Amanda Hoyt
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Lesson Plan
Introduction
 Lesson topic: Counting
 Length of Lesson: 90 minutes
 VA Standards of Learning: (K.2) The student, given a set containing 15 or fewer concrete
objects, will (a) tell how many are in the set by counting the number orally (b) write the
numeral to tell how may are in the set
 Context: Students have been working on counting since the beginning of the year. Students
can orally state the numbers 0-15 in order. This lesson reinforces the use of one-to-one
correspondence and challenges kids to count larger sets. Students are familiar with the
numerals from 0-15 but have had minimal kinesthetic practice related to 11-15. This is the
first lesson on using the tens frame for values greater than ten.
 Global Themes: Being able to count is a crucial skill. This lesson contributes to the
discussion of counting objects and introduces tools that can be used to count slightly larger
groupings.
Content Objectives
Students will:
 (1) Correctly count the number of objects in a set containing 15 or fewer concrete object
 (2) Identify and correctly write a numeral corresponding a set containing 15 or fewer
concrete objects.
 (3) Apply the tens frame as a tool for counting the number of items in a set.
Assessment Aligned to Objectives
Formative:
 Read Aloud: Listen to student’s oral counting on each page of the book. Listen to see if
students have one-to-one correspondence as you point and count each item. Listen for the
sequence in which students are counting orally. Assess the class’s foundation of values
from 1-10.
 Mini Lesson: Listen to see if students are able to orally count values from 1-10. Assess
student understanding of the sequence of numbers as related to the quantity of items. If
students are able to recognize the pattern using the tens frames relatively quickly, they
likely have a solid understanding of how to use the tens frames.
 Station 2: Informally listen to student counting as they move the cupcakes. Note the
sequencing of numbers and whether students are able to arrive at the correct number on
their first try.
 Station 3: Informally listen to student counting as they count the dots on the dice. Note the
sequencing of numbers when orally counting. Also not student discussion. Students should
be working together to check the solutions so discussion should be focused on reaching the
total number.
 Station 4: Informally listen to student counting as they place the marshmallows on the tens
frame. Listen to see if students are counting in the correct sequence and are counting one
number as they place one item on the tens frame.
 Exit Ticket: Walk around the class and listen to see how students are counting the
marshmallows. Listen to their oral counting and look for placement on the tens frame.
Amanda Hoyt
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Summative:
 Station 1: Listen to student responses and assess the sequence in which the student counts
the items. Note whether students possess one to one correspondence as they count and
whether they are able to reach the correct solution. As students write the numerals, evaluate
the correctness of each figure. Though this station focusses on the process rather than the
result, it allows for the instructor to assess each individual’s abilities and application of
concepts.
 Station 4: Assess student ability to correctly count the marshmallows they place on the hot
chocolate mug and the numerical value written on the base. If students are able to arrive at
the correct number of marshmallows they likely have grasped how to use the tens frame.
If students are accurately able to identify and write the numeral on the base they likely have
grasped an understanding of numerals from 0-15.
 Exit Ticket: Assess student responses. If students are able to correctly quantify the number
of marshmallows in the bag, they likely have a solid understanding of how to use the tens
frame and can correctly count the number of objects in a set containing 15 or fewer concrete
objects. If students are able to correctly write the numeral corresponding to the number in
the set they likely have a solid understanding of the number system. Look for patterns or
trends in student work at the teaching station and the results from the exit ticket.
Materials/Technology and Advanced Preparation
 Ten Little Ladybugs by Melanie Gerth
o Place a sticky note over the number of lady bugs on each page.
 Tens Frame Sheet with two sets of 10 (One per student)
 Chips/ Counters (15 per student)
 Magnets (x15)
 Rainbow Tray (One per student)
 Salt (Cover the surface of each rainbow tray)
 Toy Animal Figures (x15)
 IPads (One per student)
 Large Paper (One per pair of students)
 Large dice with dots on each side (Two per pair of students)
 Monster Activity drawing key (One per pair of students)
 Hot Chocolate Mug Template
 Cotton Balls
 Glue
 Pencil (1 per student)
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Teaching and Learning Sequence
TIME
TEACHER ACTIONS
Introduction/Anticipatory Set
5 min
 Gather students together on the carpet.
 Clap to gain student attention. Say “Put your
thumb up if you are ready to learn today!”
Pause to allow students to put their thumbs up.
“Great! Now we are ready to begin.”
 Introduce the read aloud by saying, “Today we
are going start class by reading a book called
Ten Little Ladybugs by Melanie Gerth. While
I am reading, listen closely because I might
need your help along the way!”
 Read the story out loud to the students. As you
turn the page, point to each lady bug and count
the total before reading the text. Ask students
to count out loud with you. Listen to student
responses, focusing on the sequence.
Lesson Development
Mini Direct students to transition back to their seats
Lesson
quickly and quietly, in an orderly fashion.
20 min
 After reading the text, place eleven lady bugs
(magnets) on the board.
 Give each student a sheet with two tens frames
on it and 11 small chips/ counters. Draw two
tens frames on the board.
 “Wow! You guys are expert counters. Can you
help me figure out how many lady bugs we
have on the board now?”
 Pick up the first lady bug and prompt students
to mirror your actions. “As I place a lady bug
in my tens frame, I want you to place a counter
in yours. Let’s count out loud together. One
(Place on tens frame) Two (Place) Three
(Place)… Ten (Place).”
 Ask, “What do we do next? There is one lady
bug left and our tens frame is full! Turn to the
person next to you and discuss our next step!”
Pause for about one minute to allow students
to brainstorm. Call on students to suggest
possible steps.
 Direct students to place the remaining chip on
the second tens frame. “So, how many lady
bugs do we have?” Pause to allow students to
STUDENT ACTIONS

Listen to the teacher’s prompt and
respond, getting excited for learning

Sit quietly as the teacher introduces the
text. Listens closely to the text, counting
the objects orally when prompted to do
so. Activate prior knowledge about
counting the numbers 1-10+

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
Students are engaged in the lesson after
reading the story and listen to the
teacher’s directions
Apply prior knowledge of counting and
numbers to count to the number 10.
Apply prior knowledge to respond to the
teacher’s question.

Listen to and follow the teachers
instructions, placing chips on the tens
frame and orally counting.

Discusses possible steps quietly with the
person sitting next to them.
If called on, shares a possible solution
with the class.

Amanda Hoyt
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Rotations
60 min
(15 each)
think about their knowledge of counting and
tens frames.
“We have ten chips in the first chart, and one
more in the second chart. This gives us a total
of eleven!”
Give each student 4 more chips. Prompt them
to add one more chip and ask how many they
have total. Continue modelling this process
until you have two filled in tens frames drawn
on the board for the numbers 11 through 15.
Does anyone have any questions?

“Great job class! Now it is TIME to break off 
into our stations! As you are working today, I
want you to use all of your knowledge about
numbers and counting to help you with our
work!” Briefly describe each station. Read the
names of students for each group.
Direct students to bring their tens frames with
them to the Hot Chocolate Activity (Station 4)
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Ask questions as needed.
Close their eyes and visualize this ice
cream cone growing taller. Recognize
that adding scoops increases the total
number.
Stations: NOTE: The students will be given a
brief overview of each station before being
separated into their designated groups. The
students are familiar with the acronym TIME
(Teacher, Independent Practice, Math Buddies,
Extend the Lesson) which is used to designate the
activities for each station.
Station 1: Teacher: Salt Tray
 Give each student a rainbow tray with salt in it 
and tell students not to touch it until they are
directed to do so.

 Brief mini lesson modelling how to write the
numbers 10-15. Allow students to practice
each numeral 3 times.
 “Mathematicians, I need your help counting all
of the animals on my farm! I am going to place
a certain number of animals on the table and I
want you to do your very best to count them.
After you count, you are going to draw that
number on your tray in front of you.”
 Model the process by placing five animals 
down on the table, one by one. Orally point to
and count each animal, repeating the final
number to show that it is the solution. Draw a
‘5’ in the salt on your tray so that it can be seen.
Listen carefully to directions and follow
along with the teacher’s examples.
Ask questions as needed.
Use one-to-one correspondence to point
to each individual item and orally count.
Use knowledge of numerals to correctly
write a ‘5’ in the salt
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
Prompt the students to orally count the five 
animals on the table and to draw a ‘5’ in their
salt tray.
 Repeat with numbers ranging from 1-15.*
 Listen closely to student responses noting the
numerical sequence, language used, and
presence of one-to-one correspondence
*NOTE: The instructor may select different
numbers within this range depending on the skill
level of the group of students at the station.
Station 2: Independent Practice: Teddy Cake
Online Activity
 Describe the online game and open the page 
for students to use on the iPads.
 Explain that students must give the Teddy Bear 
the number of cakes that he asks.
 Model the activity. “For example, if he asked
me for three cakes I would drag over three
cakes.” Count each individual out loud as you
drag your finger to demonstrate the process.
 “When you think you have the right answer,
press the ‘Check” button at the bottom to see if
you counted correctly. Does anyone have any
questions?”
 Designate an area in the room for students to
pick up, sit, and use the iPads.
 Listen to see if students are counting orally as
they are working.


Station 3: Math Buddies: Building a Monster
Activity
 “Today at this station we are going to create
our own monster! Each of you will have a 
partner and you are going to use the dice and
the drawing key to figure out what to add!”
 Give each pair one large sheet of paper and 
direct them to draw a body for their monster. 
Model this step by drawing a jelly-bean shape
in the center of the page.
 Explain how student one rolls one die to decide
what body part to add to the picture.
Complete the activity to the best of their
ability.
Listen carefully to directions and follow
along with the teacher’s example.
Ask questions as needed.
Independently complete the exercise on
the iPad until the teacher directs students
to move onto the next station.
Orally count cupcakes as they are being
moved. Check work using the button
Listen carefully to directions and follow
along with the teacher’s explanation and
examples.
Ask questions as needed.
Draw a body for their monster
Amanda Hoyt
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Demonstrate by rolling the number 6 and using
the sheet to find out that you need to add a leg. 
Explain that the second student rolls to decide
how many of the item will be added.
Demonstrate by rolling the number 3 and
stating that three legs will be drawn on this
monster.
Explain that students should check their
partner’s counting to make sure they are
accurately counting the dots and adding the
correct part/ quantity.
Direct students to complete this activity with
their partner until they have at least one of each
body part or until they are directed to move to
the next station.
Station 4: Extend the Lesson: Hot Chocolate
Activity.
 Explain that at this station students will be 
given some empty hot chocolate mugs. Each 
student needs to make six mugs, one that has
10, 11, 12, 13, 14, and 15 marshmallows
(cotton balls). To fill the mugs they can use
their empty tens frames to help count out the
correct number of marshmallows. They must
then glue them on top of the mug and write the
correct numeral to represent the number of
marshmallows in that cup.
Closure
5 min
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
Place 15 Magnets on the board
Review how to place these items into two tens
frames (10 and 5 more), and how this number
relates to the number sequence.
“Great work today mathematicians! Before
you go, we have one last counting challenge!”
Give each student a small zip lock baggy with
marshmallows and two tens frames in it.
Prompt students to glue their marshmallows
onto their tens frame.
Ask students to count the number of
marshmallows they have and to write the
corresponding numeral on the side of the sheet.
Apply their knowledge of counting to
count the dots on the dice. Relate the
number on the rolled by student 1 to the
numeral on the key.
Dice Key:
1: Head
2: Eye
3: Mouth
4: Nose
5: Arm/ Hand
6: Leg/ Foot
Listen to insturctions
Apply their knowledge

Listens to the review of using the tens
frame. Asks questions as needed.


Listen to directions quietly.
Applies their knowledge of tens frames
to place and count their marshmallows.

Applies knowledge of writing and
numerals to write the appropriate
numeral on the sheet.
Amanda Hoyt
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Homework (If applicable)
Give each student a set of two tens frames to take home. Ask students to bring in a baggy with 15
(small) objects in it. Students must count using their tens frame to find the correct amount. Students
will be asked to share their findings with partners in the following class.
References
Apples and ABC's: Hot Cocoa Math. (2012, January 6). Retrieved February 3, 2016, from
http://www.applesandabcs.com/2012/01/hot-cocoa-math.html?m=1
Cho, T. (2015, October 12). Build a Monster Game! Retrieved February 2, 2016, from
http://www.education.com/activity/article/build-a-monster/
Geiger, A. (2013, February 21). Hot Chocolate Math. Retrieved February 3, 2016, from
http://www.themeasuredmom.com/marshmallow-math/
James, C. (2014, October 03). Rainbow Themed Literacy Activities. Retrieved February 1, 2016,
from http://nurturestore.co.uk/rainbow-themed-literacy-activities
Amanda Hoyt
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Lesson Organizer
Prior Knowledge and NEW Instructional Content
Prior Knowledge:
 Students have been introduce to the numbers 0-15 orally in sequence.
 Students are familiar with the numerals 0-15 but have had minimal kinesthetic practice related to values
from 11-15
 Students have had exposure to counting using a tens frame and are familiar with how this method works
with 1-10 objects
 Have minimal exposure counting 10-15 physical objects in a group
New Content:
 Using tens frames for numbers greater than 10
 Counting objects using the two-tens frame system
 Reinforcement writing the numerals 11-15
Instructional Modifications to
ASSIST Students
 Students work with a partner
for the Build a Monster
activity and are able to help
each other arrive at the correct
value when counting the dots.
 At the teacher station, the
educator can differentiate
instruction by exposing
students to different numerical
values. Struggling groups may
focus on lower quantities.
Further assistance may be
given to support the process of
forming numerals.
Main Events of Instruction
1. Read aloud of Ten Little Lady
Bugs
2. Review of counting items in a
set from 1-10
3. Mini lesson using tens frames
for values greater then 10
4. Teacher Station: Rainbow salt
tray counting and drawing
activity
5. Independent Station: Teddy
Numbers Cupcake Activity
online
6. Math Buddies Station:
Building a Monster Game
7. Extension Station: Hot
Chocolate Activity
8. Review of tens frames
9. Exit ticket
Instructional Modifications to
CHALLENGE Students
 At the teacher station, the
educator can differentiate
instruction by exposing
students to more complex
values or arranging the items
in more complex patterns. This
will challenge students and
push them to recognize the
quantities are the same despite
arrangement.