In the following lesson plan, include both content standards and relevant standards of mathematical practice, using the Massachusetts teaching standards. How will you transition at the end of the lesson?

NAME: Cortney Johnson

SUPERVISING Molly markos PRACTITIONER:

SCHOOL: Moody River

GRADE: Pre-K

DATE: 6/01/2025

LESSON INFORMATION

Subject Area

Mathematics

Topic or Unit of Study

Counting and Number Recogniton (Numbers 0-5)

Allotted Time for Lesson

35 minutes

Instructional Setting (Check all that apply):

Whole group: __x_

Small group: _x___

One-on-one: ____

Other:__x Math Centers__

Instructional Group:

# of students in the classroom: 12	# of ELs engaged in lesson: 2
# of students engaged in lesson: 12	# of students on IEPs engaged in lesson: 5
	# of students on 504s 1
Other descriptors:

Stage 1 - DESIRED RESULTS

Big Idea - List the broad

concept/topic or theory to

be introduced

Numbers are symbols that reperesent quantities and help us describe, compare and make sense of the world.

Essential Question(s)

• Why do we count things?
• How do numbers help us everyday?
• What does the number 3 look like when we use objects?
• How do we know if we counted correctly?

Content Standard(s)

PK.CC.A.1: Listen to and say the names of numbers in the correct order (from 0-10).

PK.CC.A.3: Understand the relationships between numerals and quantities up to 5.

PK.CC.A.4: Count up to 5 objects with one-to-one correspondence.

Content Objective(s)

Standard 1.a

Essential Element 1.a.4

Students will be able to (SWBAT):

• SWBAT say and identify numbers from 0 to 5 orally and visually.
• SWBAT count groups of up to 5 objects with one-to-one correspondence.
• SWBAT match the correct numeral to a group of objects.
• SWBAT order numerals from smallest to largest (0-5).

Language Objective(s)

Standard 1.a, SEI a

Essential Element 1.a.4

• Students will be able to + language function + language-based task
• Students will be able toname,repeat, andusenumber words from 0 to 5 using picture cards, objects, gestures, and songs.
• ELL students will practice counting aloud with teacher modeling and support using manipulatives.
• Students will respond to questions such as "How many blocks do you have?" using complete sentences or gestures.
• Naming:"This is number three"
• Describing:"I see four red blocks"
• Comparing:"Five is more than two"
• Explaining:"I counted each one to make sure"
• Questioning:"How many do you have?"

Common Language Functions:

Match Select Circle Name Retell Define

Explain Summarize Compare Report Paraphrase Justify/Defend

Elaborate Critique Narrate Conclude Convince Compose

Stage 2 - Assessments Standard 1.b Essential Element 1.b.2
Criteria to Assess Understanding	Attach assessment toolyou will use to identify the assessment/record for evaluating student's understanding. Correct verbal articulation of number words 0-5 Ability to identify written numerals 0-5 One-to-one correspondence (placing one object per count) Matching number symbols to sets of objects Ability to order numbers correctly from 0 to 5 Attached: Teacher Checklist with criteria (Mastered/Developing/Emerging) Exit Ticket: "Show me number __" (students use cubes or fingers)
Other Assessment Evidence	List or attach other forms of assessment that you will use in the lesson (check in, quiz, test, journal, observation, student self-assessment,etc.) Teacher will keep anecdotal notes on participation and accuracy. Students' responses during group discussion and center time will be observed and recorded. Informal questioning: "Can you count how many ducks we have?" Peer feedback during small group games. Documentation of number word usage in play contexts One-on-one verbal assessments

Stage 3 - Learning Plan

Materials and Resources

Standard 2.a and 2.d

Essential Element 2.1.3 & 2.d.2

List or describe the materials and resources needed - both by the teacher and the student.

For the teacher:	For the students:
Smartboard and speakers YouTube video: "5 Little Ducks" Number flashcards (0-5) Large number mat Counting manipulatives (ducks, cubes, crackers) Chart paper and markers Visual aids (dot cards, ten frames) Assessment checklist and clipboard Magnetic number line	Crayons and pencils Counting mat Foam numerals 0-5 Pretzel snacks or goldfish crackers for edible counting Plastic cubes or buttons Sensory bin with tactile numbers iPad or computer for optional number games

Identify Digital Resources and Technology

MA Digital Literacy and Computer Science Curriculum Framework.- Grades Kindergarten to 12 (2016)

Helpful Resource: Merrimack College Educational Resource Center Digital Literacy Computer Science

1. In what ways will you leverage classroom technology in order to make content accessible to all students?

For the teacher:	For the students:
YouTube for math videos Smartboard for interactive number drag-and-drop Online timers for transitions	Interactive counting apps (e.g., Starfall, ABCmouse) Number matching games Digital flashcard apps Smartboard activities (count the apples, drag to number)

1. Explain how this relates to the content and how the digital resource will enhance learning:

• Students will be engaged with audio-visual content that supports their learning styles.
• Digital tools provide immediate feedback.
• Tools allow repetition and self-paced exploration for differentiation.

1. State the standard that applies to this lesson. (if applicable)

MA DLCS PK-2.DTC.a.1- Use digital tools to explore and express patterns and ideas.

Classroom Management, Classroom Routines, Transitions and Layout Considerations Needed for This Lesson

Standard 2.b, 2.f and

SEI d

Essential Element 1.a.4, 2.b.1, a

This section discusses the considerations for creatinga safe learning environment.

1. CLASSROOM LAYOUT:

• Circle time area for whole group
• Small group table with manipulatives
• Math center with puzzles and number lines
• Sensory bin station with textured numbers
• Smartboard/technology center for digital activities

1. CLASSROOM BEHAVIOR MANAGEMENT STRATEGIES:

• Visual schedule on board
• Use of reward system (stickers, verbal praise)
• Counting songs as transition cues
• Calm-down corner for students needing breaks

1. TRANSITION STRATEGIES:

• "Clean-up Song" signals end of centers
• Number-based line-up game: "Find the number 3 and stand up!"
• Color-coded cards used to signal rotation

Differentiation *

Identify types of strategies you are planning to use that will differentiate for learning needs/student interest/learning styles/student readiness/English proficiency

(see Resource List below).

For English Language Learners (ELLs):

• Picture cards with numbers and images
• Pairing with peer buddies
• Teacher models counting multiple times
• Gestures and pointing to support comprehension

For Students with IEPs:

• Reduce task size (focus on 0-3 instead of 0-5)
• Use of assistive tools (grasping manipulatives)
• Pair with peer buddy
• Visual schedule with pictures
• Repeat instructions and provide extra wait time
• Teacher models counting multiple times
• Gestures and pointing to support comprehension

For Advanced Students:

• Extend activity to numbers 6-10
• Ask them to create their own counting game
• Have them explain how they counted to a peer

Assessment Differentiation:

• Use of oral, visual, or gestural responses
• Scaffolded support with manipulatives
• Allow students to circle instead of write numbers
• Individual conferencing during centers

Accommodations

Accommodations allow learners with disabilities identified on a 504 or IEP access the curriculum.

https://www.washington.edu/doit/what-difference-between-accommodation-and-modification-student-disability

Accommodations can be described as an alteration of presentation. setting, response, schedule/timing, that allows all learners to access the curriculum.

• Number song videos with closed captioning
• Tactile and sensory number cards
• Modeling and role-play for understanding quantity
• Reinforcement through games like "Memory" or "Matching Numbers"
• Visual task cards with step-by-step instructions
• "Show and tell" with real-life counting items (fruits, toys, shoes)
• Multiple means of representation (visual, auditory, tactile)
• Flexible grouping and pacing
• Choice in materials and response methods
• Frequent opportunities for movement and sensory input

Modifications

*Modifications are the responsibility of the special education teacher, but coordination between the general education and special education teacher are essential.

Modifications are incorporated within the IEP and the teacher should reference the IEP as they prepare the lesson.

• Focus on 0-3 for students needing reduced cognitive load
• Provide hand-over-hand assistance for fine motor support
• Use larger manipulatives for easier grasping
• Provide fidget tools, allow standing/movement

Diverse Learners Resource List *
Learner Factors:How will you provide access to the curriculum for all students, including students with different strengths, abilities, & learning styles, students with IEPs and 504s, and English learners (ELs)?
Use Multiple Modes of Representation (gestural, oral, pictorial, graphic, textual) Handout/Share Copy of Directions Model Directions Reread Directions Give Verbal Cues to Emphasize Main Ideas Allow for Student Choice (Ex: topic) Extend Time Handout/Share Copy of Board Notes	Give Additional Examples Post Visuals/Pictures Give Verbal Reminders Use Native Language Allow Oral or Signed Responses Allow Drawing, Labeling, or Pointing Responses Use Braille or Large Print Use Page Markers Give Frequent Breaks	Use Computer/Tablet Use Assistive Devices Group Students Intentionally Use Graphic Organizers Add Review Activities Adjust the Number of Problems/Exercises Provide an Adapted Text Provide Text at a Different Reading Level CreateDifferentiated Assignment/ Assessment

LESSON DELIVERY
	Timeline	What will the teacher do?	What will the students do?
Introduction Make meaningful connections between lesson content and background knowledge, prior learning, real world. Check for Understanding:Assess prior knowledge/understanding of a topic	5 Min	Play "5 Little Ducks" video Hold up fingers for eah number Use toy ducks to count along Pause to count ducks as they appear Think aloud-I see 5 ducks swimming. Let me count: 1, 2, 3, 4, 5 How many ducks are left when one goes away?	Sing along and use fingers to represent numbers Repeat number words after the teacher Point to ducks on screen when counting Show answer with fingers before verbal response
Share Objectives with Students(Written/Oral)	5 Min	Visual Objective Display: Today we will count 0-5 and match numbers to groups. Movement Counting Game: Repeat each action while counting aloud: jump and count 1, 2, 3. Clap and count 4 and 5 Model zero by using stomping	Look at visual schedule and repeat key words Students repeat each action while counting aloud Students stay silent for zero
Step by Step Sequence State detailed lesson procedures in sequential order incorporatingdifferentiationfrom above and assessment of all objectives. Check for Understanding: Assess students' progress toward objectives during the lesson	15 min	Small Group Center Rotations: 5 mins each center: Group 1: Match numeral cards to sets of manipulatives Group 2: Use dot markers to fill a number mat Group 3: Interactive number game on Smartboard Teacher circulates, prompting: "Can you count these for me?" Conduct brief individual conferences	Work independently at assigned centers Rotate every 5 minutes with signal Ask for help when needed Explain their thinking to teacher
5 min	Counting Snack Give students 5 goldfish crackers Ask them to place one on each circle of number mat Students then count backwards aloud while eating each cracker Connect to Zero:"How many crackers now?"	Show their favorite number using fingers Follow directions to place crackers Point to each cracker when counting Count backwards as they eat: "5, 4, 3, 2, 1 Show empty mat and say "zero" Answer exit question: "Can you find number 4 on your mat?"
Cognitive Closure/ Student Reflection Check for Understanding: Assess students' attainment of objectives	5 min	Return to circle for closing song Quick review using interactive Smartboard activity Students share one thing they learned about numbers Preview tomorrow's math exploration	Show their favorite number using fingers Point to correct numeral on floor number line Give thumbs up if they feel confident counting to 5
Homework or Home Connection	Send home a worksheet with household counting prompts: "Count 3 spoons," "Find 4 socks," "Draw 5 apples." Encourage parents to take a picture of a counted item and send it to school
Transition at the end of the lesson

Part 1: Listen and Say (Standard: PK.CC.A.1)

Task: Sing or recite part of the "Five Little Ducks" song:

"Five little ducks went out one day..." Ask: "How many ducks went out?" (Expected:Five) "Two little ducks came back..." Ask: "How many ducks came back?" (Expected:Two)

Teacher Notes: Use a duck visual or a toy duck if needed to keep the child engaged. Record if the student says "five" and "two" correctly.

Performance Indicators by Level:

• Mastered (3 points):Clearly articulates all number words 0-5 with 90 %+ accuracy across multiple contexts
• Developing (2 points):Articulates most number words clearly (70-89% accuracy) with occasional support needed
• Emerging (1 point):Attempts to say number words but needs significant modeling and support (below 70% accuracy)

Part 2: Ability to Identify Written Numerals 0-5- (Standard: PK.CC.A.3)

• Instant Recognition:Quickly identifies numerals when shown flashcards
• Discrimination Ability:Distinguishes between similar-looking numerals (6 vs 9, though not in scope)
• Random Order Recognition:Identifies numerals presented out of sequence
• Multiple Format Recognition:Recognizes numerals in different fonts and sizes

Performance Rubric:

• Mastered:Identifies all numerals 0-5 instantly in various presentations with 95 %+ accuracy
• Developing:Identifies most numerals with brief processing time (80-94% accuracy)
• Emerging:Recognizes some numerals with support and extended time (below 80% accuracy)

Assessment Protocols:

• Flashcard Assessment:Individual 30-second rapid identification test
• Digital Assessment:Interactive touch-screen numeral identification
• Environmental Print:Finding numerals in classroom displays and books

Part 3: One-to-One Correspondence (Placing One Object Per Count)

Observable Behaviors:

• Physical Coordination:Touches or moves exactly one object per number word
• Systematic Approach:Uses a consistent method to avoid double-counting
• Completion Recognition:Stops counting when all objects are accounted for
• Error Self-Detection:Notices when objects are skipped or counted twice

Detailed Performance Levels:

• Mastered:Demonstrates perfect one-to-one correspondence with 5+ objects consistently across different materials
• Developing:Shows good correspondence with 3-4 objects, occasional errors with larger sets
• Emerging:Understands the concept but needs guidance to maintain correspondence throughout counting

Part 3: Count the Objects (Standard: PK.CC.A.4)

Task: Present pictures of grouped objects:

• 3 Bananas
• 4 cars
• 1 cup
• 5 Fish
• An empty clear container labeled "blocks" (0)

Ask: "Can you count how many bananas there are? Point to each one as you count." Repeat for all groups.

Teacher Records: Check whether the child counts each group correctly and points to each item (shows one-to-one correspondence).

• Quantity Assessment:Accurately counts object collections
• Symbol Recognition:Identifies the correct numeral representation
• Connection Making:Links abstract symbol to concrete quantity
• Verification Skills:Double-checks matches through recounting

Assessment Complexity Levels:

• Level 1:Match numerals to pre-arranged object sets (teacher-organized)
• Level 2:Count random object collections and select matching numerals
• Level 3:Create object sets to match given numerals
• Level 4:Independently verify the accuracy of matches made by others

Performance Expectations:

• Mastered:Accurately matches numerals to quantities in all contexts with 90 %+ success rate
• Developing:Makes correct matches with familiar materials (75-89% accuracy)
• Emerging:Makes some correct matches with support and guidance (below 75% accuracy)

Part 4: Put the Numbers in Order (Standard: PK.CC.A.4)

Task: Shuffle number cards (0-5).

Ask: "Can you put these numbers in order, starting with the smallest (like no things) and going to the biggest?"

Teacher Records: Note whether the student places the numbers in the correct order: 0, 1, 2, 3, 4, 5.

• Pattern Recognition:Understands ascending numerical order
• Logical Placement:Positions each numeral in the correct relationship to others
• Completion Accuracy:Produces a complete, correct sequence
• Transfer Application:Applies ordering skills to new materials and contexts

Sequential Assessment Approach:

1. Guided Ordering:Complete sequence with teacher support and number line reference
2. Partial Independence:Order numbers with some pre-placed anchor points
3. Full Independence:Create a complete sequence without support
4. Advanced Application:Order numbers in different contexts (vertical, scattered arrangement)

Scoring Framework:

• Mastered:Orders all numerals correctly in multiple formats without assistance
• Developing:Orders numerals correctly with minimal prompting or reference tools
• Emerging:Understands the ordering concept but needs significant scaffolding