USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

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.1.1 - Count to 100 by ones and by tens.

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?)

How can you count to 100 by tens on a ten frame?

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to

When starting at ten students will be able to count to 100 by tens with no errors.

MAFS.K.CC.1.2 Count forward beginning from a given number within the known sequence (instead
of having to begin at 1).

What is a faster way to count to 100?

How could a tens frame help you count by 10s to 100?

Given a tens number students will be able to continue counting by tens to one hundred
with no errors in reaching 100.

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

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 re-write 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.)
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

This objective is being taught to children so they can count to 100. Counting to 100 is a
basic skill needed in math. Student are being taught to recognize that they do not need a
hundreds chart to count by tens. They can place them objects in sets of ten and count
them by tens using a tens frame.
Children have just reached the 100th day of school. Every day during calendar time
students would count to the number of what day of school it was. So four days ago they
counted all the way to 100. Students have continued to count to 100 after the 100th day
of school. Students have also been counting by 5s and 10s. The students will continue
to count to 100 and begin to learn other ways to skip count.
I am teaching counting to tens this way because students count by 10s using the 100s
chart every morning. However, students have had a hard time using the ten frame. This
will give them more practice using the 10s frame and placing objects in groups of 10 to

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

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?

Group Size:
14

Date of Lesson: Feb. 16

count to 100.
It is important for students to learn this concept because it will help the students count to
100 more quickly.
Pre-Assessment
Students have just begun to count to one hundred during calendar time. Then students
then count by tens to one hundred and count by 5s to fifty. During calendar time the
teacher also gives the calendar teacher a number to fill in on the ten frames. (There are
typically two frames however duirng the week of 2/8 a third frame was added.) Some
students are having a hard time recognizing that a full ten frame equals ten.
FormativeI will use the turn and talks to determine if the students understand counting by 10s is a
faster way to count to 100.
While placing the m&ms in the 100s chart will see if the students can count by 10s
instead of counting by ones to reach 100.
During calendar time the next day I will be able to see if students have less trouble
creating the number given to them.
Summative - Students will complete a worksheet where they have to count the 10s
frames and write the correct tens number next to it. This will be their ticket out of the
door.
The teacher needs to know the book Count by Tens. How to count by tens to one
hundred.
Teacher needs to know how to use a ten frame and hundreds chart.

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

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 readiness
for this content?
What misconceptions
might students have about
this content?

Group Size:
14

Date of Lesson: Feb. 16

I know my students have this previous knowledge through observations. Children have
just reached the 100th day of school. Every day during calendar time students would
count to the number of what day of school it was. So four days ago they counted all the
way to 100. Students have continued to count to 100 after the 100th day of school.
Students have also been counting by 5s and 10s.
My students consist of 14 children. There are four ELL learners and one of these ELL
students is also ESE. One student was just tested for the gifted program.

Students may be able to start at 10 but they may continue to 11.

Students may not be able to count all the way to 100 from 10 they may skip a tens
number or get the order of the tens. For example, they could say 10, 20, 40, 50, 70,
60.

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

May have difficulty understanding that a ten frame holds 10.

May have difficulty identifying how many
may have difficulty identifying that the set shows the number

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

Lesson Implementation
Turn and talks - During the reading
Whole group - Hook and reading
Guided release - Filling in tens frame
Partner - Students will work in partners to complete tens frame
Independent- Completing worksheet
Small group - Students who are struggling with the content will work in small group with
CT to complete the worksheet.

Time

Who is
responsibl
e (Teacher

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

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
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?

or
Students)?

Group Size:
14

Date of Lesson: Feb. 16

(Engage/Encountering the Idea; Exploring the Idea;

Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Hook Counting to one hundred by ones game

Students will be down at carpet.
We are going to play a game. We are going to count to one
hundred and while we count we are going to jump up when we
reach tens numbers. Can someone help remind me of what our tens
numbers are?
(One person point to the numbers on the 100 chart)
Okay everyone stand up. When we jump we need to be careful to
stay in our square so that way we dont hurt anyone.
Is everyone ready? Lets start
Wow everyone did such a great job.
Now I need everyone to sit back down in their square because we
are going to read a book about candy!
Click (Student knows whos job it it turn off the light)
While we read I want all of you to think of a way that is a faster
way to count to 100 than counting by 1s like we just did. Begin to
prepare the ELMO and projector.
Begin reading book on page 10 read orange sticky note. Have
students count from 1-10!
Skip page 11
After reading page 14 and 15
The book says counting by tens is faster than counting by ones.

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

Do you agree?
When I clap my hands turn and talk to your neighbor and share if
you agree or not and why
Clap
Okay give me a thumbs up if you agree with what the book said and
give me a thumbs down if you disagreed.
Student name you agree why?
Student name you disagree why?
Continue reading
Stop on page 16
Is the color in the group important? What is?
Stop on page 17
How many sets of 10 do we have? (HOT Question)
Continue reading
What is a faster way to count to 100?
Skip last page.
(While I am reading CT will pass out pie tins and place M&Ms and
tens frames on students tables. )
Move to the front of the classroom
We are going to practice counting to 100 by tens and to help use we
are going to use tens frames.
At your desk are ten frames like this one. Place ten frame under
ELMO together we are going to use this to count to 100. So when I
call your row you are going to walk back to your table and prepare
to fill out our tens frames. Now do we eat the m&ms now? Thats
right they are tools for us to use and if you place them in your
mouths now you will not be able to eat them after. Call red, orange,

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

and green rows one at a time. Okay Im looking for the best row to
sit down at their table first.
When students are all at their seats
what do we need to do first
If one ten frame is full how many do we have?
Now lets do the next box.
How many do we have now?
Count from 10 to 20.
Repeat to 100.
Count from 10 to 100 by tens
What is a way we count to 100 fast?
You may now eat your manipulatives
Great now I am going to give you your ticket out of the door to
complete
A.G., A.C., O.F., K.C., can you walk over to the guided reading table.
Students will then complete the worksheet with CT.
Pass out worksheets. While you are working on these there should
be no talking when you are done raise your hand for the teacher to
check.
Depending on time students finish give them challenge worksheet
or have them begin to pack up for RTI.
Put ten frame worksheet under the ELMO.
Who can raise their hand and tell me how many m&ms we put in
one frame?
Yes, 10
Place 10 m&ms in one ten frame.
What do I need to do next?

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

What will you do if

Group Size:
14

Date of Lesson: Feb. 16

Place 10 more m&ms in a ten frame

Count by tens
This is what you will be doing at your desk with your table partners.
a student struggles with the content?
Students will work with the CT and complete a differentiated worksheet where they have
to fill in less tens numbers.

What will you do if

a student masters the content quickly?

Students will have a challenge worksheet to work on where the tens frames are not in
order from 10 -100.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to students interest because their math manipulative is candy.
Students will be more engaged in the lesson because they can eat the candy one they
have correctly completed their assignment.
If applicable, how does this lesson connect to/reflect the local community?
This relates to the students community because the book shows different modes of
transportation.

How will you differentiate instruction for students who need additional

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

challenge during this lesson (enrichment)?

Once finished students will have a challenge worksheet to complete where the tens
frames are not in order from 10 -100.
How will you differentiate instruction for students who need additional
language support?
For students who need additional language support they will work with the CT on a
differentiated worksheet. On this worksheet the students have less numbers they have
to fill in.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any

A.G - ELL & ESE student will work with a partner when completing the 10 frame to 100
and CT on a differentiated worksheet
A.C - ELL student will work with a partner when completing the 10 frame to 100 and CT
on a differentiated worksheet
O.F - ELL student will work with a partner when completing the 10 frame to 100 and CT
on a differentiated worksheet
A.L - ELL student will be able to ask ELL specialist questions
C.W. - being tested for gifted will work on a more challenging worksheet.
K.C. - Student is struggling with the content so student will work with a partner when
completing the 10 frame to 100 and CT on a differentiated worksheet
ELMO
Projector
Book Reeses Pieces Count by Tens
Worksheet for ELL and Higher achiever

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

resources you used. This can

also include people!)

Group Size:
14

Date of Lesson: Feb. 16

CT
ELL Specialist
Ten Frames
M&Ms

Reflection
USF Observation 1 Math
Counting to 100 by Tens

Reflection
While this lesson was occurring I did not feel like it went well. However, after reflecting on it I realized
that it went better that I thought. While the lesson was occurring what I thought that did not go well was, that
the students were talking and not listening while I was giving directions. Therefore, they needed to be called
together again and the CT had to step in and redirect the students to me so they could hear what I was saying

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

(18:25). Also, there was the issue of running out of time, we had to leave to start RTI (30: 10). The reason we
started late was because the guidance counselor was teaching a lesson about flexibility before we started and
it went longer than planned.
However, after reflecting on my lesson I realized that it went better that I thought because the students
were engaged in the hook and were eager to do it again (2:30). The turn and talk w went well, I feel like I gave
them enough time to respond and makes comments about the question to their partners without giving too
much time. The students also used the ten frame really well. I decided to use the tens frame to count to 100
instead of the 100s chart because the students do not need practice using the 100s chart but they did need
practice using the tens frame. The tens frame is something that they will have to use later in the year and in
first grade. The students also took turns filling in the tens frame with m&ms and did not eat the m&ms until
the tens frame worksheet was complete.
If I were to do this lesson again I think I would choose a different book or not use the Reeses book again.
I had to cut out a lot of irrelevant material. The students would have just benefited by counting by tens. The

USF Elementary Education Lesson Plan Template (S 2014) Name: _Haylie Mitchell_______________________

Grade Level Being Taught: Subject/Content: Math

K

Group Size:
14

Date of Lesson: Feb. 16

book did not group the tens in any particular order and I think that the students would have benefited from
seeing how the Reeses pieces were grouped by tens in a consistent manner.