5 Day Unit Plan

Sarah Newton
Professor Bentley
October 19, 2018
 Rochester College
General Lesson Plan Template
8/1/2017
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Preschool/ Mathematics Sarah Newton 10/19/18

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a and 1c)
Mathematical literacy. Children begin to use the language of mathematics by applying
emerging skills in representing, discussing, reading, writing, and listening.
Important Concepts (Danielson 1a)
1. Students will begin to record their work with numbers in a variety of simple concrete
and pictorial formats.
2. Begin to use symbols to represent real objects and quantities.
3. Begin to describe comparative relationships (more, less, same number of objects).
Learning Outcomes (Danielson 1a and 1c)
Students will be able to count to 20 alone. Students will be able to connect objects to
quantity.
Assessment Summary (Danielson 1f)
Formative: As children interact with pumpkin seed counting they will be assessed on their
counting out loud, pointing at each pumpkin seed as they count. They will be assessed if
they say more than, less than, or equal too. The children will be allowed to use stacking
blocks as a visual when counting the seeds
Summative: The children should be able to finish project in class. Assessments can be
modified if less developed children are struggling. if they can count out loud, but not point
and get the right number they can be assessed that way.
Prerequisite Relationships to New Learning (Danielson 1a)
 Counting: Having the ability to count to 20
 Have an understanding of more, less, and equal to
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
1. Students who do not have the prerequisite to understand the concept taught they
can use a muffin pan with the numbers in each cup and will add pumpkin seeds to
each cup. Practice counting out.
2. If there is a lack in understanding, then we will practice counting out and drawing
pictures to make understanding easier.
3. Students who understand or master the lesson will be challenged more by putting
their seeds side by side with a peer and deciding which number is larger without
using stacking blocks as a visual.
Instructional Procedures (Danielson 1e)
This learning activity follows a sequence and is aligned with procedural goals. The activity
is designed to engage students in high level cognitive ability.
Assessing Prior First, have class count out loud. Watch who participates and who does
Knowledge not. If students do not have the prerequisite concepts and skills for new
learning, then I will put the muffin pan in front of the kid to practice for a
little. This way they can count each of their pumpkin seeds.

Introduction This lesson connects with counting and connecting the idea that a
number symbolizes an object.

Interaction Each group is given a small pumpkin and the students must remove the
(Guided Practice) pumpkin seeds. They may take 2-3 handfuls of pumpkin and pull out
their seeds. They then have to count each seed.

Closure Be sure children properly complete assessment and have a full

understanding.

Independent Children practice counting their seeds and compare how many seeds
Practice they have with their peers.

Lesson Timeline (Summary of Instruction ) (Danielson 1e)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Assess  Give children  Children count
counting pumpkin and with a peer.
 Allow children allow them to  Then, students
to try counting grab seeds. compare who
by themselves  Have children has more seeds.
count their
pumpkin
seeds

Texts, Materials, and Supplies (Danielson 3c)

Pre-cut pie pumpkins, table liner, and art smocks

Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e)
Click here to enter text.
Children’s learning outcome should be assessed on what they have learned and not what
they already know.

Rochester College
 General Lesson Plan Template
8/1/2017
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Preschool/ Mathematics Sarah Newton 10/19/18

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a and 1c)
Measuring. Children Explore and discover simple ways to measure.

Important Concepts (Danielson 1a)

1. Show awareness that things in their environment can be measured.
2. Begin to understand concepts of weight
3. Use skills of estimation
Learning Outcomes (Danielson 1a and 1c)
 Students will be able to measure a small pumpkin (gourd)
 Students will be able to decide if the pumpkin will sink or float

Assessment Summary (Danielson 1f)

Formative: As children interact, they will be assessed on their ability to measure around the pumpkin with a
tape measurer. The assessment will be on their ability to use the tape measurer rather than getting the exact
answer.
Summative: The students should be able to finish in class. They will be assessed on ability and can be
modified for those students that are struggling.
Prerequisite Relationships to New Learning (Danielson 1a)
 Students should be able to count to 20
 Students should be able to tell which gourd is larger and smaller
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
 Students that struggle with measuring can use a scale to see how much the pumpkin weighs.
 Students can make estimations on how large their pumpkin is.
Instructional Procedures (Danielson 1e)
First, the student will measure pumpkins following the procedure rules. Then, they will drop a pumpkin in the
water to see if it will sink or float.
Assessing Prior  Assess the children as they count to 20.
Knowledge  Ask the children if they think the pumpkin will sink or float

Introduction I will connect the lesson to the prior day by having the students first start out counting.

Interaction Each person in the small group will be given a gourd. Then, they will measure with the
(Guided Practice) tape measurer. The children will need guidance at first to wrap the tape measurer
around the gourd. After, walk the child over to

Closure Make sure students complete the activity and have a full understanding.

Independent Children will be able to measure pumpkins on their own after instruction.
Practice

Lesson Timeline (Summary of Instruction ) (Danielson 1e)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Assess children on  Measure pumpkins  Children get into a large
counting to 20  guess weight of group and discuss why their
 Discuss how to measure pumpkins pumpkins sink.
pumpkin.  Drop Pumpkins in water  Children will compare who
and notice if they sink or has the largest pumpkin.
float.

Texts, Materials, and Supplies (Danielson 3c)

Pumpkin (gourds), scale, tape measure, bucket full of water
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e)
Children’s learning outcome should be assessed on what they have learned and not what
they already know.

Rochester College
General Lesson Plan Template
8/1/2017
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Preschool/ Math Sarah Newton 10/19/18

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a and 1c)
Simple operations and beginning algebraic thinking. Children begin to develop skills of sorting skills and
organizing information, seeing patterns, and using information to make predictions and solve new problems.
Important Concepts (Danielson 1a)
1. Use simple estimation to make better guesses.

2. Can generate problems that involve predicting, collecting, and analyzing information.

Learning Outcomes (Danielson 1a and 1c)

 Students will be able to make a graph
 students will be able to make predictions
Assessment Summary (Danielson 1f)
Formative: As students work on their graph, they will be assessed on their ability to take information and put it
into a graph. They will be assessed on their prediction of which column has the most.
Summative:
Prerequisite Relationships to New Learning (Danielson 1a)
 Students will have to know how to make predictions
 The will have to be able to count to 20
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
 Students that are struggling can count the different leaves and write down the number
 Advanced students can color in the graph on their own
Instructional Procedures (Danielson 1e)
Students will go outside and collect leaves. Then, they will count the leaves, create a graph, and color the
graph.
Assessing Prior  Assess children on their ability to count to 20.
Knowledge  Ask the children what they know about graphs.

Introduction First start with reading a book and talk to the students about collecting leaves outside.

Interaction Help the students count the different leaves and create a bar graph.
(Guided Practice)
Closure Make sure students completely finish assessment and make sure they have an
understanding of the lesson.

Independent Students collecting leaves and coloring their graph.

Practice

Lesson Timeline (Summary of Instruction ) (Danielson 1e)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
  Students practice
counting
 Students go collect
leaves
 Teachers lay out graph
paper and crayons
 Students separate leaves
by color or by type of
leaves.
 Students will create a
graph.
 Students will work
independently on coloring
graph

Texts, Materials, and Supplies (Danielson 3c)

Graph paper, crayons, leaves

Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e)
Click here to enter text.
Students should be assessed on what they have been taught and not on prior knowledge

Rochester College
General Lesson Plan Template
8/1/2017
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Preschool/ Math Sarah Newton 10/19/18

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a and 1c)
Math practices. Children begin to develop processes and strategies for solving mathematical problems.

Important Concepts (Danielson 1a)

1. Try to solve problems in their daily lives using mathematics

2. Begin to develop and use various approaches to problem solving based upon their trial and error
experiences.

Learning Outcomes (Danielson 1a and 1c)

 Students will master trial and error
 Students will master problem solving
Assessment Summary (Danielson 1f)
Formative: As children interact with apple counting they will be assessed on their counting
out loud, pointing at each apple as they count. They will be assessed if they say more than,
less than, or equal too. The children will be allowed to use stacking blocks as a visual when
using the number side of the apple
Summative: The children should be able to finish project in class. Assessments can be
modified if less developed children are struggling. if they can count out loud, but not point
and get the right number they can be assessed that way.
Prerequisite Relationships to New Learning (Danielson 1a)
 Counting from 1-20
 Understanding more, less, equal too: Each apple will be assigned a number and will
be placed on the apple. The children will flip over the apples to cover the numbers
when they are counting them and flip them back over to do the more than, less than,
or equal to.
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
1. Students who do not have the prerequisite to understand the concept taught they
can use a muffin pan with the numbers in each cup and will add eraser apples to
 each cup. Practice counting out.
2. If there is a lack in understanding, then we will practice counting out and drawing
pictures to make understanding easier.
3. Students who understand or master the lesson will be challenged more by putting
the counting apples side by side and deciding which number is larger without using
stacking blocks as a visual.
Instructional Procedures (Danielson 1e)
The students will count with the apples and use stacking blocks to compare which is more.

Assessing Prior First, have class count out loud. Watch who participates and who does
Knowledge not. Do a few practice problems and then allow students to try on their
own. If students do not have the prerequisite concepts and skills for new
learning, then I will put the muffin pan in front of the kid to practice for a
little. This makes them count each little apple instead of each building
block.

Introduction This lesson connects with counting that we learned in class. This is the
fundamental basis for adding and subtracting.

Interaction Each group is given a set of apples labeled 1-15 and stacking blocks.
(Guided Practice) Children will stack blocks and compare the height of blocks. Once this is
completed students can practice subtraction from one another.

Closure Children properly complete assessment and fully understand what was
taught.

Independent Children practice comparing more, less, and equal to. They can begin
Practice the foundation for subtraction. For example, if they have a stack of 10
and a stack of 6 they can say the difference is 4.

Lesson Timeline (Summary of Instruction ) (Danielson 1e)

Start of the Lesson
 Assess counting
 Incorporate stacking
and counting
 Comparing numbers
Mid-Lesson Activities End of Lesson Activities
 Child counts out loud to  Children independently
peers practice
 Shows excitement and  Count and compare
they understand the
concept
 Practice taking away

Texts, Materials, and Supplies (Danielson 3c)

Laminated apples with numbers 1-15 (5 sets), stacking blocks for each group, muffin pans,
apple erasers, and number apples to place in the pan.

Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e)
Click here to enter text.
Children’s learning outcome should be assessed on what they have learned and not what
they already know.
 Rochester College
General Lesson Plan Template
8/1/2017
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
Preschool/ Math Sarah Newton 10/19/18

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a and 1c)
Classification and patterns. Children begin to develop skills of recognizing, comparing and
classifying objects, relationships, events and patterns in their environment and in everyday
life.
Important Concepts (Danielson 1a)
1. Identify patterns in their environment

2. Investigate patterns and describe relationships.

Learning Outcomes (Danielson 1a and 1c)

 Students will be able to recognize patterns
 Students will be able to compare two objects
Assessment Summary (Danielson 1f)
Formative: Students will be assessed on their patterns, and their ability to say their pattern
that they came up with.
Summative: The students should be able to finish the activity in class. The assessment can
modified for the students that are struggling or are accelerating in the activity.
Prerequisite Relationships to New Learning (Danielson 1a)
 Students need to have a basic understanding of patterns
 Students need to understand how to compare objects
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
 Students that do not have an understanding of the prerequisite can have a partner in
the project to help guide them along.
 Students that do not have an understanding or are struggling can create a simple
pattern.
 Students that are more advanced can create a more complex pattern with three
colors.
Instructional Procedures (Danielson 1e)
Students will have dice and will roll the dice and match the number with a color and they
will add it to their pumpkin painting. If a 1 is rolled its orange, 2 is green, and so on. As they
roll the dice they will add two or three colors and then continue the pattern for the rest of
the painting.
Assessing Prior First, have class say a pattern out loud. Watch who participates and who
Knowledge does not. Do a few practice problems and then allow students to try on
their own. If students do not have the prerequisite concepts and skills for
new learning, then I will place them with a partner.

Introduction I would read the class a pattern book. Then, the class will talk about different patterns
that they see in real life.
Interaction Each group is given a set of rolling dice. Children will roll dice and find
(Guided Practice) the matching color. Once this is completed students add paint to their
pumpkins and create their patterns.

Closure Once all the students have completed their patterns then they would
share it with the teacher and talk about their pattern pumpkin.

Independent Students will receive a worksheet and have to create their own Spookly pumpkin
Practice pattern. They will have to color in all the pumpkins sitting in front of the fence.

Lesson Timeline (Summary of Instruction ) (Danielson 1e)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
 Discuss patterns  Students roll dice to get  Students will share their
 Read Pattern book their colors for the patterns with the teacher
patterns  After they finish students will
 Students paint receive an independent
worksheet and work on their
patterns

Texts, Materials, and Supplies (Danielson 3c)

Pattern book, paint colors, pumpkin papers, paint brushes, crayons, independent worksheet

Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e)
Click here to enter text.
Children’s learning outcome should be assessed on what they have learned and not what
they already know..