Archive for category: Kindergarten

Lesson Title:Introduction to Subtraction up to 10

Lesson Objective: Students will be able to understand and solve subtraction problems up to 10 using concrete materials and visual models.

Materials:

A set of base ten blocks (or any other manipulatives)

Number lines (or other visual models)

Subtraction worksheets (with problems up to 10)

Introduction (5 minutes):

Begin by reviewing the numbers 1-10 with the students. Have them count aloud with you to reinforce number recognition and counting skills.

Introduce the concept of subtraction and explain that it is finding the difference between two numbers by taking away one group from another. Use concrete materials (such as base ten blocks) to demonstrate this concept.

Activity 1 (10 minutes):

Divide students into small groups and give each group a set of base ten blocks and number lines.

Explain that the number lines can be used to help them solve subtraction problems.

Model solving a simple subtraction problem (such as 8-4) using the number line and base ten blocks. Show the students how to count the remaining number of blocks.

Allow students to work with their partners to solve subtraction problems using the number lines and base ten blocks.

Activity 2 (10 minutes):

Provide students with a set of subtraction worksheets.

Explain that the worksheets contain simple subtraction problems that can be solved using the strategies learned in the previous activity.

Allow students to work independently or with a partner to complete the worksheets.

As students work, circulate around the room and provide support and guidance as needed.

Activity 3 (10 minutes):

Gather the students together and have them share the subtraction problems they solved and the strategies they used.

Allow students to explain their thinking and reasoning.

Provide feedback and praise for their efforts and progress.

Conclusion (5 minutes):

Review the concepts of subtraction and the strategies used to solve subtraction problems.

Encourage students to continue practicing their subtraction skills using concrete materials and visual models.

Remind students that with practice and perseverance, they will become experts in subtraction!

Assessment:

Observe students as they work on the activities and listen to their explanations of their solutions.

Collect the subtraction worksheets and assess the accuracy of the answers.

Note: The duration of activities, introduction and conclusion can be adjusted based on the time available in your classroom. Also, you can use different manipulatives and visual models as per the availability.

Lesson Title: “Numbers and Counting up to 10”

Lesson Objective: Students will be able to count from 1 to 10, write the numerals for each number, and understand the concept of quantity.

Materials: Number cards (1-10), whiteboard, markers, worksheets

Introduction (5 minutes):

Begin the lesson by reviewing the numbers that the students have already learned. Ask the students to count from 1 to 5 and then from 6 to 10.

Introduce the new numbers and numerals that the students will be learning during the lesson.

Direct Instruction (15 minutes):

Show the students the number cards (1-10) and have them place them in numerical order on the whiteboard.

Call on individual students to come up to the whiteboard and write the numeral that corresponds to each number card, while the rest of the class says the number out loud.

Review the numerals and numbers with the class, and have the students practice writing them on their own.

Guided Practice (15 minutes):

Distribute the worksheets to the students and have them complete the exercises, which include matching numbers with numerals, counting objects, and writing numbers in order.

Circulate the room to provide assistance as needed.

Once the students have completed the worksheets, go over the answers as a class, and have the students self-correct any mistakes.

Independent Practice (15 minutes):

Have the students work in small groups to count objects in the room (e.g. desks, chairs, students) and write the number on the board.

As the students work, circulate the room to provide assistance and to check for understanding.

Once the students have finished counting, have them share their results with the class and discuss any discrepancies.

Closure (5 minutes):

Review the numbers and numerals that the students have learned during the lesson.

Assign homework that includes counting and writing numbers up to 10.

Assessment:

Observe the students during the independent practice to assess their understanding of counting and writing numbers up to 10.

Review the completed worksheets and corrected answers to assess their understanding of matching numbers with numerals and counting objects.

Collect homework and assess the students’ ability to count and write numbers up to 10 independently.

Note:

For differentiation, you can use manipulatives like blocks or counting bears to support visual learners.

For extension, you can introduce the concept of ordinal numbers (1st, 2nd, 3rd etc) and use them in context.

Remind the students to practice counting and writing numbers regularly to solidify their understanding.

Lesson Title: “Numbers and Counting up to 20”

Lesson Objective: Students will be able to count from 1 to 20, write the numerals for each number, and understand the concept of quantity.

Materials: Number cards (1-20), whiteboard, markers, worksheets

Introduction (5 minutes):

Begin the lesson by reviewing the numbers that the students have already learned up to 10. Ask the students to count from 1 to 10 and then from 11 to 20.

Introduce the new numbers and numerals that the students will be learning during the lesson.

Direct Instruction (15 minutes):

Show the students the number cards (1-20) and have them place them in numerical order on the whiteboard.

Call on individual students to come up to the whiteboard and write the numeral that corresponds to each number card, while the rest of the class says the number out loud.

Review the numerals and numbers with the class, and have the students practice writing them on their own.

Guided Practice (15 minutes):

Distribute the worksheets to the students and have them complete the exercises, which include matching numbers with numerals, counting objects, and writing numbers in order.

Circulate the room to provide assistance as needed.

Once the students have completed the worksheets, go over the answers as a class, and have the students self-correct any mistakes.

Independent Practice (15 minutes):

Have the students work in small groups to count objects in the room (e.g. desks, chairs, students) and write the number on the board.

As the students work, circulate the room to provide assistance and to check for understanding.

Once the students have finished counting, have them share their results with the class and discuss any discrepancies.

Closure (5 minutes):

Review the numbers and numerals that the students have learned during the lesson.

Assign homework that includes counting and writing numbers up to 20.

Assessment:

Observe the students during the independent practice to assess their understanding of counting and writing numbers up to 20.

Review the completed worksheets and corrected answers to assess their understanding of matching numbers with numerals and counting objects.

Collect homework and assess the students’ ability to count and write numbers up to 20 independently.

Note:

For differentiation, you can use manipulatives like blocks or counting bears to support visual learners.

For extension, you can introduce the concept of ordinal numbers (1st, 2nd, 3rd etc) and use them in context.

Remind the students to practice counting and writing numbers regularly to solidify their understanding. -You can also use games such as counting bingo, memory match, or flash cards to make counting more engaging.

Encourage students to practice counting by tens, e.g. 10, 20, 30, etc. to help them understand the pattern in numbers and make counting easier.

Lesson Title:Introducing Place Value to Kindergarteners

Lesson Objective: Students will be able to identify and understand the concept of place value in whole numbers up to the tens place.

Materials:

Whiteboard and markers

Place value chart worksheets

Base ten blocks

Number cards (0-9)

Small container or bag

Introduction (10 minutes):

Begin the lesson by showing students a base ten block and asking if they know what it is.

Ask students to help you build a number, such as “5” using the base ten blocks.

Write the number “5” on the board and ask students to identify how many blocks were used to make the number.

Explain that each block represents a number and that numbers can also be represented by symbols (digits).

Tell students that in this lesson, they will learn how to identify the place value of digits in whole numbers up to the tens place.

Direct Instruction (15 minutes):

Use a place value chart to show students the place value of digits in a whole number.

Point out the ones place and tens place.

Show students a number card for the number “5” and place it in the ones place on the place value chart.

Show students a number card for the number “2” and place it in the tens place on the place value chart.

Write the number “25” on the board and have students identify the place value of each digit.

Guided Practice (15 minutes):

Give each student a small container or bag with a set of number cards (0-9).

Have students take turns pulling out a number card and placing it on the ones or tens place on a personal place value chart worksheet.

As a class, call out the number that was created on each student’s chart and have them identify the place value of each digit.

Independent Practice (10 minutes):

Give each student a place value chart worksheet and number cards (0-9).

Have students complete the worksheet by placing the number cards in the correct place on the chart.

Walk around the room and provide assistance as needed.

Closure (5 minutes):

Review the concept of place value and ask students to give examples of numbers they created using their number cards.

Ask students to share something they learned during the lesson.

Remind students that place value is an important concept that they will continue to use and build upon as they learn more about numbers.

Assessment:

Observe students during independent practice to assess understanding of place value.

Collect and review completed worksheets for accuracy.

Use informal assessment such as questioning during the closure to gauge student understanding.

Note: This lesson plan can be adapted and modified to accommodate the specific needs and abilities of your students. You may also want to include additional activities or games for extra practice.

Lesson Title:Skip-counting

Lesson Objective: Students will be able to skip-count by 2s, 5s, and 10s to 100.

Materials: Chart paper, markers, number cards (2-100), and manipulatives (counters, base ten blocks, etc.).

Introduction (10 minutes):

Begin the lesson by reviewing the concept of counting by ones to 100. Have students count as a class and point to each number on a number chart as they count.

Next, introduce the concept of skip-counting. Explain that instead of counting by ones, we can count by groups of a certain number (e.g. 2s, 5s, 10s).

Write the numbers 2, 5, and 10 on the board and have students repeat them.

Direct Instruction (20 minutes):

Using chart paper, create a skip-counting chart for counting by 2s. Write the numbers 2, 4, 6, 8, etc. up to 100.

Have students count along with you as you point to each number on the chart.

Next, give each student a number card (2-100). Have them stand up and hold their card while you lead them in a whole-class skip-counting activity by 2s.

Repeat the process for counting by 5s and 10s, creating charts and leading whole-class activities for each.

Guided Practice (20 minutes):

Provide students with manipulatives such as counters or base ten blocks.

Have students work in small groups to practice skip-counting by 2s, 5s, and 10s.

Circulate around the room to assist and observe as necessary.

Independent Practice (20 minutes):

Provide students with worksheets or task cards to complete independently. These should include problems that require students to skip-count by 2s, 5s, and 10s.

Alternatively, you can use online math games that focus on skip counting by 2s, 5s, and 10s.

Allow students to complete the worksheets or task cards independently while you provide support and answer questions as needed.

Closure (10 minutes):

Review the main concepts of the lesson by having students take turns counting by 2s, 5s, and 10s in front of the class.

Encourage students to practice skip-counting at home and remind them that it will help them with other math skills such as multiplication and division.

Assessment:

Observe students during independent practice and check their worksheets or task cards for understanding.

Formally assess students by giving them a quiz or test on skip-counting by 2s, 5s, and 10s.

Note: The activities, materials and timings can be adjusted based on class size, students’ abilities, and time availability.