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Standards-Aligned Lesson Plan Template

Subject(s): Math Grade: K

Teacher(s): Miss Frenn School: Davis Magnet Elementary Date: September 18, 2018
Part I – GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
a) K.CC.4.: Understand the relationship between numbers and quantities; connect counting to cardinality.
b) K.CC.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).

2. ELD Standard Addressed: (include Part I, II; Communicative Modes – A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing – Emerging, Expanding, Bridging)

Part I: Interacting in Meaningful Ways

A. Collaborative: Expanding and Bridging
1. Exchanging information and ideas with others on a range of social and academic topics.
4. Adapting language choices to various contexts (based on task, purpose, audience, and text type). (Kindergarten language).

Part II: Learning About How English Works

B. Expanding and Enriching Ideas: Bridging
3. Using verb and verb phrases
4. Using nouns and noun phrases

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)
Using unifix cubes for counting, students will be able to write numbers one through six
during a whole group activity and will show their understanding of written numerals
with a 75% accuracy.
STUDENT-FRIENDLY TRANSLATION
We are going to learn how to look at one side of a dice and
write the correct number that matches the dots on one
side. Using your unifix cubes to count on the floor, you will
count in your head the number of dots you see on the side
of the dice. Then you will practice writing that number on
your chalkboard.
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4. Relevance/Rationale: (Why are the outcomes of this lesson important in the real STUDENT-FRIENDLY TRANSLATION
world? Why are these outcomes essential for future learning?) (TPE1.3)
This will help you practice writing numbers one through
This lesson will help students learn cardinality for numbers one through six. They will five, and it will help you know how many you have when
eventually be able to use this when counting from 1-10, and beyond. Counting by fives, counting objects-you will be able to picture the number
and by ones is essential to future success. providing students with an opportunity to five when you say it out loud or write it.
practice this concept is essential. It is important for students to practice and You are going to have to learn how to count by fives, so
understand the relationship between written numerals and the quantity. By counting this is great practice for knowing what that means and
real life objects, students are better able to understand the relationship between what looks like using unifix cubes and math tools.
a five looks like through objects and as a number.

5. Essential Questions (TPE1.5):

1. Why is it important to count and recognize the numbers one through five/six?
2. How do I know what a five, six, one or two looks like? What can I use in the room to help me know?
3. How can we know there are five, one or six dots on a dice?
4. What are different ways to make the numbers one through five, using real life objects?

Part II – STUDENTS’ INFORMATION (TPE1.1,3.2,4.1,4.2, 4.5 SSP-DAP)

6. Class Information:

a. Total number - 25

b. English Learners/Standard English Learners - 0

c. Students with Special Needs – 4 Total students with an IEP (1 with Albinism; 3 with Autism)

d. Academic language abilities, content knowledge and skills in content area (TPE5.2) - As we have only done informal assessments of the

class, it seems that there are at least eight or nine students who understand the concept of cardinality and know numbers one through

20. I have noticed at least three students who do not yet know their written numerals, nor can they count by 5’s or past 29. This tells me

that a lesson on counting is pertinent to every students’ learning. A lesson focusing on counting objects, such as dots on a dice, is helpful
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to this group of students because we do not yet know if they understand the concept of cardinality. For example, a student may have

memorized the number five and what it looks like; but he or she may not understand that we have five fingers which is less than two

fingers and more than one finger. This type of knowledge is applied as students count unifix cubes and write the appropriate numeral

next to that amount.

e. Linguistic background – From what we know with our informal assessments, all students come from English speaking backgrounds. Their

knowledge of spoken English is that of an average Kindergartener in the first few weeks of September. There are a few advanced students

who are showing signs of knowing how to blend and are able to read full sentences.

f. Cultural background (home/family) – Two students are from Asian backgrounds with parents that speak English. From what we know of

their families, most students have families with parents who are married and are involved in school.

g. Health considerations (if any) – The temperature outside has been above 80 degrees and the sun is very strong. Students are very thirsty

and need to drink plenty of water. This can affect learning time as students sometimes are allowed to get water if it is after recess or

lunch. One student has a type of albinism, affecting her eyesight and mobility. She requires a pencil grip and a posture aid for writing on

her desk.

h. Physical development factors that may influence instruction in this academic content area– Two students need pencil grips due to their

special needs: (autism and one other student whose special need has not been revealed to the teacher). She requires a posture aid that

helps her see her writing more closely without having to bend over on her desk. When we sit at the carpet, we may have her use this aid

for writing her numbers. This lesson is taking place at 10:20 in the morning, so hopefully they will not be as tired as they would usually
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feel in the afternoon when math lessons usually take place. Another factor is that because of their age, many students need to use the

restroom which means learning time may be affected. We try to remind students to use the restroom during recess and lunch time. Since

this is the third week of school, it could be some students may need to visit the restroom during the activities.

i. Social development factors that may influence instruction in this academic content area – Students are still getting to know their

teachers and their own peers. As this is the third week of school, some students are still crying during the first few minutes of class and

may still have a tough time transitioning from recess to classroom learning. They are also getting used to the rules and procedures, as this

is their first year in school full-time.

j. Emotional development factors that may influence instruction in this academic content area –

Special Needs: One student has occupational therapy once a week as well as meets with an intervention specialist to focus on behaviors at school.

During this time in the day, students are being pulled for small group support. This will definitely affect the lesson if students are pulled out of class

at this time. I will try and ask the intervention specialist to push-in and possibly support students during my lesson. I will try and engage students so

that this is not a distraction.

One student with special needs tends to sing or talk out abruptly. She also has a tough time sitting in one spot for long or paying attention for more

than a few minutes. So far, we have to remind her of the classroom rules of listening to others and respecting the teacher in the classroom. Again, I

am not sure if this is due to a behavioral issue as her IEP does not specify what is causing this type of behavior. We are simply learning as we go and

trying out certain strategies daily to help her achieve learning goals.
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k. Interests/Aspirations (relevant to this academic area) - – Even though it is only the third of school, my master teacher and I have

assessed that about four or five students understand and can write the numbers one through five. I have observed that these students

are excited to face more difficult curriculum. Since this lesson incorporates an engaging activity, I feel that they will enjoy applying their

knowledge of quantity and cardinality by writing numbers with chalk.

7. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify anticipated
difficulties for English Learners, Standard English Learners, and/or students with special needs.)):

Content: I anticipate that students will need many reminders of how to use the materials. Many students are very new to writing numbers and have
only begun transitioning from tracing. I am prepared to remind students to use the classroom as a resource. We have pictures around the room that
have fingers and the written number next to them.

Following Rules and Reminders: This will help students who need more support in writing their numbers. I also anticipate students not following the
rules or not listening to when I explain them the first time. I will explain the rules to students before we start so that they know how to properly use
chalk and that they should count in their heads. I will also make sure to explain how do the activity and remind students throughout the activity what
they should be doing (example: not talking to a neighbor).

I anticipate the students with special needs to either struggle with staying on task or becoming distracted with other things that are happening in the
environment. I will utilize my master teacher and the aid to help guide these students with staying on task if they need help. I also plan to have
certain students sit close to me so that I can keep an eye on them as they work.

Part III - LESSON ADAPTATIONS (TPE1.4,3.5,3.6,4.4,4.5,5.7,5.8 SSP-ELD)

8. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs.)

Special Need students –

One student (special need with vision needs) may need access to her posture aid which can help her write without bending over too much. Since she
needs to be seated at the front of the class due to visionary issues, she will sit next to me on the carpet so that she can easily detect the number of
dots on the dice.

Behavior Interventionist – My students with autism have a behavior interventionist aid who helps direct them in the classroom. They are both high
learners but may need further direction if they become distracted with multiple manipulatives. I will make sure to utilize her help in my lesson as
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they transition from the rug to their desks for the assessment. I will make sure to utilize the interventionist aid to help students who need extra
support in writing their numbers.

Scaffolding– Students have unifix cubes to help them count, in case counting the dots from far away.
Numbers are posted on the walls around the classroom so that students can look at them when writing numerals.

I pre-taught the concept with a similar activity the day before my lesson. I had students practice counting up to five, using unifix cubes. I rolled one
dice under the document projector, and instructed students to show me that amount using their unifix cubes. Then they wrote the corresponding
digit on their desks, using a dry erase marker. This will help my students who need extra learning time for understanding the concept of quantity and
cardinality.

9. 21st Century Skills – Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3,4.7):

Students have to think to themselves the number of dots written on a side of dice and show that amount using unifix cubes. There are six
sides to a dice, thus giving students opportunity to write any number from one to six; and then counting out the number of unifix cubes that
match the number of dots on one side of the dice. This requires critical thinking as students are being challenged to think about the quantity
of numbers and show that number with real life objects. The cubes are only the first step, as students are then challenged to write the
written numeral on chalkboard. This two-step process can be a challenge to new Kindergarteners. They may have memorized numbers one
through five, but have yet to really know what it means to have five objects in one hand.

10. Technology - How will you incorporate technology into your lesson? (TPE3.6,3.7,4.4, 4.8)
N/A

11. Visual and Performing Arts – How will you provide the students with opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)

Students are using chalk to write their numbers. This can help with their fine motor skills as well as give them a new tool to use for writing and
learning math.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

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12. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a
successful product/process? What does success on this lesson’s outcomes look like?)

Formative Assessment-
Counting for accuracy: Are students counting the dots and using their unifix cubes for accuracy.
Using the room as a resource: Which students are automatically using the room as a resource?
I will also be looking to see if students are able to write the numbers on their own, or if they decide to look at the board for
how to write their numbers. This will tell me which students know how to access the room for information; which students
need extra time and or scaffolding for writing their numerals.
Writing each number, the correct way: This will tell me which students have mastered being able to write numbers 1
through six the correct way, and if they have an understanding and familiarity of each number.

I will also be watching for students who need extra time and support when writing their numbers.

a. Summative (if applicable):

For the summative assessment, I will be testing students with the Bridges curriculum Baseline Written Assessment. They have to write numbers one
through five, without getting help from the teacher or their peers. It will tell me which students know numbers one through five.

b. Attach rubric here (and copy and paste your objective above your rubric):

Objective: Using unifix cubes for counting, students will be able to write numbers one through six during a whole group activity and will show their
understanding of written numerals with an 75% accuracy.

5: The student wrote numbers 1-5 the correct way

4: The student wrote numbers 1-5; with three or more written correctly.
3: The student wrote three numbers correctly.

2: The student wrote one or two numbers correctly.

1: The student showed limited understanding of written numerals 1-5.

c. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)
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During the carpet activity I will ask students to look at how they are writing their numbers. Which way is your number 2? Your number 5? Does your
three look like a sideways M? I will ask students before we begin to give me two ways they can solve not knowing how to write a number. Hopefully
they will remember that they can use the classroom as a guide for how to write numbers.
These types of question can help guide students to becoming self-assessing learners who look over their work before just turning it in.

Part V - INSTRUCTIONAL PROCEDURE

13. Instructional Method: Circle one – Direct with some Inquiry Cooperative Learning

14. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

 1 large dice
 25 Chalkboards and pieces of chalk
 6 unifix cubes for each student.
 Home connection worksheet (pgs. 1-2)
 25 Pencils for assessment
 2 pencil grips for students with special accommodations

15. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN:
Introducing the lesson concept (5-10 minutes) 10:25 am
 Students will be coming in from recess. They will be reminded to meet the teacher at the meeting area (where most of instruction takes
place.) I am going to have students find a spot on the edge of the carpet as they walk in.
 Students will then be told to pay close attention to what I am about to say: in order to follow and remember directions for instructions.
 I will begin by showing students the giant orange dice (big enough for everyone to see); and ask students if they know what the name of the
object in front of them is?
o “dice”
 I will ask students if they have ever played with or used dice in a game or activity? (They have used it during math stations and for other
activities).
 I will then ask students if they know how many sides a dice have. (Explain that there are six sides to a dice, and so there are 6 dots on one
side which is the most it can have.

Explanation of concept (5 minutes) -While modeling for students, I will explain the activity procedures.
 I am going to roll the dice.
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 Students will note and count how many dots the dice shows on top.
 “Using your unifix cubes, you will show me the same amount on the rug in front of you. REMEMBER: We are not counting out loud! (just in
your head).
 Questions to guide learning: “What do I do if I don’t know what a five looks like?”
o Possible Answers: Look at the room! There are numbers above me on the number calendar, and they even have fingers showing
you how many that number means.
 Then using your chalkboard, you will write the number that shows that same amount.
 I will then ask one student to explain back to me in KINDERGARTEN language what they are supposed to do.

BODY:
Rules for handling tools: (5 minutes) 10:35-10:40 am
 I will have students pass around chalkboards, unifix cubes and chalk by rows.
1. We are not writing until the teacher gives you the okay.
2. We are holding our chalk nicely. (tools not toys).
3. Count in your head so as not to distract your neighbor.
4. Listen for the next round.

Check for Understanding: 10:40-10:45 am

 I will make sure to ask students if they have any questions.
 I will be coming around to see if you need help, or if you writing your numbers.

The Activity: 10:45 am -11:00 am

I will repeat the activity three or more times until all students are really understanding the activity and writing the numbers.

CLOSE:

Independent Practice: 11:05 am-11:20 am

Students will finish with a home connections worksheet that will help me assess if they understood the concept taught during the activity. They
should be able to count the dots on each dice and write the numbers that match.

Later in the day, my master teacher and I will perform the summative assessment. We are going to use the baseline assessment from bridges to
assess students’ knowledge of written numerals, one through ten. Though there is a section asking students to draw shapes, I am only grading the
portion with written numerals.

Part VI – REFLECTION (TPE3.4,6.1)

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1. Please include your rubric data here. Include 5 student work samples – low, medium, high, EL, & Student with Special Needs. On student
work samples, please include scores according to rubric categories. (TPE5.4)

See student evidence document.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

Seventy percent of students were able to reach the objective. I think having the scaffolding of counting unifx cubes in front of them during the
activity really aided students being able to absorb the concept. Throughout the activity I saw students skip ahead by writing their written numeral
without needing to use the cubes. This tells me that they understand the concept of cardinality and quantity. Students used their fingers to count,
showing me, they could relate written numerals to quantity.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not able to
achieve the lesson objective in these areas?

There were three students who showed limited or no understanding for writing numbers one through five. By the first week, my master teacher and
I noticed that three students did not have letter recognition or number recognition. They could count one through ten, but did not recognize
numbers when asked about them. I think the lesson was one step towards them understanding numbers one through five. The practice worksheets
assessed their ability to trace numbers, but did not show me whether they really understood the relationship between quantity and written
numerals. The summative assessment tested their ability to write numbers one through five without any help from the teacher. This assessment is a
base assessment. However, I think if I had spent more time with them one on one or in groups, these kindergarteners would reveal if they simply do
not know their numbers, or if cardinality and quantity is the real issue. I want to make sure I have ongoing assessments to see if they improve. I want
to continually assess their knowledge of these concepts so I can better instruct them in the future.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you
employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy) (TPE SSP1-7)

Students practiced counting using unifix cubes. I through the dice, and they had to show me using the unifix cubes, how many dots were on the dice.
They understood that the number of dots should match the number of cubes. If students did not understand, or seemed confused, I stopped and
walked over to them to explain the concept. I also instructed the class to wait until I gave them the next step. I wanted to make sure everyone
understood the concept before moving on to actually writing the number. I reminded students to use their brains to count the dots and then if they
had to they could count the unifix cubes to make sure they showed the right amount. More importantly, I pre-taught this concept by introducing
unifix cubes the day before my lesson. This really helped students become familiar with the materials and manipulatives. It helped them understand
what they were looking for. I gave students an opportunity to share with the class ideas of how they could figure out what numbers one through five
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looked like. Many used the classroom as a resource because I reminded them with lessons leading up to this formal lesson. My master teacher and I
also walked around and helped students see their work and if they thought their numbers were written the wrong way or not. We helped them
correct their numbers to support their learning.

4. What would you change about the lesson and why (according to your data analysis)?

Throughout my lesson, I had to give reminders to several students to pay attention and listen to instructions. I initially planned for these students to
sit next to me. However, as I began the carpet activity I completely forgot about my plan. This definitely affected the atmosphere as I was
continuously pausing the instruction to give reminders. My supervisor informed me that I tend to ask if students are ready for the next step. Instead
of asking if they are ready, I plan to change my verbiage, saying, “Show me you are ready for the next roll of the dice,” or “Colton is showing me he is
ready”.

Overall it seemed that the students understood and mastered the objective. However, my original summative assessment did not match my
objective. Students traced numbers zero through five on workbook papers, instead of showing a mastered skill of writing numbers one through six.
The quantity of butterflies was provided for them. Instead of choosing the Home Connections worksheets, I would assess students with an activity
that shows their understanding of written numerals and the quantity that matches them.
Unfortunately, this assessment simply assesses their ability to trace numbers provided to them, and to follow teacher directions. Though I realized
my mistake later on, I was unable to go back and assess student learning during the allotted time. Fortunately, I gave students a baseline assessment
which tested their knowledge and ability to write numbers 1-10. For the sake of this lesson, I only measured their ability to write numbers 1 through
six.