TED 407 Activity Plan Templates

Name: Elide Grande

Topic: Math: Counting and Cardinality

Grade Level: They are in third and fourth grade, however, do to their intellectual and physical exceptionalities student are learning from a
differentiated curriculum.
Content Standard: K.CC-1: Count to 100 by ones and by tens.

ELD Standard: ELD.K.Part1.B.5: Listening Actively

-Demonstrate active listening to read-alouds and oral presentations by asking and answering yes-no and why- questions with oral sentence frames
and substantial prompting and support.
-Demonstrate active listening to read-alouds and oral presentations by asking and answering questions with oral sentence frames and occasional
prompting and support.
-Demonstrate active listening to read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light
support.

Content Objective: Students will be able to match the corresponding number (1-5) to the objects representing the value of the number.

Language Objective: Students will be able to listen and respond with gestures or movements to match the number (1-5) to its object value.

Evaluation:
- Students will show understanding through their effort to participate and through their face/body expressions: smile, sound, eye contact.

Curriculum Connection:
- This activity connects to the curriculum because it scaffolds the numbers into small sections, which will assist students to reach their goal of
counting to 100 by ones and by tens.
Materials:
- Big cards with the number and the value represented by an object (story)
- The physical object: animals, and necklaces
- Have number cards so students can match the number to the objects

Engagement:
Expected Duration = 4-5minutes
What is the teacher saying and doing? (Be specific!) What are the children saying and doing? (Be How is language being
specific!) taught and practiced?
Specify research-based
strategies /supports.
 Educator will begin by telling the students a Story that Students will be seated in a semi circle.
includes the numbers one through five.
*the story will use the students name and will be written
in big cards displaying the written number and the
number value in objects.
“Good morning! Today we will be reading “Room 6
goes to the Zoo!”

Educator will begin reading the story making sure she Students will be seeing the number and the objects Students are able to hear
walks around to all five students: “Okay friends, here (animals) on the page. Students will also hold a toy the written form of the
we go; Room 6 goes to the zoo. Jade saw one zebra.” version of the animal in their hand. animals name, see a
*As educator reads the story she will hold up a toy picture of the animal, and
version of the animal, so students can see and touch the hold the object that
animals. represents that written
word and image.
After each card is read the educator will walk up to each Students will respond by touching the image of the
students individually to show them the story card up zebra and through a gesture.
close and will ask questions: *Students will have the opportunity to respond to all five
- Do you like zebras? pages on the book: one zebra, two tigers, three snakes,
- How many zebras are there? four giraffes, and five crocodiles.
*Educator will continue this process until all five pages
of the book are read.
[To accommodate for the bilingual students in the
classroom educator will also say the number and
animal names in Spanish.]

Exploration & Explanation:

Expected Duration = 8-10 minutes

What is the teacher saying and doing? (Be specific!) What are the children saying and doing? (Be How is language being
specific!) taught and practiced?
Specify research-based
strategies /supports.
Once the story is over, the educator will use the same
cards to have the student trace the numbers and see
objects that represent the number’s value.
“Okay, Ne’Jarie this is the number one. Can you trace Ne’Jarie will trace the number and count the objects Students are connecting
it?” with her figures. the written form of a
*Educator will assist student by holding their hand to *each student will have a chance to go through the number to its spoken
trace the number. process. name, and students are
“Great job Ne’Jarie! These objects represent the making a connection
number value of one. Lets count them: one” between the number and a
*educator will provide a physical object (not the way to represent that
animals), so students have something to see and touch number with objects.
as they count.
[This process will be repeated for each of the five
students in the classroom]

Once the number one has been traced and the object
value is counted the educator will move on to the
number two.
“Great work, now let’s move on to the number two”

Educator will say the number, hold the students’ hand Students will look at the number as they trace it with
to trace the number and provide physical objects that assistance from the educator.
represent the number’s value. Students will count the objects with the educator by
“After one comes two. Joshua can you trace the number touching each one, as the educator counts out loud.
two? Awesome! Now let’s count the object value of the
number: one, two. Great work, now it’s Jade’s turn.”
* Like with number one this process will be done with
each student individually.
*Students are using colorful objects to see and count
the number’s value.

“Amazing job friends, do we know what umber comes

after two? Yes, it’s the number three. Let’s go around
so we can trace and count the number and its value”
* This process will continue until each student has
been able to trace numbers 1-5 and counted the
objects that represent the numbers’ value.

[For the bilingual students, the number will be traced

 as they listen to it in both Spanish and English] Students will be able to
listen to the numbers in
Spanish and English
making a connection in
two languages
(translanguaging).

Elaboration:

Expected Duration = 4-5 minutes

What is the teacher saying and doing? (Be specific!) What are the children saying and doing? (Be How is language being
specific!) taught and practiced?
Specify research-based
strategies /supports.
After every child has had the opportunity to trace and
count the numbers and their value. The educator will
say:
“Wow friends, you all did an amazing job! Now we are
going to do one last activity with the numbers one, two,
three, four, and five.”

Educator will explain the directions: Students will participate by allowing their aid to move Students will practice
“You will each receive two necklaces with objects on their hands and by responding through: smiles, sound, using language (gestures,
them. Once you count the objects you will match that and body movements. sound, and body
necklace with the number that represents it.” movements) to
*educator will ask each aid to assist the students in communicate which
counting and asking them: objects match which
- If your necklace has __ objects, which number (1, 2, 3, number.
4, or 5) represents it?
*students will do this for both necklaces.

As students are working on matching their necklace to a

number, the educator will walk around and observe to
check for understanding: the different sounds students
make when they agree or disagree, smiles when they
agree, and/or pushing the number close to the necklace.
 Educator will also ask questions such as:
- Hmm, I see you counted four objects, so does this
card with a three match?
- Do you have any necklace that matches the number
two?
Students will respond by making eye contact to the
number card and necklace the educator is holding up
and through smiles, sounds, and body movements.

Supporting Documents: