SCROLL DOWN TO DIFFERENTIATION TO FIND STRATEGIES THAT COULD BE

USED WHEN ACCOMODATING FOR A STUDENT WITH FAS FOR THIS FDK MATH
LESSON (incorporated into a lesson plan created for placement)
Name: Alexandra Dencsak
Cohort: B1
Lesson Plan
Lesson Title: 10-Frames Grade: FDK
Date: Friday December 11, 2015 (Day 1) Subject/Strand: Stable order, one-to-one correspondence, cardinality
Unit: Number Sense and Numeration
Location: Andrew Hunter ES- Room 148

Time: 20

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
Todays lesson will continue build upon the skills being worked on with 10-frames using Christmas trees! During today’s 20minute math block, I will be leading a group math lesson at the carpet with the students. Each student will have
opportunities to participate in a counting activity that has been prepared for this lesson. It will be an interactive counting
activity that introduces 10-frames to the students. It will require student participation, and it also requires students to think
about their counting principles: development of stable order counting (1, then 2, followed by 3, etc.), and one-to-one
correspondence skills (each item only receives one count (example: if there are 5 objects, the correct count would be
1,2,3,4,5 not 1,2,2,3,4) for numbers up to 10. We will talk about cardinality: the last number counted is the total number of
objects. Students will continue to recognize, identify, and visualize number quantities (1-10) in a different form than the 10frames used in the previous lessons.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
NS1. Demonstrate and understanding of numbers, using concrete materials to explore and investigate counting, quantity, and
number relationships
PS1. Identify and use social skills in play and other contexts
PS2. Demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other activities
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to
3), have expectations that match assessment
NS1.3 Begin to make use of one-to-one correspondence in counting objects, and matching groups of objects
NS1.2 Investigate some concepts of quantity through identifying and comparing sets with more, fewer, or the same number
of objects (e.g., find out which of two cups contains more or fewer beans, using counters; investigate the ideas of more, less,
or the same, using five and ten frames; recognize that the last number counted represents the number of objects in the set
[concept of cardinality])
NS1.4 Demonstrate understanding of the counting concepts of stable order
(i.e., the concept that the counting sequence is always the same- 1 is followed by 2, 2 by 3, and so on)

NS1.9 Use, read, and represent whole numbers to 10 in a variety of meaningful concepts
PS1.2 Demonstrate the ability to take turns in activities and discussions (e.g., engage in play activities with others, listen to
peers and adults)
PS2.3 Demonstrate self-motivation, initiative, and confidence in their approach to learning by selecting and completing
learning tasks (e.g., choose learning centres independently, try something new, persevere with tasks)
PS2.5 Interact cooperatively with others in classroom events and activities (e.g., offer and accept help in group situations,
engage in small-and large-group games and activities, participate in democratic decision making)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to
know and be able to do, in language that students can readily understand.)
Today I will learn…

To identify the number being shown on the Christmas trees by counting the dots on each tree and finding the tree
with the corresponding numeral

To place the trees and their corresponding numerals in numerical order

To demonstrate the counting concept of one-to-one correspondence and cardinality

ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the
criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their
knowledge, skills and thinking, in language that students can readily understand).
I can: Count the lights (dots) on the tree to find out what the total number on each tree is, and then find the tree with that
number to match
I can: Place the 10-frames with the correct numbers in order from 1-10
I can: Understand that each light (dot) on the Christmas tree only gets one count and the last number counted is the total
number of dots
Assessment – How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding; Thinking;

Communication;

Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode
Written, Oral,
Performance
(Write, Say, do)

Oral

Assessment Strategy and Task for
Students- What are the students doing to
show their learning? e.g. turn and talk,
role play/individual, cooperative, etc.

-

I will be asking students questions
as they volunteer to participate in
the group lesson, example: “Can
you count the dots in each box to
find out how many there are?”
and “Great! You said 7, which
number below is a 7?”

Performance
-

-

Students will be participating in a
group activity to work together to
identify how many dots are on a
10-frame, and match it to its
corresponding numeral
Working together and self
regulation in a group activity

Assessment Tool - Instrument used to assess
task and record learning e.g., rubric, checklist,
observation sheet, turn/talk, role play etc

The assessment tool being used: peel and stick
squares that are currently already used as running
records for the students in the class. When AT
requests, I will make anecdotal notes while
observing a student completing a chosen activity.
Afterwards, these are placed into a binder on a
page designated for each specific student, to be
used later on for evaluations (e.g., report cards).
I will be watching for the following, and make
notes according to the presence or absence of the
following for those who choose to complete the
activity:
1. Cardinality: the last dot counted
represents the total number of dots
2. Number recognition (example: if they say
there are 7 dots, can they then recognize
the number 7 figure in a mixture of
numbers to choose)
3. When asked to explain what number
comes next in the sequence, is stable
order counting being used? (1, 2, 3, 4..)
4. Is the one-to-one principle evident?
(Each item can only be counted once)
5. Self-regulation in a group setting: is this
evident?

CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Gone through this lesson three times prior to this
* Some previous number sense and numeration skills (one-to-one correspondence and stable order)
* Practiced counting activities in large group lessons and also in small table groups
* Some base understanding of these basic counting principles

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications
 Students can choose to do the activity
 Students can choose how much of the activity they choose to do
 Teacher prompted questions can be less or more challenging based on each students’ ability and still appropriately
evaluate the students understanding
 Activity is flexible in levels of each student: IE., a lower level JK may require more help than a higher level SK who
may require no help (equal challenge for all students)
 Kingston and Mikayla will be selected, in order to allow for extra practice with this counting principles
 Students having more difficulty can participate first with lower numbers
 Some students can start to understand that one full row of dots is always 5 (just like one whole hand)
• For FAS student:
• Signal the start of a lesson with a song
• List the activities on the board
• In introduction, tell students what they’re going to learn and what your expectations are
• Establish eye contact with the student
• Keep instructions simple and structured.
• Vary the pace and include different kinds of activities. This will help the student succeed
• Use props, charts, and other visual aids- number line
• Have an unobtrusive cue set up with the student who has FAS, such as a touch on the shoulder when needs
reminding stay on task
• Allow a student with FAS frequent breaks
• Let the student with FAS squeeze a rubber ball or tap something that doesn’t make
noise as a physical outlet when needed (group discussion at carpet)
• Try not to ask a student with FAS to perform a task or answer a question publicly
that might be too difficult.
Learning Skills/Work Habits Highlight/circle ones that are assessed:
responsibility, organization, independent work, collaboration, initiative,
Vocabulary (for word wall and/or to develop schema)

self-regulation

- Cardinality
- 10 Frame
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include
the use of Information Technology (ICT) in your lesson plan where appropriate.
Evaluation sheets
 Laminated 10-frames (1-10) – from home
 Laminated numbers 1-10- from home
 Magnetic white board
 Youtube.com (minds on)
 Number line- School resource
Learning Environment (grouping; transitions; physical set up)
Students will join the carpet after cleaning up physical education

Students will stand up on carpet for a short minds on
Students will sit on carpet during lesson (standing as participation occurs throughout)
Cross Curricular Links
n/a
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with enough detail that
another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key
questions to guide lesson.
Time: 12:20-12:25
“Great job everyone for coming in so quietly!”

Students come in and sit on the carpet

“Lets be mindful of who is around you, and lets all
carefully stand up and get ready to sing a quick song!”
Singing song: The hokey pokey

Singing song: The hokey pokey

“Great job everyone! Can everybody sit down and show
me 5?”
“Great work! We are going to spend some time working
on some counting activities as a group today and look at
the 10-frames just like we did last week! Practice makes
perfect!

Students sit back down on carpet for instruction

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 12:25-40
“Lets all sit criss cross apple sauce again and everyone
showing me 5!”

Students sitting on carpet

Sitting beside white board brought from home (can rest
on chart paper easel)
“Can anyone tell me by raising your hands, what you
remember about what we learned about 10-frames?”

“Only one dot can go in each square!”
“We count each dot!”

“A full top row means 5 dots on top!”
“You are right! It is called a 10-frame because it can
hold up to 10 dots, one in each square! But it doesn’t
only have to show the number 10. It can show lots of
other numbers and today we are going to practice
figuring out what each number, from 1-10, looks like in
this frame! Also, you are right! When we see one full
row we can remember that this means 5.. Just like one
whole hand! This is a great skill to remember during this
activity”
“Last week I gave you either the frame first, or the
number, but today it is your job to find the numbers in
the right order AND the 10-frame that matches it!”
“Let me show you an example and see if we can
remember, if I was doing this one, I would count
(pointing as counting) 1 dot in the frame! The last
number I said was 1, so how many dots are there all
together?”

“Wonderful! You are right. So then, I will look down
here on the bottom for the number 1 so that I can put it
beside the correct frame. Like this- and now what
number should we look for next!” –Moves numeral one
beside 1 dot 10-frame

Students raise hands and offer answers
“1!”

“2!”

“Lets try all together, and remember what we talked
about yesterday! Please do not shout out your answer
while a friend is taking a turn because we wouldn’t like
it if that happened to us during our turn right?”
“Wonderful! If you have something to say, raise your
hand and we can talk as a group!”
“Great! We are going to start at 0 again today, and work
our way up to 10. Who would like to come up and try
the first one, 0?”

Students raise hands to come up and participate in activity and
also offer responses that may look as follows:

Picks a student (continues through numbers in
numerical order.. dialog will look like some examples
given below)
“Okay, so which one of these 10-frames do you think
shows 0 dots?”

“This one!”

“Why do you think that one is 0?”

“Because 0 means nothing and this one has no dots at all!”

“Boys and girls, hands on your head if you agree that
this one shows 0 dots on the frame”
“Great! I agree too! So now, which one of these
numbers down here is the 0? Can you find it and place it
beside the frame with 0 dots?”
“Lets look at the number line to find out, does that
match the 0 on the number line?”

Students place hands on head
“This one?” – points to 0
“Yes!”

“Wonderful you are correct!”

Picks a student
“Okay, so which frame should we pick next if we are
going in order?”

“This one!”

“Why do you think that one?”
“Because I counted 1 dot and 1 comes next!”
“Can you show us on the number line?”
“See, 1!” – pointing to number line as counting
“So I will pick this frame”
“Great, now can you find the number one to put beside
it?”

“This one!”

“Can everyone put their finger on their nose if they
agree!”

Students place finger on nose agreeing

(… in numerical order 2,3,4 would come next)
Picks a student
“Okay, so which frame should we pick next if we are
going in order?”

“This one!”

“Why do you think that one?”

“Because I counted 5 dots and 1 comes next!”

“Boys and girls, hands on your head if you agree that
this one shows 5 dots on the frame”

Students place hands on head

Wonderful! A great way to remember this is that 5 dots
means one full row of dots. Just like we say 5 years old
means one whole hand! Great remembering!”
“Great! I agree too! So now, which one of these
numbers down here is the 5? Can you find it and place it
beside the frame with 5 dots?”

“This one?” – points to 4

“Lets look at the number line to find out, does that
match the 5 on the number line?”

Pointing to number line- “1,2,3,4,5 – no this one is a five!”
(Selects correct numeral)

“Wonderful you are correct!”
(… in numerical order 6 would come next)
Picks a student
“Okay, so which one of these 10-frames do you think
shows 7 dots?”

“This one!”

“Why do you think that one is 7?”
“Boys and girls, hands on your head if you agree that
this one shows 7 dots on the frame”

“Because I counted 7 dots!”

“Lets count together and find out. Do we see one full
row of dots on here?”

“Yes”

“So does anyone remember what ONE full row of dots
means?”

“5!”

“You are right! One full row means 5 dots. So we can
start counting the dots after that because we already
know there are 5 on top. See.. 5 (points to top row) ,
6,7!”

Student on carpet- “I think it’s a 6!”

“5,6,7”

“Fantastic counting ON my friends! We knew that the
whole top row was 5, so we continued counting on from
there! Great work!”
“So now, which one of these numbers down here is the
7? Can you find it and place it beside the frame with 7
dots?”

“This one?” points to a 6

“Lets look at the number line to find out, does that
match the 7 on the number line? 1,2,3,4,5,6,7”

1,2,3,4,5,6,7- This one matches the 7!”

“Great job! Don’t forget to use your number line to
match the numbers when you aren’t sure! Fantastic job”
I will try to pick students that I have not seen
participating in my previous activities, to try and
involve and observe all students
(Lesson Flexibility)
We will work towards finishing to 10- but if unable to
we can continue in another lesson or if students become

too disengaged I can read a story as a backup
Will have observation notes in a binder to take
observation notes immediately following the lesson
while students wash up for nutrition break
Teacher conversation would look like the above
example throughout the activity with every student that
participated that day (the ones who wont will be
encouraged to join my next table activity on a different
day, or I can choose them if they raise their hands to
answer during our group lesson on day 4
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 12:38-40
“Great job today everyone! I am so impressed with all
your wonderful work today! We can work some more on
10-frame activities next week again!”
“Before we finish, who can remind me some important
things we have learned about 10-frames?”
“Fantastic! One whole row means 5, just like one whole
hand! Then you can count ON from 5! What great
remembering I am so impressed. Lets continue to
practice this during our math activities next week!”

Students raise hands
“One full row means five dots, like one whole hand!”
“Each number can only be counted once in each box!”

“As well, does anyone know any ways we can help
remember what our numbers look like if we cant
remember”
“You should look at the number line! You can count until you
find a match!”
“Fantastic! The number line is a great tool to use to help
recognize and pick out our numbers and I am so glad I
saw many of you doing this all on your own today”
As well, consolidation will happen throughout the
“action” on an individual basis for each student who
chooses to complete the activity out loud so all students
can listen, comprehend, and contribute (examples
scripted above)
Conversation will be prompted for students to share
their thinking and reasoning to evaluate (examples
shown above)

Teacher prompted questions will not give away answers
to students, but prompt them to share their reasoning
and understanding aloud and encourage one another.
Student to student help when needed will be encourage
Immediately following lesson, I can add any student
success information to my running anecdotal records of
observations for the success criteria for the week

Extension Activities/Next Steps (where will this lesson lead to next)
These 10-frame laminations will be set out during math activities this week for students to do (if they choose) during the 20minute math activity blocks following recess. They can match the frames to the numbers, and this will work to consolidate
their knowledge of 10-frame, 1-row equals 5, cardinality, one-to-one correspondence, and stable order counting. We will be
doing a Christmas themed 10-frame lesson next week (lights on the Christmas trees) to build upon this concept.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this
subject/topic)
The Lesson:
The Teacher