Write a lesson plan using the resources provided. 

I have highlighted answers I have entered, you would have to fill in the numbers and bullets that I have not answered. 

Pre K Lesson Plan: This explains what the 5E’s should look like for Pre K

i-know-my-numbers-1-100: This is the lesson I am following and adding it to the EXAMPLAR provided.

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I Know My Numbers 1 to 100

Preschool, Kindergarten Math

by Ms. Cortney August 8, 2015

Fishy numbers! This lesson will have your students counting to one hundred in multiples of 10 in no time flat!
Your students will love using flash cards to practice.

Learning Objectives

Students will be able to count to 100 by ones and by tens.

Materials and preparation

Fish flash cards
Large carton of fish snack crackers (10 per
student)
Placemats (1 per student)
Paper

Attachments

Fish Flash Cards (PDF)

Introduction (5 minutes)

Tell your students that they will be counting from one to ten using fish snack crackers and ten to one
hundred using fish flash cards.

Explicit Instruction/Teacher modeling (10 minutes)

Pass out 10 fish snack crackers and a placemat to each student.
Write the number one on the board and draw a simple fish.
Tell your students to follow along with you. Continue these steps for all numbers from one through ten.

Guided Practice (15 minutes)

Instruct your students to count their fish one by one until they reach 10.
Walk around, and check to make sure the students are completing the activity accurately.
After you have checked for comprehension, have students get in pairs or small groups.
Pass out the fish flash cards, and practice counting to 100 by multiples of 10.
Have your students go in order and practice with their partners.

Independent working time (15 minutes)

Have the students go back to their seats.
Pass out paper to each student.
Have them write the number 1 and choose a visual representation of their choice and draw it.
Continue to have them follow your oral instructions and draw the numbers from one to ten.

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Related books and/or media

GAME: Numbers 1 to 10 Puzzle

Differentiation

Enrichment: Have students come up with ways to teach the math concept to students who need extra
support. Give them other manipulatives in the classroom, such as plastic bear counters.
Support: Give your students extra manipulatives to work with.

Assessment (5 minutes)

Collect the papers that the students drew on during independent working time.
Check to see if the students were able to accurately depict each of the numbers from one to ten.

Review and closing (10 minutes)

Have 10 students come to the front of the class and stand in a row. Tell them that when you tap on their
heads, they need to take a step forward.
Tap on one student and say one number at a time, going down the line until you get to the number 10.
Finally, practice counting to 100 in multiples of 10.

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Remembering	Understanding	Apply ing	Analyzing	Evaluating	Creating
Define Identify Describe Label List Name State Match Select Locate Memorize Quote Recall Reproduce Tabulate Tell Copy Duplicate Enumerate Omit Recite Record Repeat Retell	Explain Describe Interpret Paraphrase Summarize Classify Compare Discuss Distinguish Predict Associate Convert Demonstrate Estimate Express Indicate Infer Relate Restate Select Translate Cite Generalize Give examples Group Illustrate Order Report Represent Rewrite Show Trace Transform	Solve Apply Illustrate Modify Use Calculate Change Demonstrate Experiment Relate Complete Construct Dramatize Interpret Manipulate Paint Prepare Produce Report Teach Act Administer Articulate Chart Collect Compute Determine Develop Employ Explain Interview List Operate Practice Predict Simulate	Analyze Compare Classify Contrast Distinguish Infer Separate Categorize Differentiate Discriminate Divide Order Subdivide Survey Advertise Conclude Correlate Deduce Devise Diagram Dissect Estimate Illustrate Organize Outline Plan Question test	Criticize Evaluate Order Appraise Judge Support Decide Discriminate Recommend Assess Convince Defend Find errors Measure Grade Rank Score Select Test Argue Conclude Consider Critique Debate Distinguish Editorialize Justify Persuade Rate Weigh Validate	Design Compose Create Plan Formulate Invent Hypothesize Write Compile Construct Develop Integrate Modify Organize Prepare Produce Rearrange Rewrite Adapt Arrange Assemble Collaborate Devise Express Facilitate Make Negotiate Originate Propose Reorganize Simulate Structure

200+ Blooms Verbs

Pre-Kinder Lesson

Pre-K Guideline: V.A.5.

Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.

Objective: With 8 out of 10 correct, the student will be able to create numbers up to 10 by placing beads on the apple stem.

Engage:

Explain how you engaged and motivated the students to become engaged. The teacher will connect today’s lesson to the previous learning and assess prior knowledge. The strategy chosen should have children discovering the concept rather than being told the concept. The teacher will ask questions to encourage thinking. For example, you may use a thought provoking question; divergent event or scenario; a picture, word or song that describes the concept. (Please avoid videos as they do not promote playful learning

)

Can you count to 10? What numbers come before 10? (Show pictures of the numbers 1-10). Who remembers our counting song we sang this morning, “10 Little Numbers”? Let’s sing it together, “ 1 little, 2 little, 3 little numbers, 4 little, 5 little, 6 little numbers, 7 little, 8 little, 9 little numbers, 10 little numbers.” Now backwards! “10 little, 9 little, 8 little numbers, 7 little, 6 little, 5 little numbers, 4 little, 3 little, 2 little numbers, 1 little number.” How does the counting song help you remember your numbers? (Hold up visuals with numeral, word and number showing.

Song Link: https://www.youtube.com/watch?v=dk9Yt1PqQiw

Explore:

Students should be working in pairs or groups to discover the concept. Teacher is facilitating the thought processes through questions. Teacher clarifies any misconceptions as he or she circulates to the groups. Concepts are explored using concrete materials that stimulate disequilibrium and dialogue.

Today you will be working in pairs. How many can be in a pair? Raise your hand if you know the answer. With your partner you will go around the classroom choosing no more than 10 items or objects. It’s very important to be able to count and know your numbers because you will use them in everyday life such as counting money. Why else would you need to know how to count? Raise your hand, please.

Explain:

Explain: Students share what was learned in Explore. This phase is the most teacher-directed phase of the 5E lesson plan. Vocabulary is taught in this phase. Learning continues to be facilitated with questions from the teacher.

Once the students have returned to their seat with their partner, the teacher will ask students to give the quantity of each numeral. The teacher will the proceed with discussing amongst the class that numerals have a quantity or amount. The teacher will explain that the last number counted represents the total number in the set. The teacher will then call on 3 pairs of students and ask them “What items or objects did you choose?” How many items/ objects were there total?” “If I had this many ítems (XX) counted out, what numeral would I choose? “What did you do to help you choose only 10 items?” (re-counted each ítem).

Expand:

Teacher transitions in this phase to emphasizing a real-world connection with the concept (How will the child use this in the real world.) Students are in group work again or individually applying the concept to a real-world setting. Teacher facilitates the learning by questioning each group. Concepts connect to real-world experiences through the use of concrete experiences (manipulative, drama, art, future occupations, or inquiry activities).

Today we are going to learn the importance of knowing how to count numbers. In our pairs, we are going to learn how to create numbers up to 10 using black beans. At each designated area, there will be 2 containers for each table. Each container will have 10 apples with numerals written on the apple. Once you have done so, call me to check your work. Then, please place the apples back in a separate empty bin, neatly. If you finish early, you may go read a numeral book in the library. If you finish late, you will finish during centers.

Evaluate:

Teacher will close the lesson with the entire group. Teacher addresses the procedures for early and late finishers. An explanation is provided about the method of assessment (checklist, rubric, inventory, anecdotal record). This explanation includes specific questions that relate to the objective and standard.

The teacher will assess the apples with a checklist for grading purposes and ask the following questions: How many apples are on this apple? What numeral is shown on this apple? How did you know which numeral it was when counting? (it was the last number I said)

The ABCD model for writing objectives

Introduction

· Objectives will include 4 distinct components: Audience, Behavior, Condition and Degree.

· Objectives must be both observable and measurable to be effective.

· Use of words like understand and learn in writing objectives are generally not acceptable as they are difficult to measure.

· Written objectives are a vital part of instructional design because they provide the roadmap for designing and delivering curriculum.

· Throughout the design and development of curriculum, a comparison of the content to be delivered should be made to the objectives identified for the program. This process, called performance agreement, ensures that the final product meets the overall goal of instruction identified in the first level objectives.

Characteristics of objectives

· Observable and measurable

· Unambiguous

· Results oriented / clearly written / specific

· Measurable by both quantitative and qualitative criteria

· Communicate a successful learning in behavioral terms

· Written in terms of performance

· May be presented in 2 levels: 1st level and 2nd level

· 1st level: identify the overall goal of the instruction for the program or instructional event

· Sometimes called terminal objectives

· 2nd level: identify the goals required to meet the 1st level objectives

· Sometimes called enabling objectives

Samples

· Given a standard sentence, the English 101 student should be able to identify the noun and verb without error.

· Given an assortment of EMS equipment to pick from, the paramedic should be able to identify all of the equipment necessary to perform rapid sequence intubation without error.

· The EMT-B participant in this pediatric workshop should be able to identify at least 4 warning signs of possible child abuse from a family member’s interview that contains 5 warning signs.

4 Parts of an ABCD Objective

·

Audience

·

Behavior

·

Condition

·

Degree

· The objective does not have to be written in this order (ABCD), but it should contain all of these elements

Audience

· Describe the intended learner or end user of the instruction

· Often the audience is identified only in the 1st level of objective because of redundancy

· Example: The paramedic refresher participant…

· Example: The EMT-B student…

· Example: The prehospital care provider attending this seminar…

Behavior

· Describes learner capability

· Must be observable and measurable (you will define the measurement elsewhere in the goal)

· If it is a skill, it should be a real world skill

· The “behavior” can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor, affective, or interpersonal

· Example: … should be able to write a report…

· Example: …should be able to describe the steps…

· Cognitive domain

· Emphasizes remembering or reproducing something which has presumably been learned

· Deal with what a learner should know, understand, comprehend, solve, spell, critique, etc.

· Psychomotor domain

· Emphasizes some muscular motor skill, some manipulation of material and objects, or some act that requires a neuromuscular coordination

· Concerned with how a learner moves or controls his/her body

· Affective domain

· Composed of two different types of behaviors: reflexive (attitudes) and voluntary reactions and actions (values)

· Stages: perception, decision, action and evaluation

· Interpersonal domain

· Emphasizes learner skills (not attitude or knowledge) associated with interpersonal exchanges

· How a learner interacts with others in a variety of situations

Condition

· Equipment or tools that may (or may not) be utilized in completion of the behavior

· Environmental conditions may also be included

· Example: …given an oxygen wrench, regulator and D tank with oxygen…

· Example: …given the complete works of William Shakespeare…

· Example: …given the following environment: 10PM, snowing, temperature 0 degrees C…

Degree

· States the standard for acceptable performance (time, accuracy, proportion, quality, etc)

· Example: … without error.

· Example: … 9 out of 10 times.

· Example: …within 60 seconds.

Review of ABCD Objectives

· Who is to exhibit the performance?

· What observable performance is the learner to exhibit?

· What conditions are provided for the learner at the time of evaluation?

· What constitutes a minimum acceptable response?

Performance Agreement

· Reiterative process where content is compared to objectives to determine if the content being delivered actually enables the student to meet the objectives

· Be “reiterative” we mean that throughout the development of the course you should be reviewing to see if performance agreement is present. It is much easier to make minor adjustments as you go along than it is to make major changes in the end.

· If you cannot clearly see that the content being delivered meets the objectives then you must decide the following:

· Rewrite the objectives to meet the content

· Modify, enhance or remove the content to meet the objective as stated

Retrieved from: www.mdfaconline.org/presentations/ABCDmodel

EDEC 3307 Early

 

Childhood Lesson Plan Template 

Duration: 30-60 mins based on grade level 

 

Theme/Title of your lesson: Recite numbers up to at least 100 by ones and tens beginning with any given number.

Grade: ___kinder__ 

 

Number of students: 12

 
 

1. Summary of Children’s Development: 

a. Select 2-

3

milestones per domain: cognitive, physical, socio-emotional from the handout provided. Describe how this lesson plan supported the selected milestones. Write one paragraph (80-100 words) for each domain and cite your resources. 

2. Prior Knowledge:  

· In 2-3 sentences, describe the prior knowledge that the students might have about the topic. 

Students will already know how to count from 0-

10

and use objects to reach their goal number. Students will be able to use the verbal ordinal terms and can count to 5 without using objects.

· Include the standard taught (TEKS) in the previous grade level. (if this is a Kindergarten lesson plan, use the Pre-K Guidelines.

V.A.4: Child Demonstrates that the order of the counting sequence is always the same, regardless of what is counted.

V.A.6: Child Demonstrates understanding that when counting, the items can be chosen in any order.

· Explain how the level of objectivity increased from one grade level to the next one. Consider the Student Expectations as they move from low-level thinking to high-level thinking.  

 

3. Standards (TEKS) and Objective: 

· Write one TEKS -and one student expectation 

TEKS 1.5 Algebraic reasoning.

The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.

· understanding and gain information;

· Write one related objective (Remember Bloom’s Taxonomy! And use the ABCD method) Audience, Behavior, Condition, Degree  

1. Example: 
The student will be able to identify the upper and lower case “Bb” after going on a letter hunt around the class and correctly identifying the capital and lower case “Bb” five times.  
 

The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.

4. Materials: 

· List the materials needed for this lesson. (Be sure to include materials that will support individualization.

· Fish flash cards

· Large carton of fish snack crackers (10 per student)

· Placemats (1 per student)

· Paper

· Attached: Flash cards

· Describe an explicit connection to how the materials consider the cultural and developmental needs of the students.   

· Describe an explicit connection to how the materials consider various interests of students.   

5. Differentiation:  

· Describe how you will differentiate for all developmental needs listed below. How will the lesson support a child who: 

· Speaks a language other than the language of instruction: Students with language barrier would be provided visuals and possible small group with collaborative work to help with comprehension.

· Comes to school with a cast on his/her arm – How did you individualize your materials, content, and environment to support this child? Students with cast would be provided a shadow who isn’t distracted easily and understands the work to help in areas student might need help, or provided with objects.

· Has a limited attention span, but it is not diagnosed. Student who has short attention span would be provided often brain breaks and effective but shorter lessons.

6. Guidance: How did you support positive behavior

· Describe how you applied ideas from Guidance into your lesson

· (See Instructional Procedure) Describe routines, steps (or guidelines) for distributing, using and cleaning-up materials.

· (See Instructional Procedures) Describe how the lesson will consider students who might finish earlier or later than expected.

 

7. Instructional Procedures:  5E’s

· Considerations while you are developing each of the 5E’s:

· Indicate how long each section will last. 

· Include examples of high-order thinking (HOT) open-ended questions throughout all 5E’s.

· Describe routines, steps (or guidelines) for distributing, using and cleaning-up materials.

· Describe how the lesson will consider students who might finish earlier or later than expected.

 

Engage: (indicate how long this section will take) How will you motivate students to get excited about the ideas/concepts in the lesson? How will you spark their interest? Examples: thought-provoking question, scenario, picture, word, song, artifacts, a book, etc. No videos! 

 

Explore: (indicate how long this section will take) How will students investigate the ideas/concepts through concrete materials that can stimulate dialogue and disequilibrium? This section should be child-guided with little to no teacher-direction – No worksheets! 

 

Explain: (indicate how long this section will take) How will students explain what they learned during their exploration? How will the teacher describe, elaborate, and deepen on the ideas/concepts of the lesson? This section can be more teacher-directed with child-guided discussion- No worksheets! 

 

Expand: (indicate how long this section will take) How will the students apply the ideas/concepts they have explored and learned to new scenarios? To the real world? This section should support child-guided learning and consist of activities that engage children in inquiry-based learning and connections to experiences. – No worksheets! 

 

Evaluate: (indicate how long this section will take) How will the teacher close the lesson? Which of the following assessment tools will you use to evaluate children’s learning: for example, grading rubric, checklist, inventory, anecdotal record? Which assessment criteria will you use? Be sure this aligns back to the lesson plan Learning Objective. The teacher should be able to see skill mastery of the decided learning objective. No worksheets! 

8. Connection to Theory:

1. How did the lesson connect to theory? Identify the theory from the theorist and use key terminology- Ex. Piaget’s types of cognitive play, Isenberg & Durham’ s types of social play, 4C’s, Vygotsky’s zone of proximal development, and/or Gardner’s multiple intelligences).

2. How did the lesson incorporated DAP’s “Principles of child development and learning and implications for practice”? (See Appendix pages 1-14)

9. Developmentally Appropriate and Culturally Relevant Approaches

1. How did the lesson incorporate four of the following developmentally appropriate approaches: oral communication, child-initiated inquiry, free exploration, teacher modeling, centers, technology, units of study, manipulatives, hands-on learning, the arts, cooperative learning, play? 

2. How are you being culturally aware of your students and the ways in which they might feel included and/or excluded in your lesson?  

10. Writing Conventions

1. Written plan is clear, well organized, professional, and free of grammatical and spelling errors. A reference sheet should be included per APA 7th edition for all cited references.

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