3 2 1 Blast Off With Numbers

Introduction:
This unit provides multiple ways for children to learn by incorporating multiple intelligences into
every lesson. Each lesson will offer activities that captivate the student's attention making them
excited to learn the content. This unit also comes with a learning center where students can go
during class time to work on their skills of number recognition, number sequence, and simple
addition and subtraction. Each lesson builds on one another so that students can reiterate the
skills previously learned all the while incorporating them into the future lesson. This unit focuses
on enhancing students skills of number recognition, number sequence, and simple addition and
subtraction through hands on activities that get the students involved in multiple ways.
Rational:
This unit offers students a learning process that appeals to all learners. It looks at their previous
knowledge and builds on it. Using manipulatives as a big part of this lesson will allow students
to comprehend numbers more efficiently. The goal of this unit is for students to expand their
knowledge on basic math so that they are ready for 1st grade math. By the end of this unit
students will be able to count from 0-100 by tens or ones, know the names of numbers, their
count sequence, write numbers from 0-20, and solve simple addition and subtraction. Activities
will be conducted in a matter that the teacher is able to track the progress and understanding of
each student.
Common Core Standards Used:
Lesson 1:
CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
Lesson 2:
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each object with one
and only one number name and each number name with one and only one object.
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
Lesson 3:
CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the
number of objects in another group, e.g., by using matching and counting strategies.1
CCSS.MATH.CONTENT.K.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals.

Goals:
Like with every unit, the goal for this is to have students become confident when using and
writing numbers. The activities in this math unit lay the ground work students need to advance in
math later on in future grades. It is important that students become fluent in these number skills
so that they do not find themselves struggling later on in the year. More importantly, this unit is
geared towards students having fun while they learn.
Guiding Questions:
What is counting?
How do we use numbers?
How can numbers represent objects?
What does first and last mean?
What is a pattern?
Who can count to 10?
Who can write numbers from 0-20?
Who knows what addition is?
Who knows what subtraction is?
What is grouping?
How can we use grouping?
How can we compare numbers?
Why do we compare numbers?

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Ms. Cruz

COURSE
EDUC 389
DAY
Wednesday 3:30-6:40
CAMPUS
Main

GRADE
Kindergarten
SUBJECT
Math

LESSON TITLE
123Count Off 321 Blast
Off
LENGTH OF LESSON
30 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of
objects with a written numeral 0-20 (with 0 representing
a count of no objects).
MULTIPLE INTELLIGENCE ADDRESSED
Linguistic: Students will be able to listen to the book
about counting and talk about the numbers found in the
book.
Logical-Mathematical: Students will be encouraged to
think critically about how they can use numbers.
Visual/Spatial: Students will be able to see what the
numbers look like while reading the book and be asked
to draw the numbers they see in their journals.

GOAL OF UNIT
To have students know number names and count
sequence along with how to write numbers from 0-20.
OBJECTIVE OF LESSON
By the end of this book, students should be able to
recognize numbers 0-100 and begin to learn how to write
numbers 0-20.

ASSESSMENT
STRATEGY FOR ASSESSMENT
*The teacher should read the book aloud to students and ask students to identify any numbers they might see in
book.
*After reading the book ask students to model numbers 0-20 with playboy.
*Have students count aloud in groups and have them demonstrate number sequence using a pocket chart with
numbers 0-100.
*Ask students to practice writing their numbers with dry-erase markers and white boards.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
For ESL students, make sure that they are paired with a student or work in groups of English speaking students.
For students with learning disabilities make sure you are teaching them directly by using a sequential, simultaneous
structured multi-sensory approach.
For students who learn through visual/spatial and body kinesthetic the use of manipulatives to demonstrate counting
sequences should be encouraged.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
*On the Launch Pad: A Counting Book About Rockets by Michael Dahl
*Playdoh
*Math Journals
*Dry-Erase Makers
*White Board
*Pocket chart with numbers from 0-100.

STEPS THROUGH THE LESSON

INTO (Orientation)
Ask students what they know about numbers.
Have them recognize numbers that can be found
throughout the room.
THROUGH (Presentation, Structured Practice, Guided
Practice)

Once students have responded to the guiding questions

found at the beginning of the lesson begin to read; On the

RATIONALE
Use the guiding questions provided will help you gage
their knowledge of numbers before starting the lesson.
RATIONALE
The book is read to students to act as an introduction to
the lesson. This will get students excited about the
material they're going to learn about.

Launch Pad: A Counting Book About Rockets by Michael

Dahl.
While reading the book ask students to point out any
numbers they might see throughout the book.
After reading the book have students count in groups
using manipulatives.
Have students write down numbers 0-20 in sequential
order.
BEYOND (Independent Practice)
Students will work on handouts where they are asked to
write the number, the name of the number, and to identify
the number in a group of numbers.
Students can also visit the math center and look at
activities 1 (Write through space), 2 (Blasting off with
number recognition), and 3 (Space memory).

This allows you to see how well students are able to

recognize numbers.
The teacher will be able to see and gage their ability to
count when using manipulatives.
This will show the teacher if students are able to write
numbers down in sequential order.
RATIONALE
Their completed work will help the teacher clarify any
confusion the student may have when working on this
worksheet.
By completing the activities students are able to
practice their number recognition skills along with their
writing skills. The teacher will be able to track their
progress through the center's accomplishment sheet.

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Ms. Cruz

COURSE
EDUC 389
DAY
Wednesday 3:30-6:40
CAMPUS
Main

GRADE
Kindergarten
SUBJECT
Math

LESSON TITLE
Build, Count, and Fly to
Tell
LENGTH OF LESSON
40 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and
quantities; connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the
standard order, pairing each object with one and only
one number name and each number name with one and
only one object.
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many
as 20 things arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered
configuration; given a number from 1-20, count out that
many objects.
MULTIPLE INTELLIGENCE ADDRESSED
Visual/Spatial: Students will visualize grouping of
numbers through the building of their space craft.
Interpersonal: Can build their space craft's in groups
for those students who struggle with counting/grouping.
Logical-Mathematical: Students will think about how
many blocks they have to used to build a space craft.
Bodily Kinesthetic: Students will go around the class
and share their space craft along with information about
it.

GOAL OF UNIT
Students should be able to count to tell the number of
objects.
OBJECTIVE OF LESSON
Students will build a space craft using manipulatives and
record the number of blocks they used by grouping them.
They will do this several times each time comparing the
number of blocks they used from the previous one.

ASSESSMENT
STRATEGY FOR ASSESSMENT
*Students will turn in their Build, Count, and Fly to Tell worksheet where they will have drawn several pictures of
their space craft and recorded the number of blocks they used.
*Students will present their worksheet to the class and discuss the colors and amount of blocks they used to build it.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
For students with disabilities it is important that this activity is broken down into simpler steps. The use of pictures
will help students visualize grouping numbers. While students are working on the worksheet prompt them with
questions that encourage thinking beyond the worksheets instructions. This can help them build their number sense.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
*Manipulatives (legos, blocks, or pasta)
*Build, Count, and Fly to Tell worksheet
*Markers or Crayons

STEPS THROUGH THE LESSON

INTO (Orientation)
The teacher will ask students guiding questions about the
concepts of grouping. Teachers will then ask students to

RATIONALE
Asking students questions is a simply task teachers can
do to gage their students level of understanding. Having

grab 10 manipulatives so that they can get started on their

space craft. Students will be asked to draw their space
craft on the Build, Create and Fly to Tell Worksheet.
THROUGH (Presentation, Structured Practice, Guided
Practice)

Students will be asked to do this work sheet three times

each time adding 5 more manipulatives to the previous
amount. With each time students will record the amount
of manipulatives. Students will group the manipulatives
by colors and record each group's number.
BEYOND (Independent Practice)
Students will be asked to work on a space craft project at
home using any item of their choosing to create it. They
will have to use a total of 20 objects and answer simple
questions that reveal how they completed this process.

students grab 10 manipulatives will make students

practice their counting skills. Drawing the space craft
will help them visualize their work using numbers.
RATIONALE
Students will practice their understanding of the
relationship between numbers and quantities. They will
also be counting to answer the question "how many?"

RATIONALE
Students will work with a parent to build this space
craft. Parents are encouraged to monitor how their
students count and group items. Parents will fill out a
simple feedback of how they feel their child did. The
teacher will go over this information and use it to
clarify any misunderstandings students may have about
this lesson.

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Ms. Cruz

COURSE
EDUC 389
DAY
Wednesday 3:30-6:40
CAMPUS
Main

GRADE
Kindergarten
SUBJECT
Math

LESSON TITLE
Greater Than Space
LENGTH OF LESSON
40 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is
greater than, less than, or equal to the number of objects
in another group, e.g., by using matching and counting
strategies.1
CCSS.MATH.CONTENT.K.CC.C.7
Compare two numbers between 1 and 10 presented as
written numerals.
MULTIPLE INTELLIGENCE ADDRESSED
Visual-Spatial: Students are using play cards to help
compare numbers.
Intrapersonal: Students will work in groups to play the
Greater, Less Than, or Equal Too game.
Linguistic: Students will listen to a teacher
demonstration of how to compare numbers and apply it
to the activity later on.
Logical-Mathematical: Students will think about the
quantity of numbers and compare them to each other.

GOAL OF UNIT
Students will compare numbers and identify whether the
numbers in one group is bigger, smaller, or equal to the
number of objects in the other grad.
OBJECTIVE OF LESSON
Students will demonstrate their understandings of
comparing numbers by playing Greater Than, Less Than,
or Equal To.

ASSESSMENT
STRATEGY FOR ASSESSMENT
Students will be asked to work in groups to compare numbers from a deck of cards. They will record their results
and present the worksheet to the teacher. For further assessment students will be asked as a class to identify the cards
number to practice number recognition and then tell which two cards are greater, less than, or equal to one another.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
To appeal to diversified learners make sure students are given direct instructions, that the teacher applies a
learning strategy that appeals to all students or that the lesson adheres to the multi-sensory approach. For ESL
students make sure they are paired with a student who demonstrates a fluent understanding of the material. This will
make the material less intimidating.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
*Deck of cards
* Greater Than Space Worksheet
*Dry-erase markers
*White boards

STEPS THROUGH THE LESSON

INTO (Orientation)
Students will be asked questions regarding their
knowledge of comparing numbers. Students will go over
number sequence and will be asked to identify numbers
shown by the teacher.
THROUGH (Presentation, Structured Practice, Guided
Practice)

Students will work in groups of three or four. Students

RATIONALE
Asking students questions about the comparison of
numbers will help the teacher see how ready their
students are for this lesson. Going over number
recognition and order sequence will help students put
their previous knowledge to work.
RATIONALE
Having students work in groups will allow students to
learn from one another which can have a greater impact

will take turns picking cards and comparing them to one

another. When students are able to decide if the cards are
greater, less than, or equal to one another they will record
their results on the Greater Than Space Worksheet.
BEYOND (Independent Practice)
Students will then go to ABCya and play the comparing
numbers game.

on the student. Using playing cards helps those students

who learn visually and make learning about comparison
of numbers fun. The worksheet can act as a way for the
teacher to assess their students.
RATIONALE
Students gain more practice when using this tool. They
are learning through technology which can help
advance their skills.

Overall Assessment:
The students with the help of parents will create their own Zero The Hero outer space adventure.
Students will need to create picture using the skills they learned throughout the unit. The goal for
every student is to create a picture using 100 objects that they choose. Each picture will need to
display the following elements: a sense of number recognition, written names of numbers, and a
comparison of numbers (>, <, =). The written explanation of their picture should be displayed on
the back of the picture for the teacher to grade. The pictures will be hung around the classroom
for display.

TECHNOLOGY:
Technology has played a key role in the creation of this unit. The websites that I have included in my
resources are ones that have guided me through the making of this unit. I also made sure to include
websites that students could explore in their free time with the help of a teacher or parent. On-line games
such as the ones provided not only act as an assessment for students, but as a fun way for students to
practice their newly acquired skills. The use of technology will keep students interested and eager to
learn.

Interdisciplinary/Multicultural:
Throughout my lessons I have incorporated many hands on activities that relate to the content
being taught. The unit was made so that it appealed to the diverse learners of my classroom. Each
lesson made sure to incorporate manipulatives to enhance the learning of each student. This unit
was created in a way that will give the students a well rounded learning experience.
Anchored and Contextualized:
When creating this unit, the overall goal was to give students a diversified way of learning the
content material. As a teacher I know that not all students learn the same, so it is important that
this unit meet the needs of every student. I made sure that each lesson included the different
multiple intelligences for this reason. Knowing that all students learn differently I made sure that
each activity or assessment kept the attention of my students so that when they learned new
material it was done in a fun way.

Resources:

Lane, C. (n.d.). Gardner's Multiple Intelligences. Retrieved November 3, 2014.

http://www.buffalodiocese.org/Portals/0/cathedu/Math/Microsoft%20Word%20%20Math%20PRE%20K.pdf
http://www.confessionsofahomeschooler.com/blog/2012/05/kindergarten-numberwriting.html
Dahl, M., & Alderman, D. (2004). On the launch pad: A counting book about rockets.
Minneapolis, MN: Picture Window Books.
http://www.greatschools.org/students/academic-skills/4918-math-skills-1-counting-andnumbers-video.gs
Successful Strategies for Teaching Students with Learning Disabilities. (n.d.). Retrieved
November 3, 2014. (http://ldaamerica.org/successful-strategies-for-teaching-studentswith-learning-disabilities/)
http://www.teacherspayteachers.com/Product/Addition-Math-Center-Game-DUNK-ITDOMINOES-314506
http://www.teacherspayteachers.com/Product/Math-Bowl-First-Grade-Football-MathUnit-196484
file:///C:/Users/Renee%20Cruz/Downloads/CountingandCardinalityCommonCore.pdf
http://www.teacherspayteachers.com/Product/Build-Count-and-Tell-FREEBIE-WhimsyWorkshop-Teaching-872004
http://www.teacherspayteachers.com/Product/Greater-Than-Less-Than-or-Equal-Freeand-Simple-Card-Game-758312
Technology Resources
http://www.abcya.com/counting_sorting_comparing.htm
http://www.abcya.com/counting_fish.htm
http://www.abcya.com/one_hundred_number_chart_game.htm
http://www.abcya.com/numerical_order.htm
http://pbskids.org/games/123/