SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Miss Nicole Burrell
Mathematics
Kindergarten
Tuesday, February 3, 2015 This lesson is designed for 8
students. It will take about 15 minutes.
CC.2.1.K.A.1: Know number names and write and recite
the count sequence.
CC.2.1.K.A.2: Apply one-to-one correspondence to
count the number of objects.
CC.2.4.K.A.4: Classify objects and count the number of
objects in each category.

CK

Formal Evaluation
No formal evaluation.
Informal Evaluation
During the counting activity and sorting activity, I will
walk around the classroom and make sure the students
are counting and sorting their Froot Loops cereal pieces.
Also, I will ask the students if they have any questions
or if they need any help.
While the students are writing the numbers I state
aloud, I will walk around the room and make sure the
students are writing their numbers correctly. Also, I will
ask the students if they have any questions or if they
need any help.
Individually, all kindergarten students will be able to
count up to the number twenty by pointing to Froot
Loops cereal pieces while counting two out of two times
with 100% accuracy. (Remembering)
Individually, all kindergarten students will be able to
categorize their twenty Froot Loops cereal pieces by the
color of the cereal pieces one out of one time with
100% accuracy. (Understanding)
Individually, all kindergarten students will be able to
write six numbers, which are between the numbers of
one and twenty, that are stated by the teacher and
correspond to the color groups of the cereal pieces with
80% accuracy. (Remembering)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS

CK

Introduction

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs

Activating Prior Knowledge

What are the names of the main colors?
What number do you start counting with?
Hook/Lead-In/Anticipatory Set
1. Show the picture of Toucan Sam on the Elmo/document
camera.
2. Ask students if they know who is in the picture.
3. Tell students that the picture is of Toucan Sam and he is
on the Froot Loops cereal box.
4. Pull out the box of Froot Loops cereal, hold it up so
students can see it and point to Toucan Sam.
5. Ask the students if they have ever had Froot Loops
cereal before.
6. Tell the students that Froot Loops can be used for more
than just eating.
7. Tell the students that they will get to count their Froot
Loops cereal pieces.
8. Ask students to state what number we start counting
with.
9. Ask the students to think of any other ways we can use
Froot Loops in the classroom.
10.
Ask the students if they notice anything about the
colors of the Froot Loops cereal pieces.
11.
Tell the students that they will also get to sort their
Froot Loops by color and when they are done with the
activities they will get to eat the Froot Loops.
Big Idea Statements
We can know how many objects we have by touching
them and counting them.
We can write numbers down on paper so we know what
numbers we are talking about.
We can sort some objects by what they look like.
Essential Questions
Why do we need to count objects?
How can we count objects?
How and why do we sort objects?
Why do we need to write numbers?
Key Vocabulary
Froot Loops
Counting
Numbers
Sorting
1. Pass out a paper plate to each student. (Terry will help
pass out the paper plates.)
2. Tell students that they will get cereal bags, but they
have to wait to open them until I tell them to open them.
3. Pass out snack bags with Froot Loops cereal pieces to
each student.
4. Pass around the hand sanitizer pump so each student

Accommodations,
Modifications

Transition
Transition

gets hand sanitizer.

5. Have students look up at the document camera.
6. Use the document camera to show one Froot Loops
cereal piece on a paper plate to the students.
7. Ask the students how many cereal pieces are on the
plate.
8. Tell the students to put one piece of cereal on their
plate.
9. Have all students point to the piece of cereal and say
one.
10.
Put your cereal piece back in the bag.
11.
Have the students put their cereal piece back in
the bag.
12.
Put eight pieces of cereal on the plate shown on
the document camera.
13.
While pointing to each piece of cereal, count aloud
so the students know how many pieces of cereal (8) are
on the plate.
14.
Have the students count out eight pieces of cereal
and put them on their plates.
15.
Ask the students to put the rest of the cereal
pieces on their plate.
16.
Have the students count all of the pieces of cereal.
17.
Ask the students how many pieces of cereal they
have on their plates.
18.
Have the students look at the document camera.
19.
Ask the students what colors the cereal pieces are.
20.
Show the students that they can group the cereal
pieces by color.
21.
Have the students group their own cereal pieces
by color.
22.
Have all boy students hop to the front of the
classroom to get their crayons and piece of paper. Have
the boys hop back to their seats with their crayons and
paper.
23.
Have all girl students hop to the front of the
classroom to get their crayons and piece of paper. Have
the girls hop back to their seats with their crayons and
paper.
24.
Have the students look at the document camera.
25.
Show the students how to count the number of
green cereal pieces.
26.
Grab the green crayon and write a number three
on the white piece of paper.
27.
Have the students also write a number three on
their papers with their green crayons.
28.
Go over how to correctly write the number three.
29.
Tell students to count the number of blue cereal
pieces and to write the number of blue cereal pieces (5)
on their paper with a blue crayon.
30.
Go over the number of blue cereal pieces that the

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would

students have on their plates. (5 pieces)

31.
Go over how to correctly write the number five.
32.
Repeat the counting of cereal pieces and writing of
the number with the corresponding crayon until the rest
of the color groups (4) have been covered.
33.
Go over how to correctly write the numbers of the
rest of the cereal pieces groups.
Adaptations/Accommodations for Students with Special Needs
For Terry, a student with ADHD, I will have the student
sit close to me (the teacher) and call on the student to
help answer a few questions during the lesson. Also, I
will have the student help me pass out the supplies for
the activities. Finally, I will provide extra help to the
student during the activities, when needed.
9 Snack size bags with 20 Fruit Loops cereal pieces (5
blue, 3 green, 4 red, 1 purple, 2 yellow, 5 orange)
One 12 oz. box of Froot Loops Cereal
9 packs of 8 crayons
9 pieces of blank white paper
Hand Sanitizer
A picture of Toucan Sam
Elmo or Document Camera
Summary & Review of the Learning
Ask the students to recall and recount how many total
Froot Loops cereal pieces they have on their plates.
Ask the students to recall how we sorted the Froot Loops
cereal pieces.
Have students talk to each other about what they liked
and learned from the counting and sorting activities.
Homework/Assignments
All kindergarten students will be asked to go home and
practice counting twenty tangible (touchable) objects at
home with their parents.
Note: I know that the students dont have any allergies
to the Froot Loops cereal because of the allergy
information sheet that the students parents filled out
at the beginning of the year.

you
change?