for both components of Sequential Step-by-Step Procedures AND Student Practice if needed for repetition of steps, as appropriate.

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