Lesson Plan 5

Pre-Service Teacher’s Name: Hannah Tweedy

Lesson Location: Classroom

Date: 10/8/2019

Lesson Description:

Content Area: Mathematics

Rationale: Student’s IEP goal mentions working on his mathematics specifically one-to-one correspondence.

Goals:

Student will be able to verbally count up to 10 and connect the numeral 1-5 with their quantity.

Lesson Objective(s):

Student will be able to verbally count to 5. Student will represent numerals 1-5 with the correct number of objects.

Early Learning Standard:

Area 7: Mathematics

Standard 7.1.PS: Children understand counting, ways of representing numbers, and relationships between quantities and numerals.

GOLD Standard:

Objective 20:

a) Counts: 4 - Verbally counts to 10; counts up to five objects accurately, using one number for each object

c) Connects numerals with their quantities: 4 - Identifies numerals to 5 by name and connects each to number of counted objects
Procedures Materials Adaptation/Differentiation Reflective
(What will the teacher do? What will the students do?) (ELL, SPED, etc.) Assessment and
Evaluation
Introduction (1 minute) binder
Say: “Jaxson, I brought another activity for you today.
Today we’re doing a new game. Come sit with me over at
the table and I’ll show it to you.”

Do: Show Jaxson his green binder as a reminder

Activities (4-6 minutes) -Does the student

do the tasks
Say: “Alright Jaxson, today we’re going to practice counting. independently?
How high can you count?” -Is the student able
Do: Wait until he’s finished counting. Don’t say numbers for to verbally count up
him. I will then assess his knowledge of the written to 5 without help?
numerals 1-5. I will draw on a white board a number ‘5’. I will -Is the student able
then show Jaxson. to accurately
represent the
Say: “What number is this?” numerals with their
Do: Draw a 5, then a 4, then a 3, then a 2, and then a 1. I quantities?
will record his responses. -Is the student able
to match the
Say: “Great effort! Now I have a game with some toys. I’ll -White board correct written
go ahead and give you 5 toys to have. Let’s count them -White-board marker numeral with the
together as I give them to you. 1, 2, 3, 4, 5! Awesome. Now -Counting-representation boards correct quantity?
here is a game board with some numbers on it. I’ll do the (see image above)
first one for you. Watch how I do it so you can do it next.”
Do: I will point to each object and count the number of object
and then place my toys on top of the pictures.

Say: “Now it’s your turn. Can you count how many toys
you’ll need for this picture?”

Say: “Now can you look at the toys and just tell me how
many are there without counting them?”
Do: record responses for 1-3 objects. Takeaway the board
and set three groups of toys in front of him. A group of 1, a
group of 2, a group of 3, 4. and 5. -Laminated numbers (1-5)
Say: “Alright Jaxson, you did so well in that! I have one
more thing for you to do. Can you match these numbers (1-
5) with the right group of toys in front of you? I’ll do the first
one. Here’s the number 1 and I see that there is one toy in
this pile so I’m going to set this number beside the toy.”
Do: Give him last two laminated numbers and let him place
them near the groups of toys.

Closure (1 minute) -Binder

Say: “Jaxson, you worked very hard today! Here is your -Ninja turtle stickers
special binder to put all of your hard work in. Today is 10/8
and you get to put your fifth lesson in this page with a ninja
turtle sticker! Starting tomorrow you’re going to get a yellow
star drawn on your activity instead of a sticker. Once you
get 3 yellow stars you will get a sticker.”
Do: Give Jaxson a sticker to put on clear plastic page in
binder.
Complete the following after teaching

Evidence/Data Collected (How do you know the children met the lesson objective?)
Student Quantitative Qualitative
 -Verbally counted up to 19
-Corresponded numerals 1-5 with
groups of objects
-Unable to identify groups without
counting one-by-one
-He correctly named ⅗ numbers -When I drew a 1 on the white board he said
correct (the 2, 3, 5) “4” and also “J” and when I drew a 4 he said it
was a “5”

Lesson Reflection including Instructional Decision(s)

Jaxson was very active and sharp today (possibly because he fell asleep during large-group and took a 20 min. nap). This lesson helped me
understand what Jaxson knew about numbers, their visual representation, and one-to-one correspondence. He was very quick to just start laying
out objects one-by-one and saying “1, 2, 3, …. 19”. That was not in my lesson plan for him to represent each number with a toy but showed me
that he likes the visual aid. He has clung to our lesson about literacy even to the point of calling the number four a “J”. I always feel like he’s trying
to rush through the activities to go play and I’m not sure how to keep him engaged for even 5+ minutes. At the end of the lesson he didn’t even
care about getting a sticker or not he was just so ready to go play. So I forgoed the sticker and just said, “Alright you can go play.” Playing in the
sand is his go to center of choice and so I will use that interest for my future lesson plans.