Learning Activity Plan for PreK-Grade 2
Teacher Candidate
Date/Time of Scheduled Visit
Name/Address of School
Age/Grade level
Cooperating Teacher
Name of Lesson
Content
area(s)/developmental
domain(s) addressed
Brief description of the lesson
This lesson is:
Rationale
Timeframe
Objective(s) of the activity
Connections to standards
Teresita dela Cruz
Fort Hamilton Preschool
Pre-K
Classroom Number
I know my numbers 1 to 10
Math skills- Cognitive Domain, counting and multi-step directions
The students will use assorted buttons, beads, foam shapes for counting
A new concept/activity *Continuity of prior knowledge
Why is there a need for this lesson?
A good way for practice in starting to learn numbers, sharing/collaboration with peers, math
skills
45
Students will be able to identify and write numbers one to ten
Which NYS Early Learning, or Common Core Standards are addressed? Are there other standards
used?
This lesson has addressed the following NYS Learning Standard:
Domain 1: Approaches to Learning
Engagement: Demonstrates awareness of connections between prior and new knowledge
* Attempts multiple ways to solve a problem
* Engages with peers and adults to solve problems.

Language Objectives
Resources/materials needed:
(Include any worksheets or
sources of evidence for
childrens learning you will use
during the activity)
Learning Activity Plan for PreK-Grade 2
Creativity and imagination: Chooses materials/props and uses novel ways to represent ideas,
characters, and objects.
*Seeks out connections, relations, and assistance from peers and adults to complete a task.
*Communicates more than one solution to a problem.
Persistence- maintains focus on a task
Domain 3: Social and Emotional Development
*Displays accomplishment, contentment, and acknowledgement when completing a task or
solving a problem by himself/herself.
*Relationships with others- *Interacts with significant adults
Accountability- Uses materials purposefully, safely and respectfully as set by group rules.
Domain 4- Communication, Language, and Literacy
*Motivation- asks questions.
*Uses new vocabulary correctly
*Understands and follows spoken directions.
What language/vocabulary, communication, or literacy skill(s) do I want my students to develop
in this lesson? For edTPA consider this: Which academic language demands am I targeting?
Choose one, including language functions, vocabulary, syntax, or discourse that is central to this
learning segment. How is this activity using the specific language demand?
The students will develop knowing the different letters each number consists, the phonemic
awareness of how the word of each number can be separated in different phonemes
Assorted buttons, beads, foam shapes (55 each) markers
Glue 55 magnetic shapes
Construction paper know your numbers 1 to 10 worksheet set
Pencils Number 1 Tracing Worksheet
White board
 Learning Activity Plan for PreK-Grade 2

Technology inclusion (if

applicable)
Procedures (step by step) Have the students come together as a group
To motivate the students, begin by saying, Today, we will be learning about numbers. Raise
your hand if you know a number.
Randomly select students to share the number they know. This taps into their prior knowledge
Write down the numbers that are shared on the board.
Say, I will share with you a poem by Mother Goose that uses all the numbers from one to ten.
Read the poem One, Two, Buckle my Shoe
Have the students recite the poem after you

Explicit Instruction:
Draw a large circle on your board
Place 10 magnetic shapes to the right of the circle.
Explain to the students that there are no items in the circle. Nothing there represents the
number zero. Zero represents nothing at all
Move one magnetic shape into the circle, then write the number 1 above the circle. Have the
students repeat, one, two.
Repeat until all 10 magnetic shapes are in the circle, changing the number at the top to reflect
the number of items in the circle.
Use all your index finger to count all 10 magnetic shapes in the circle.

Interactive Modeling:
Have the students return to their desk
Each student should have a piece of construction paper and glue.
Each student should have 55 beads, buttons, or foam shapes.
Model the upcoming activity on the whiteboard using magnetic shapes.
Make a list on the board: 1-10. Have the students copy you as you place the correct amount of
items next to each number.
 Learning Activity Plan for PreK-Grade 2

Below is an example how the students work should look. Each asterisk represents a bead,
button, or foam shape.
1*
2**
3***
4****
5*****
6******
7*******
8********
9*********
10*********

Independent Practice
Provide each student with one of the know your numbers 1 to 10 worksheets and a pencil
Read the instructions for section one
Allow the students a few minutes to complete section one
Read the instructions for section two
Allow the students a few minutes to complete section two
Read the instructions for section three
Closure
Have the students come together on the meeting area in a circle in groups of 10
Assign a student to start and assign another student to end
Have the students count off 1 to 10 each group.

Method of assessing childrens Pre-assessment Assessment of Student Assessment of Childrens

understanding of At the introduction, the Learning Language Learning
lesson/activity/objective(s) teacher asked about the prior Conduct mini-conference with Teacher will listen carefully
Observation knowledge about numbers 1 the students individually at your to children when they

Work Sample
Interview
Plans for differentiated
instruction/instructional
modifications
Follow up/Extension activities Review can done the following day to check the students understanding of the concept
Any additional information
that would be helpful for the
observer to know
Observer feedback on the lesson plan, including commendations and recommendations for improving aspects of the learning
activity
Learning Activity Plan for PreK-Grade 2
to 10 desk respond to questions and
Give them each a random take note
amount of objects and ask them
to use their index finger to count
the items aloud
Supporting children with Supporting English Language Learners
identified delays or The lesson will be explained more detailed to ESL students
disabilities
Teacher will take into
consideration the IEP of each
child who has delays and give
more time to accommodate
their needs
Have struggling students complete the Number 1 tracing worksheet during independent
working time for extra practice.