Using the following unit plan, createa lesson plan using the template provided, the delivery and outline the lesson in sequential order from beginning to end. using Lesson 6: Centers for Small Group Instruction to learn counting 0 through 5 i.e. math center, block center, teacher table and puzzle center. Refer to the Massachusetts Curriculum Frameworks to define which standard(s) align specifically with your chosen lesson and the lesson needs to beProject-based/Problem-based learning is a student-led process.

• For mathematics, you should include several examples of the mathematics students are seeking to learn (include pictures/diagrams/links to resources). These are great supplementary tools to help students who may be struggling, as well as being used in accessing prior knowledge.
• All materials noted in lesson delivery (i.e. worksheets, PowerPoints, videos, etc.) should be included in your submission either linked in the document or as an attachment. Consider materials you will be giving to students to explain the lesson (i.e. instructions/ guidelines, etc.) as well as rubric(s) as appropriate. You may also have a checklist for longer projects to help students remain on track.
• The lesson should be written in a format so that anyone coming into teach your class could pick up the lesson and teach it as it is written.
• Differentiation should be noted, where applicable.
• Make sure you are including where you will assess for understanding. Any outside resources MUST be cited in the template in proper APA in-text citation format, and included on a final References Page in proper APAformat.

Counting and Number Recognition

This unit is designed to introduce pre-kindergarten students to basic counting and number recognition skills through songs, movement, and hands-on activities. Starting with listening and articulation, students progress from using real objects like blocks to recognizing written numerals. Daily routines, art projects, and games reinforce learning in fun and engaging ways. Lessons are short, repetitive, and age-appropriate to match young attention spans. The unit supports all learning styles and includes opportunities for differentiation, parent involvement, and progress celebration, building a strong foundation for future math success.

Stage 1 Desired Results
ESTABLISHED GOALS PK.CC. A.1: Listen to and say the names of numbers in meaningful contexts and introduce counting through physical objects, helping students listen to and say the names of numbers as they count tangible items. PK.CC. A.3: Students will understand the relationship between numerals and quantities up to 5. helping students understand that numerals correspond to quantities, using numeral cards and object groups. PK.CC. A.4: Understand the relationship between numbers and quantities; connect counting to cardinality.	Transfer
Students will be able to independently T1: Listen and articulate numbers 0-5. T2: Recognize and name numerals 0-5 (e.g., know what the numeral "2" looks like and say it out loud). T3: tangible objects up to 5 (e.g., count 1-2-3 while stacking 4 blocks) T4: numbers 0-5 (e.g., line up number cards in the correct order).
Meaning
UNDERSTANDINGS U Students will understand that... U1:Numbers represent quantities and are used to count objects U2:Numerals are symbols that represent numbers and quantities U3: Counting involves ordering numbers in a sequence U4:Physical objects can be used to demonstrate and understand quantities	ESSENTIAL QUESTIONS Q EQ1:How do numbers help us in everyday life? EQ2:What is the purpose of counting? EQ3:Why is it important to know the relationsjip between numbers ad the objects they represent? EQ4:How can we use objects to show what a number looks like?
Acquisition
Students will know... K K1 Numbers 0-5 and their corresponding representations. K2 The connection between a set of objects and the numeral that represents the quantity of that set. K3 The basic sequence of counting numbers and their order.	Students will be skilled at... S SK1Listening to and repeating verbally the names of numbers 0-5 SK2Recognizing and naming numerals 0-5 when seen SK3Correctly ordering number cards from 0-5
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
This assessment evaluates students' understanding of numbers 0 through 5 using hands-on, visual, and verbal tasks familiar from classroom activities. It measures: Listening and articulating numbers Recognizing numerals Counting objects accurately Connecting numbers to quantities Ordering numbers correctly	CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT Performance Task: See attached summative assessment
	OTHER EVIDENCE: OE Observational checkclists
Stage 3 - Learning Plan
Summary of Key Learning Events and Instruction Lesson 1: Using a song and displaying a video using the smart TV, "5 Little Ducks", students are actively participating by singing along to the song while visually learning numerals 0-5 by watching the video of the song. Lesson 2: Movement with numbers to explain the relationship of hearing numbers and connecting it to the physical number through movements such as 1 spin, 2 hops, 3 stomps, 4 claps, and 5 jumps while students vocalize counting. Lesson 3: Recognition and Fine Motor Skill Development by incorporate number puzzles and flashcards during playtime. Students will recognize and name numbers 0-5. Lesson 4: Connecting Numerals to Quantities by using sensory-based play to connect numerals to quantities. Lesson 5: Counting with Objects with a visual model during snack time, the teacher will model how to count goldfish crackers and pretzels using a template. Lesson 6: Centers for Small Group Instruction to learn counting 0 through 5 i.e. math center, block center, teacher table and puzzle center. Lesson 7: Use number lines and songs to reinforce counting numbers 0-5 forward and backward.
Adapted from Understanding by Design 2.0?? 2011 Grant Wiggins and Jay McTigheUsed with Permission July 2012
NAME:	SUPERVISING PRACTITIONER:

SCHOOL:

GRADE:

DATE:

LESSON INFORMATION

Subject Area

Topic or Unit of Study

Allotted Time for Lesson

Instructional Setting (Check all that apply):

Whole group: ___

Small group: ____

One-on-one: ____

Other:____

Instructional Group:

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

Stage 1 - DESIRED RESULTS

Big Idea - List the broad

concept/topic or theory to

be introduced

Essential Question(s)

Content Standard(s)

Content Objective(s)

Standard 1.a

Essential Element 1.a.4

Students will be able to (SWBAT):

Language Objective(s)

Standard 1.a, SEI a

Essential Element 1.a.4

Students will be able to + language function + language-based task

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.
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.)

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:

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:

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

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

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 creating a safe learning environment.

1. CLASSROOM LAYOUT:

1. CLASSROOM BEHAVIOR MANAGEMENT STRATEGIES:

1. TRANSITION STRATEGIES:

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).

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.

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.

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 Create Differentiated 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
Share Objectives with Students(Written/Oral)
Step by Step Sequence State detailed lesson procedures in sequential order incorporating differentiationfrom above and assessment of all objectives. Check for Understanding: Assess students' progress toward objectives during the lesson
Cognitive Closure/ Student Reflection Check for Understanding: Assess students' attainment of objectives
Homework or Home Connection
Transition at the end of the lesson