Lander University Teacher Education Lesson Plan 1

Teacher Candidate: Randi Rhodes Lesson # 2

Subject/Grade: Math/Kindergarten Date and Time of Lesson: October 8, 2014/8:45am

Learning Objective:
1. With the use of TouchMath manipulatives students will be able to identify and count the numbers 1
through 5 correctly.
2. Students will be able to demonstrate how to use the TouchMath manipulatives correctly with the
guidance of small group instruction.

Alignment with Standards:
Standard K.CC.1 Count to 100 by ones and by tens.

Developmental Appropriateness or Cross-curricular connections:
This objective is the basics that students will need to know in order to move forward with being able to
identify higher numbers and being able to add and subtract numbers. This lesson and objective is also to get
the students familiar with the TouchMath manipulatives. Students will need to know how to use these
manipulatives with basic counting in order to understand how to use addition and subtraction on them as
well.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the
Objective(s)
Use of Formative
Assessment

Objective 1:
With the use of TouchMath
manipulatives students will
be able to identify and
count the numbers 1
through 5 correctly.

Pre I will have white boards
for each student to write on. I
will tell the students a number
(1 5) and they will have to
write that number on the white
board and than hold it up to
show me. After they write the
number I will tell them to draw
that many circles on their white
board.
During While the students are
exploring their TouchMath
manipulatives I will ask the
students individually what
number they have and ask
them to count to that number.
This will be a verbal
assessment.
Post I will have a checklist
that I will take around to each
student and ask them to
identify each number and
count that many. I will check on
the list whether he or she could
I will make notes to
myself if there are any
students that cannot
complete the post
assessment for either
objective. I will have to
alter further lessons to be
able to go back and
reteach those students
this concept through
another teaching style. If
a child does not
understand how to use
the TouchMath
manipulatives than I will
need to work one on one
with that student and
allow more practice time
with the objects.
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complete that task.
Objective 2:
Students will be able to
demonstrate how to use
the TouchMath
manipulatives correctly
with the guidance of small
group instruction.

Pre I will verbally ask the
students if they have ever seen
these TouchMath
manipulatives and what they
think they might use these for.
During While the students are
exploring their TouchMath
manipulatives I will ask the
students where they should
touch first and show me how to
count one of the numbers.
Post I will have a checklist
that I will carry around to each
child. I will ask them to start at
number 1 and show me how to
count using the TouchMath
manipulatives correctly.


Accommodations:
For my fast learners I will present numbers 1 through 9. I will teach them how to count using the TouchMath
manipulatives by repeating the touches for numbers 6 through 9. If they quickly pick up on this as well I have other
sources of manipulatives that they will have to count out and show the number of objects that they have. For my slow
learners and one resource student I will repeat the process of counting using the manipulatives several times and work
one on one with each student if she or he needs it. We will be in small group, therefore, each students will receive the
appropriate amount of one on one time to successively count and identify numbers 1 through 5.

Materials:
TouchMath manipulatives
White boards
Dry erase markers
TouchMath shapes (if needed)

Procedures:
Probing Question: Why do we have to learn how to count and what are some ways that would help me learn
how to count?
Steps:
1. When group time starts one group will come to me and the other three groups will go to Mrs. Davis
table, Mrs. Kirbys table, or to the computers.
2. I will begin by giving each child a whiteboard and dry erase marker. I will tell them that I will call out a
number and I want them to write the number on their board and turn it around to show me.
3. After everyone has shown me their boards I will instruct them to draw that many circles on their white
board.
4. I will repeat step 2 and 3 with all the numbers 1 through 5.
5. The students will be asked to put away the whiteboards and markers. I will then show them a couple of
TouchMath manipulatives and ask them if they have every seen these before and what they think they
use them for.
6. Depending on their answers I will introduce or reintroduce the manipulatives and explain to them what
Lander University Teacher Education Lesson Plan 3
we will be using them for that day.
7. I will go through and identify each number and demonstrate how to use my finger to touch each point
on the numbers. I will repeat this step until I feel as if the students can try it on their own.
8. I will give each student a number and instruct them to identify the number first and make sure they
physically touch get point on the number and count out loud.
9. Each child will get an opportunity to do this with each number.
10. When they have practiced with the manipulatives for about 2 minutes I will stop them and ask one or
two of them to show their classmates how to count and identify the numbers.
11. I will then instruct the students to turn and share with a partner how to count the number they have.
During this time I will go around to each student and assess their knowledge of identifying and
counting each number 1 through 5.
12. When I have completed the post assessment with each child I will have the students clean up and put
away the manipulatives and rotate to their next station.
13. I will repeat steps 2 through 12 with each group. Depended upon the skill level of each group is
whether I will take extra time to work individually with the students or if they move to numbers 5
through 9.
Lesson Closure:
With each group that comes through I will end the lesson by asking them what they think we will be using
these manipulatives in future for. I may generate questions that guide the students to think about addition
and subtraction.

Activity Analysis:
I will be using the direct instruction strategy (drill and practice) by having the students watch me
demonstrate how to use the TouchMath manipulatives and then allowing them practice time. About
ninety percent of the class knew how to count through the number 5 so I think that will make it easier
on the students to learn how to physically touch the manipulatives and count at the same time. I will
not be using technology in this activity because there is not that much allotted time for each group and
the students will be having hands on experience with actual manipulatives. I feel this is a fair
substitution for technology because the students still have the visuals they need to understand the
concept.
While I am working one on one with each student for the post-assessment, the other children will be
working with their partner to demonstrate how they count and identify the numbers using the
manipulatives. This is an example of interactive instruction because the students are learning from
each other through discussion. This may help some of the auditory learners because they are not only
hearing the instructions from me but from their peers as well. I will not be using technology in this
activity both because the time is limited and the students will be interacting with each other and their
manipulatives.

References:

TouchMath. (1975). Kindergarten implementation guide. Colorado Springs, CO.